自慰视频

Samuel Bradley, Jr., an assistant professor in the Boston College School of Social Work, scrawled the phrase 鈥淐hange Transformation Cycle鈥� on the whiteboard in his classroom.聽

It was a Friday morning in February, and Bradley was teaching his students how to help their employers cultivate diversity and inclusion in the workplace.聽

He advised his students to pressure corporate leaders to consider that the workforce is becoming more diverse. He urged them to connect with colleagues in powerful positions who support their objectives. And he told them, 鈥淲e need to bring these organizations into alignment with the 21st century.鈥�

Bradley鈥檚 course, 鈥淒ismantling Organizational Bias,鈥� represents one element of a large-scale effort to infuse the values of equity, justice, and inclusion into all aspects of teaching, learning, and scholarship in the School of Social Work.聽

The mission, Bradley said, lies at the heart of the school鈥檚 five-year plan to reimagine social work education and training, work across disciplines, and develop new partnerships in research and practice.

鈥淚n 10 years from now, I want Boston College leading and redefining social work practice for the entire country,鈥� he said. 鈥淭his isn鈥檛 diversity, equity, and inclusion for the sake of lip service. This is diversity, equity, and inclusion for the sake of leadership.鈥澛犅�

How to 鈥榯ransform institutions鈥�

Bradley helps to oversee the work of more than 50 students, faculty, and staff in 自慰视频SSW who belong to the Equity, Justice, and Inclusion Committee, which works to develop policies and practices that promote a caring, respectful, and inclusive community that thrives because of its diversity. The group comprises six sub-committees, including sub-committees dedicated to reimagining the curriculum, measuring campus climate, and training faculty and staff to create an inclusive culture in and out of the classroom.聽

Committee members say their work will promote open and honest conversations, foster interdisciplinary collaborations, and expand access to opportunities for historically marginalized groups, including women, racial minorities, and the LGBTQ community. They want to tackle inequalities that contribute to unfair outcomes in the classroom, better prepare students to work with diverse populations around the world, and create a culture steeped in mutual respect and lifelong learning.

One group of students, faculty, and staff is working to craft a statement that will describe the steps the School of Social Work will take to actively oppose racism and promote justice. The school might incentivize research focused on equity, justice, and inclusion, Bradley said, restructure courses to accommodate different learning styles, or reconsider the need for doctoral students to take the graduate records examinations, a standardized test that often academic success.聽聽

鈥淲e鈥檙e acknowledging that folks are different and we鈥檙e going to take an evidence-based approach to make sure we construct policies and practices that make us anti-racist,鈥� Bradley said.聽

Roc铆o Calvo, an associate professor in the School of Social Work who sits on the sub-committee dedicated to reshaping the curriculum, said that people who have diverse social, cultural, and ethnic backgrounds should play a major role in helping to eliminate systemic racism and inequality in the workplace and on college campuses.聽

鈥淲hat transforms institutions is to invite a diverse group of individuals to the table to share their ideas,鈥� she said. 鈥淚f you鈥檙e serious, you鈥檙e going to bring in people who have thought leadership, who have the imagination to think about these issues very differently.鈥澛�

Bradley is working to create a certificate program that will prepare social workers to direct equity, justice, and inclusion programs at colleges, public agencies, and companies in the private sector.

鈥淭here is a gap in academic programs that are preparing professionals to do this work,鈥� he said. 鈥淭he idea is to create courses that challenge students to think in different ways around these really important subjects.鈥澛�

The program will comprise three courses: 鈥淩e-thinking Diversity: Systems of Oppression and Privilege,鈥� 鈥淐reating the Inclusive Workplace,鈥� and 鈥淒ismantling Organizational Bias,鈥� which Bradley is piloting this spring.聽聽

鈥淩e-thinking Diversity,鈥� which is currently called 鈥淒iversity and Cross-Cultural Issues,鈥� explores the root causes and consequences of oppression and privilege based on race, ethnicity, age, gender, identity, ability, religion, and sexual orientation.聽聽

鈥淚f you understand how the system works, if you are able to deconstruct it, you will be able to build something different, more equitable,鈥� said Calvo, who teaches the course.

鈥淒ismantling Organizational Bias鈥� prepares students to manage diverse teams, resolve conflicts in the workplace, and coach executives to integrate equity, justice, and inclusion into their business practices, Bradley said.聽

Students consult with nonprofit organizations and then write papers to articulate what they鈥檝e discovered. They study the leadership styles of men and women in top positions and then share their findings in oral presentations. And they say they鈥檝e applied what they鈥檝e learned in the class to improve their work with clients in the field.

Caity Vogt, who works with young people of color at an elementary school, said she learned how to address the racial differences between her clients and herself. Vogt, MSW 鈥�20, practiced what she would say to clients if the topic of race came up in their conversations and then used that language to help her navigate the issue.聽

鈥淎s a white woman, I recognize that I鈥檓 not necessarily the person to process racial trauma with my clients,鈥� Vogt said. 鈥淲hen it comes up in the clinical practice, I hold space for it, name it, and say I understand that I will never know your experience.鈥�

Takia Myers, who works in healthcare, tries to connect with her clients by asking pointed questions that cut to the core of their humanity. 鈥淔irst of all, I want to know your name and what you care about,鈥� said Myers, MSW 鈥�20. 鈥淪hifting the questions that we ask can get to parts of people that are more meaningful.鈥澛�

Myers chairs the Student Collective, which oversees nine student groups and committees dedicated to promoting acceptance and inclusion in the School of Social Work. Spectrum, for example, provides a space for LGBTQ students and allies to reflect on issues such as diversity, sexuality, and gender identity. Umoja, which means 鈥渦nity鈥� in Swahili, increases awareness of issues related to race.聽

鈥淥ne of the things that is really important to me is making sure that everyone who participates in these conversations and programs, particularly those that surround redefining institutional and organizational practices, feels valued and realizes that they have a voice that can and will make a tremendous impact,鈥� Myers said.

Erin McBrady, a student in 鈥淒ismantling Organizational Bias,鈥� echoed Myers. 鈥淓veryone comes with their own unique lived experiences,鈥� said McBrady, MSW 鈥�20. 鈥淓veryone deserves to be validated for that and to have their voices and opinions heard in a way that鈥檚 fair.鈥澛犅�

Students, faculty and staff said that social workers who incorporate the values of equity, justice, and inclusion into their practice will be perfectly positioned to help improve the lives of people around the world. The for the National Association of Social Workers, they remind each other, describes social justice as a core value of the social work profession.聽

鈥淲e have to work through our history together to get to a point where we can have conversations that push us further into a place where opportunity is accessible to everybody,鈥� said Nicole Shanelle Haynes, a student in Bradley鈥檚 class who is scheduled to receive her master鈥檚 degree in social work in May.聽

鈥淲e often accept the world as it is and respond reactively,鈥� Bradley added. 鈥淚magine what it could look like if social workers took the lead on these issues?鈥