Center for Regional & Tribal Child Welfare Studies


Basham, K. (2004). Weaving a tapestry: Anti-racism and the pedagogy of clinical social work practice. Smith College Studies in Social Work, 74(2), 289.

Basham, K. K., Donner, S., & Everett, J.E. (2001). A controversial commitment: The anti-racism field assignment. Journal of Teaching in Social Work, 21(1/2), 157.

Bronstein, L., Berman-Rossi, T., & Winfield, B. (2002). Beyond cultural specificity: Teaching the impact of oppression on all clients' lives. Journal of Progressive Human Services, 13(2), 43-59.

D'Andrea, M., Daniels, J., & Heck, R. (1991). Evaluating the impact of multicultural counseling training. Journal of Counseling and Development, 70(1)143.

Dessel, A., Rogge, M. E., & Garlington, S. B. (2006). Using intergroup dialogue to promote social justice and change. Social Work, 51(4), 303-315.

Endicott, L., Boak, T., & Narvaez, D. (2003). Moral reasoning, intercultural development, and multicultural experiences: Relations and cognitive underpinnings. International Journal of Intercultural Relations, 27(4), 403.

Garcia, B., & Van Soest, D. (2000). Facilitating learning on diversity: Challenges to the professorJournal of Ethnic & Cultural Diversity in Social Work, 9(1/2), 21.

Holcomb-McCoy, C., & Myers, J. (1999). Multicultural competence and counselor training: A national survey. Journal of Counseling and Development, 77(3), 294-302.

Jones, P. (2009). Teaching for change in social work: A discipline-based argument for the use of transformative approaches to teaching and learningJournal of Transformative Education, 7(1), 8-25.

Levine, M., McPhail Johnson, C., & Costner, K. (2004). Seven principles for training a culturally responsive faculty. Learning Abstracts, 7,1-7.

Lorde, A. (2009). There is no hierarchy of oppressions. In Byrd, R.P., Cole, J.P., & Sheftell, G. (Eds.), I am your Sister: Collected and Unpublished Writings of Audre Lorde (219-220). NewYork: Oxford University Press.

Mildred, J., & Zuniga, X. (2004). Working with resistence to diversity issues in the classroom: Lessons from teacher training and multicultural education. Smith College Studies in Social Work, 2004, 74(2), 359-375.

Miller, J., Hyde, C., & Ruth, B. (2004). Teaching about race and racism in social work: Challenges for white educators. Smith College Studies in Social Work, 74(2), 409.

Morris Van Voorhis, R., & Hostetter, C. (2006). The impact of MSW education on social worker empowerment and committment to client empowerment through social justice advocacy. Journal of Social Work Education, 42(1), 105-121.

Rozas, L. (2004). On translating ourselves: Understanding dialogue and its role in social work educationWerkmeister Smith College Studies in Social Work, 74(2), 229.

Selected References on Infusing Diversity in Teaching and Learning. Compiled by Mathew L. Ouellett and Christine A. Stanley

Spears, S. (2004). The impact of a cultural competency course on the racial identity of MSWs. Smith College Studies in Social Work, 74(2), 271.

Tatum, B. D. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62(1), 1-24.

Teasley, M. L. (2005). Perceived levels of cultural competence through social work education and professional development for urban school social workers. Journal of Social Work Education, 41(1), 85-98.

Van Soest, D. (1994). Social Work Education for multicultural practice and social justice advocacy: A field study of how students experience the learning process. Journal of Multicultural Social Work, 3(1), 17-24

Van Soest, D., Garcia, B., & Graff, D. (2001). Sensitivity to racism and social work professors' responsiveness to critical classroom eventsJournal of Teaching in Social Work, 21(1/2), 39.



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