ACCREDITATION STANDARD 6:  NONDISCRIMINATION
AND HUMAN DIVERSITY

The NCSSS is committed to providing a learning context that respects, values, and fosters understanding of multiple forms of human diversity.   NCSSS views this goal as moving beyond tolerance for difference to practicing authentic affirmation of and appreciation for the experiences and talents that each person brings to NCSSS and to the entire CUA community.  Central to this commitment is a willingness to address the dynamics of discrimination and oppression as they negatively impact individuals, families, and communities.  Similar to other social work educational programs across the country, NCSSS faces challenges in creating a truly diverse community of faculty, staff, students, and community partners, while fostering an atmosphere that is supportive and affirmative of all.  However, NCSSS is committed to continued efforts in this regard, beginning with grounding its understanding of diversity in a perspective that sees through multiple lenses. 

Specifically, NCSSS views diversity as including varied life experiences as well as memberships in different social groups defined by race, ethnicity, immigrant status, religion, sex, sexual orientation, age, disability, and socio-economic status.  These multiple threads of life experience and group membership combine to create the tapestry that is human diversity.  It is with this whole tapestry in mind that NCSSS endeavors to create a welcoming and affirming learning context for social work education.  Data stemming from program assessment measures (described in detail in Accreditation Standard 8: Program Assessment and Continuous Improvement), clearly show that efforts at NCSSS are bearing fruit, as objectives related to issues of diversity and oppression are among the highest rated indicators within both the Baccalaureate and Master's programs.

The following sections provide information about NCSSS' continuing commitment to provide a positive learning context, including: 1) the overall environment of NCSSS, CUA, and the wider metropolitan area; and 2) current and ongoing program components and activities related to maintaining and improving an inclusive and affirming milieu for all members of the NCSSS community.

Overall Learning Environment

NCSSS Mission, Goals, and Objectives

NCSSS' Mission and Goals clearly articulate its dedication to providing an open and supportive learning environment for all people.  The School's Mission Statement indicates that NCSSS embraces as its special responsibility the education of social workers who promote the dignity of all people.  This pledge is also clearly expressed in three of the four NCSSS Goals:

·        Goal 2: To educate students to become ethical social work practitioners and leaders imbued with an understanding of cultural diversity and the intellectual and professional competencies capable of promoting both individual and social change;

·        Goal 3: To educate students to address the basic needs of all people with particular attention to the needs and empowerment of vulnerable, oppressed, and impoverished people and communities;

·        Goal 4: To contribute responsibly to social justice and to promote individual and societal well-being in the context of the Catholic and general communities on the local, national, and global level. 

The importance of these issues is evident on the program level, as well.  Table 46 identifies the Baccalaureate and Master's Program Goals and Objectives that specifically address aspects of diversity and/or issues of discrimination and oppression.

Table 46

Attention to Issues of Diversity and Discrimination in Program Goals and Objectives

University Institutional Context

On an institutional level, CUA has been diligently working to create and maintain a learning context that is supportive of diversity and committed to nondiscrimination.  This is sustained through CUA policies and procedures, the newly established Multicultural Education Awareness Office, and a variety of other initiatives.

Policies and Procedures of the University

CUA has developed and implemented policies and procedures that support the rights and dignity of all people and support a positive learning and working environment.  The following Statement on Nondiscrimination was revised and adopted on June 26, 2007:

The Catholic University of America admits students of any race, color, national or ethnic origin, sex, age, or disability to all the rights, privileges, programs and activities generally accorded or made available to students at the university.  It does not discriminate against students or applicants for admission, or employees or applicants for employment on the basis of race, color, national or ethnic origin, or on the basis of sex, age or disability, in the administration of its educational or admissions policies or in any aspect of its operations (CUA Website).

This stance is augmented by the University's Equal Opportunity and Affirmative Action Policy, which was revised and adopted on June 25, 2006.  Please refer to CUA Website (http:eeo.cua.edu).

CUA also has developed and implemented a clear and specific Discrimination Complaint Policy, which was issued in December, 2003. Please refer to the CUA website (http:eeo.cua.edu). 

These policies are supported by a number of procedures and guidelines for filing a discrimination complaint, filing a sexual harassment complaint, hiring and interviewing guidelines, performing reference checks, and alternative dispute resolution (CUA website).

