Lifting the veil: Considering the conceptualizations of racism-based trauma among social workers

There is often a superficial veil that divides those willing to discuss the construct of race and those participating in racial ambivalence or color blindness. Talking about race, racism, and the traumatic effects of racism is a discussion that society is still learning how to navigate. This qualita...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Qualitative social work : QSW : research and practice 2022-03, Vol.21 (2), p.294-313
Hauptverfasser: Francois, Samantha, Davis, Curtis
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:There is often a superficial veil that divides those willing to discuss the construct of race and those participating in racial ambivalence or color blindness. Talking about race, racism, and the traumatic effects of racism is a discussion that society is still learning how to navigate. This qualitative study, utilizing the narratives of 13 social workers, was the first to question how social workers, in the role of justice system advocates, engage with the construct of racism-based trauma experienced by the incarcerated person. Data analysis revealed that participants conceptualized racism-based trauma as an often unbeknownst and persistently stressful reaction to a covert or overt racially oppressive situation potentially accentuated by place or locale. Results highlight the importance of increasing knowledge in the construct of racism-based trauma to be beneficial in practice while confronting white privilege and allyship were identified challenges. Participants, varying in their education, indicated having received no training on racism-based trauma. An engagement with one’s racial identity before and during a critique of racialized systems was also posited as being beneficial. The aims of engaging with construct ultimately strengthen and diversify social work pedagogy, training, and policies regarding marginalized groups.
ISSN:1473-3250
1741-3117
DOI:10.1177/1473325021997542