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Keywords

school social work history, scoping review, critical analysis, racism, white supremacy and bias

Abstract

The school social work (SSW) specialization has historically been and continues to be dominated by White women and critiqued for its lack of inclusion and use of western, race-neutral models to guide practice. In response to this criticism, and the Council of Social Work Education’s 2022 accreditation standards requiring programs to recognize the impact of white supremacy, the author completed a scoping review to identify common themes and gaps found in the literature describing SSW history, including if and how racism and white supremacy are discussed. Seventeen articles are included in this review. Common topics explored throughout the literature include a discussion of: 1. the Visiting Teachers Movement (VTM), 2. the influence of key figures, private agencies, and legislation on SSW practice, and 3. guiding models for SSW practice. Gaps included both a critical analysis and critiques of SSW history, and meaningful discussion of the impact of bias, racism, and white supremacy on the profession. Recommendations for future research and analysis are described.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Author Biography

Ashley-Marie Hanna Daftary is an Associate Professor at the University of Nevada - Reno School of Social Work. Her scholarship addresses structural inequities and anti-oppressive practices across systems. To do this, she employs qualitative research methods to uncover the impact of white supremacy as well as effective practices to reduce inequities.

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