Office of Multicultural Education and Awareness

Established by CUA's Office of the Dean of Students during the 2006-2007 academic year, the Office of Multicultural Education and Awareness (MEA) is dedicated to increasing awareness of diversity and improving access to multicultural resources on campus.  MEA is charged with promoting cultural clubs and organizing diversity awareness activities.  It also links members of the community with campus, local, and national activities and resources through its website.  Its website also provides information on financial aid opportunities available for minority students, which includes sources of financial aid for attendance at other schools of higher education.

MEA also promotes involvement with five nationally observed celebration months: African American Heritage Month, Asian/Pacific American Heritage Month, National Hispanic Heritage Month, National American Indian Heritage Month, National Women’s History Month, and Disability Awareness Month.  The office also organizes events for International Week and other celebrations of cultural heritage.  A calendar of both campus and local activities is posted on the office’s website. The calendar also includes multicultural opportunities, including exhibitions, films, family activities, lectures and seminars, performances, and workshops that are taking place at CUA and the Washington, DC, metropolitan area. 

Cultural Clubs and Organizations

CUA also supports the operations of various cultural clubs and organizations on campus through the office of Student Programs.  These clubs are publicized on the Multicultural Education and Awareness website and, as officially recognized student organizations, they are able to petition the Undergraduate Student Government for funding.

The following organizations are currently active on campus:

·        National Association for the Advancement of Colored People (NAACP): This group is dedicated to the political, educational, social, and economic equality of rights of all people and to eliminate racial hatred and racial discrimination.  A social work major who graduated in 2007 was one of the leaders of this organization on campus for the 2005-2006 and 2006-2007 academic years.

·        Latin Alliance (LA): This group is dedicated to bringing people together and to giving people a chance to learn about and to express Latin culture.  The group has the expressed goal to create a strong Latin American presence and community at CUA.

·        African Council Committed to Enlighten Students and Society (ACCESS): This group is dedicated to educating students about the culture, traditions, and contributions of African people and to providing a supportive environment on campus for students of African descent.

·        Filipino Organization of Catholic University Students (FOCUS): This group is dedicated to educating the CUA community by promoting and providing programming centered on the Filipino and Filipino-American culture.

An excellent example of CUA's commitment to diversity occurred in 2005 when students experienced difficulties with establishing a NAACP Chapter on campus. CUA's President moved quickly and decisively to address and resolve all issues related to this application. As a direct result, the President's actions enabled this chapter to be formed and approved.

The following organizations are currently inactive, but could be reactivated should students express an interest: the Black Organization of Students at The Catholic University of America, the National Society of Black Engineers, the Korean-American Student Association, and the Muslim Students and Islam Awareness Association.

Office of International Student and Scholar Services

CUA's International Student and Scholar Services (ISSS) office serves to promote diversity at CUA by promoting international exchange both internally at CUA and externally with federal agencies.  The office seeks to: 1) ensure university compliance with applicable immigration-related regulations while facilitating the legal entry and transition of foreign students and scholars; 2) advocate on behalf of foreign students and scholars both within the university and to federal regulatory agencies to ensure that they are afforded every opportunity to complete their educational objectives; and 3) provide opportunities for intercultural education and exchange by providing educational and cultural programs that foster greater understanding and appreciation for other cultures and traditions.  To accomplish these goals, the ISSS office organizes campus events for international students and scholars, provides information on regulations and procedures related to immigration, and produces a newsletter geared toward international students and scholars.

The Catholic University of America Conferences and Events

Several recent conferences and events highlight attention to diversity and social justice issues within the CUA community.  For example, an important seminar series, Catholic Social Justice: Looking Back and Moving Forward, was held at CUA during the spring of 2007.  This series commemorated the 20-year anniversary of the release of a path-breaking pastoral letter on Catholic social teaching and the U.S. economy, titled Economic Justice for All: Pastoral Letter on Catholic Social Teaching and the U.S. Economy. Written in consultation with a range of Catholic social justice and lay groups, this letter called upon American Catholics to consider their economic behavior in the context of their religious beliefs.  The 2007 seminar series focused on new strategies for addressing issues of social and economic justice within Catholic social teachings today.

NCSSS played a key role in two other recent CUA events.  In 2007, a joint conference on guardianship and older adults was co-sponsored by NCSSS and the Columbus Law School, which provided important information and materials on effective strategies to protect the rights of this vulnerable and at-risk population. In 2006, CUA was selected by the Opus Foundation to serve as the host site for the 2007 International Humanitarian Awards. CUA’s President requested that Dean Zabora serve on the University-wide planning committee, which developed the following thematic statement as a guide for the events:

"Creating a Moral Society through Social Justice and Community Development"

Human dignity serves as the moral foundation of any society. The pursuit of social justice and the common good seeks assurances that all members of any community have the opportunity to participate in all levels of activities within that community. Exclusion from participation in community affairs is the ultimate example of social injustice.  Therefore, we seek to recognize projects that promote human dignity, social justice, participation, and a sense of community.

