Multicultural content and class participation: Do students self-censor?

Journal of Social Work Education

Volumn 38, Issue 2, 2002, Pages 241-256

  Hyde, Cheryl A ^a   Ruth, Betty J ^b  

^a UNIVERSITY OF MARYLAND   (United States)

^b BOSTON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035994876     PISSN: 10437797     EISSN: None     Source Type: Journal    
DOI: 10.1080/10437797.2002.10779095     Document Type: Article

References (27)

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2. The grounded theory method
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4. Changing perceptions of diversity and oppression: MSW students discuss the effects of a required course
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6. Perspectives of social work faculty on diversity and societal oppression content: Results form a national survey
7. Getting all students to listen: Analyzing and coping with student resistance
8. Learning social work practice: A taxonomy
9. Identifying the "Isms": Enabling social work students to confront their biases
10. Focus groups: A new tool for qualitative research
11. Teaching cultural diversity and oppression: Preparation for risk-The Cloverdale model
12. The process of learning in clinical social work
13. The meaning of multicultural teaching: An introduction
14. Faculty personal comfort and the teaching of content on racial oppression
15. Multiculturalism, "political correctness," and the politics of identity
16. You've got to be taught: Multicultural education for social workers
17. Impact of social work education on student attitudes and behavior concerning oppression