The Greater Washington DC Metropolitan Area

The Catholic University of America is situated in the nation's capital; an area rich in diversity and multiculturalism. NCSSS considers its location to be one of the School's greatest assets because of the opportunity it provides for students to experience new events, broaden horizons, gain an appreciation of differences, and work with a variety of individuals and communities.  Traveling by Metrorail, which is located near the edge of campus, students are only a five-minute ride away from Union Station, Capitol Hill, the Library of Congress, and a variety of diverse neighborhoods and community centers.  NCSSS students are encouraged to participate in the abundant array of educational, cultural, social, political, and professional opportunities that Washington has to offer.  The following highlights just a few of these opportunities:

• Washington, DC, is the home of numerous museums that promote education on diversity, including the Art Museum of the Americas, B'nai B'rith Klutznick National Jewish Museum Collection and Gallery, Black Fashion Museum, Charles Sumner School Museum and Archives, Corcoran Gallery of Art, DAR Museum, Folger Shakespeare Library, Ford’s Theatre National Historic Site, Hillwood Museum, International Spy Museum, Jewish Historical Society of Greater Washington and Lillian and Albert Small Jewish Museum, Library of Congress, Marian Koshland Science Museum, National Building Museum, National Children's Museum, National Geographic Museum, National Museum of African Art, National Museum of Health and Medicine, National Museum of the American Indian, National Museum of the US Navy, National Museum of Women in the Arts, National Portrait Gallery, National Postal Museum, Newseum, Renwick Gallery of the Smithsonian American Art Museum, Scottish Rite Temple and Supreme Council Library, Smithsonian American Art Museum, The Anacostia Community Museum, the Kreeger Museum, the Phillips Collection, the Textile Museum, US Department of the Interior Museum, US National Archives and Records Administration, and United States Holocaust Memorial Museum.
  
• Washington, DC, has a strong performing arts influence.  Many of the events that are held promote an understanding of diversity.  Performing arts venues include: Arena Stage, Artomatic, Atlas Performing Arts Center, Avalon Theatre, Capital City Symphony, Capital Fringe Festival, Dance/MetroDC, Fogler Shakepeare Library, Ford's Theatre, GALA Hispanic Theatre, Katzen Arts Center, Lincoln Theatre, Maru Montero Dance Company, National Theatre, ParaEsoLaPalabra Inc, Shakespeare Theatre Company, Sonnig Records, The Canadian Embassy, the George Washington University, the John F. Kennedy Center for the Arts, Theater Alliance, Theater J, US National Archives and Records Administration, Washington National Opera, Washington Performing Arts Society, Woolly Mammoth Theatre Company, and Young Playwrights' Theater.
  
•  As the national capital, Washington, DC also has a strong international influence.  Organizations that contribute to the international presence include: American Immigration Law Foundation, Art Museum of the Americas, Asia Heritage Foundation, Embassies, International Monetary Fund (IMF),  Meridian International Center, Mexican Cultural Institute, and the World Bank.
  
• Washington DC, also maintains a vibrant and active gay, lesbian, bisexual, and transgender (GLBT) community.  In support of this community, Washington DC hosts Youth Pride Day, DC Black Gay Pride, Capital Pride, Reel Affirmations, Laugh Out Loud, and Dining Out for Life.
  
• Washington DC is also home to numerous religious groups and congregations that represent the world’s faith traditions, including Christianity, Judaism, Islam, Buddhism, Hinduism, and many other spiritual affiliations.  This interfaith community partnered with 100 organizations to sponsor a "9/11 Unity Walk" in the fall of 2006, in which over 1,500 people were welcomed by every house of worship along Embassy Row.

This multi-faceted, urban context also provides a rich environment for field placements.  The Office of Field Education offers placements in the greater Washington DC Metropolitan area, which includes the District of Columbia and portions of Maryland and Virginia. This large geographical region allows for a wide variety of communities and client populations.  While living, learning, and working in such a diverse and multi-faceted metropolitan area, NCSSS students are able to acquire experiences that are invaluable for enhancing their professional development within the field of social work.

NCSSS Program Components and Activities

As stated earlier, NCSSS takes seriously its responsibility in promoting a deep understanding and respect for diversity while confronting issues of discrimination and oppression.  This responsibility includes efforts in the following areas:  1) recruitment and composition of faculty and staff, 2) recruitment and composition of students, 3) field education, 4) curriculum, and 5) research projects.

Recruitment and Composition of Faculty and Staff Members

NCSSS endeavors to recruit and retain a diverse Faculty and staff.  Our School and Faculty continue to define diversity by including race, ethnicity, religion, age, disability,  and sexual orientation.  Taken as a whole, the cadre of full-time, part-time, and adjunct faculty has generally reflected racial and ethnic diversity.   However, in order to address a noted decrease in diversity among full-time faculty, in 2004 the School established a goal of obtaining 20% minority full-time faculty members.  As a part of this effort, Dean Zabora sought consultation with Dr. Joshua Okandaye of the University of Maryland's School of Social Work to identify highly qualified candidates of color that could be successful in achieving promotion and tenure following initial appointment. Several candidates were identified and actively pursued. While some candidates chose other schools of social work due to higher salaries and greater resource allocations, success was achieved in 2005 when two African-Americans joined the full-time faculty of NCSSS as Associate and Assistant Professors.

Recruitment of Faculty of color for part-time positions has also been a priority. Here, NCSSS has surpassed the 20% goal in that nine of the 29 part-time faculty positions (31%) represent minority populations. 

In terms of staff positions, NCSSS has two full-time Directors, one part-time Assistant Director, and five Administrative Assistants.  One of the Director positions and all five Administrative Assistant positions are currently held by persons of color.

Recruitment and Composition of NCSSS Students

NCSSS has always viewed a diverse student body as a meaningful part of enhancing the educational and cultural experience of all students, as well as positively impacting the field of social work practice.  To that end, NCSSS endeavors to recruit and retain qualified students with diverse backgrounds.  For example, NCSSS collaborates with the School of Arts and Sciences and with Metropolitan College to enroll and support undergraduate students of color and students with limited financial resources.  At the graduate level, the Office of Admissions recognizes that awarding scholarships to students greatly influences NCSSS's ability to attract top students to our programs. Given additional financial resources available to the doctoral program, just over 40% of these students represent various diverse and racial and ethnic populations, including African Americans, Latino Americans, Asian Americans, Pacific Islanders, and international students from Kenya, Croatia, and India. Therefore, an effort is being made to provide full-time minority graduate students who apply for financial aid with as much support as possible. Outstanding minority students are offered full or half-tuition scholarships in their letter of admission as long as funds are available.

 In addition, there are several scholarship opportunities that support the recruitment and retention of a diverse student body.  The Mary Gess Schrembs Scholarship has agreed to award a scholarship to a nominated minority student annually, and the Sr. Frederica Horvath Memorial Scholarship provides scholarships to women with limited financial resources from the following groups: African-American, Hispanic, Asian, and Native American. Similarly, the Ryan Scholarship Fund has agreed to award up to $3,000 to students of color with limited economic resources. Subsequently, efforts will continue to establish new scholarships and designate certain already established scholarship funds for diverse students who need financial support in order to successfully complete their educational programs.

One of the primary barriers historically for minority and low-income MSW students has been the significantly high tuition rate at CUA in comparison to the other six Schools of Social Work in the region. To address this issue, a "tuition reduction plan" was implemented in 2005, which resulted in a 30% lower tuition rate for NCSSS in comparison to the rest of CUA. This tuition rate, in conjunction with sources of scholarships and other forms of financial aid, enabled NCSSS to be highly competitive in comparison to other schools in the region and has contributed to increasing student diversity.

Another initiative undertaken in the Fall of 2005 was the development of a coalition that consists of NCSSS, Howard University, Trinity University (Washington, DC), and the University of the District of Columbia (UDC) in collaboration with the Child and Family Services Administration in DC to acquire Title IV-E funding. Both NCSSS and Howard University have developed their child welfare curriculum with anticipated funding to begin in 2008. It is the hope of the coalition to attract qualified minority students from Trinity University and the UDC into this initiative to acquire their MSW from NCSSS or Howard University. 

Overall, these efforts have contributed to supporting diversity among the student body at NCSSS.  The Baccalaureate program has been successful over the past several years in its efforts to recruit and support students.  Specifically, 24% to 39% of undergraduates have been persons of color during the last three academic years.   The Baccalaureate program student body has also been comprised of individuals of varying ages, particularly due to Metropolitan's commitment to recruiting adult learners.  Undergraduate students also reflect a diverse range of religious affiliations and other life experiences.

Within the MSW Program, the number of students of color has increased from 11% to 18% over the past five years. Less than 50% of NCSSS' MSW students are Catholic, with the majority of students representing a diverse range of religious or spiritual affiliations. As for age, 30% of students at NCSSS begin the MSW program after the age of 35; the program frequently experiences new students in their fifties who wish to pursue a "second career in human service" after working in other fields such as engineering, law, real estate, and public affairs.

NCSSS also makes special efforts at providing a responsive and supportive learning context for two other student groups that generally are not included in program statistics: students with disabilities and GLBT students.  Information about services and accommodations for students with disabilities is included in all course syllabi and NCSSS works closely with CUA's Disability Support Services to ensure that such services and accommodations are available and responsive to student needs. Relative to issues of sexual orientation, part of student orientation involves distribution of a flyer that states NCSSS' commitment to addressing all forms of discrimination and oppression in accordance with the NASW Code of Ethics.  Included in this flyer is the name of a specific contact person who is available to discuss any questions or concerns about GLBTQ issues.  Beyond this designated faculty member, all NCSSS faculty are committed to being allies for social and economic justice for all diverse groups within NCSSS and the larger community.

Field Education

NCSSS places students in approximately 125 agencies annually. In the 2006-2007 academic year, 24 Baccalaureate (18 juniors, 6 seniors) students and 144 MSW (61 foundation, 83 advanced) students were placed in a variety of settings in Washington, D.C., Maryland, and Virginia.  Field agencies include public, private, state, county, federal, community-based, for-profit, non-profit, and faith-based agencies. These agencies are selected primarily because of their ability to offer supervised social work experiences to our students at appropriate levels of study, but a critical factor in agency selection is the commitment to providing a wide range of services to diverse client populations. In any given year, students receive quality field instruction in medical settings; agencies serving homeless populations; child welfare agencies; agencies serving the elderly; agencies serving immigrant and refugee populations; agencies serving those with chronic mental illness; educational programs at all levels (from pre-school through college); mental health centers; crisis centers; social service agencies; community collaboratives; military facilities; agencies serving juvenile and adult offenders; agencies serving GLBTQ individuals; state and national associations; and organizations involved in community organization, policy analysis, advocacy, planning, and research.

Another critical factor in selection of field agencies is the expertise, diversity, and professional commitment of agency field instructors. In 2006-2007, approximately 163 field instructors supervised our students. Of these individuals, at least 31 (20%) were persons of color.  Regardless of racial and ethnic identity, however, all field instructors must demonstrate commitment to the values and ethics of the profession, including respect for diversity and engagement in efforts to promote social and economic justice. NCSSS does not work with agencies or individuals that discriminate against people on the basis of race, color, gender, age, sexual orientation, ethnic or national origin, religion, disability, political affiliation, or any other aspect of human difference.

The Office of Field Education also maintains a Field Advisory Committee, composed of Faculty, students, internship coordinators, field instructors, and (ex officio) field office staff. As of  2006-2007, four of the thirteen committee members (31%) are persons of color, and all members are sensitive to issues of diversity and nondiscrimination.  This body is critical in providing input to NCSSS concerning quality field education in the increasingly diverse and complex world of social work practice.  Finally, issues related to diversity and social justice are regularly discussed in the weekly integrative field seminars, as students bring issues that arise in their field education sites.

Diversity Awareness Committee

A primary mechanism for expressing and implementing NCSSS's commitment to embracing a learning environment that is supportive of diversity is the Diversity Awareness Committee.  This committee is charged with developing and maintaining a positive action plan focused on alleviating discrimination and oppression in order to support all forms of social diversity in accordance with the NASW Code of Ethics.  It also focuses on promoting cultural competence and increasing attention and discussion of issues related to social diversity within the NCSSS community and curriculum.  The committee has five functions:

·        Recruitment and retention of a culturally diverse staff, faculty, and student population;

·        Development of scholarship opportunities;

·        Provision of supportive structures that facilitate student linkage and system negotiation within NCSSS, CUA, and the broader community;

·        Support and promotion of the NCSSS curriculum polity to assure that course outlines and instructors reflect the strengths that exist in all cultures and reflect sensitivity to differences among people and cultural groups;

·        Respond to concerns related to social diversity brought by students, faculty, and staff and foster dialogue within the various student organizations.

In the spring of 2004, Faculty approved changes to this committee based on issues raised by Faculty, staff, and students, as well as the evolving work of the committee.  The name of the committee was changed from the Minority Concerns Committee to the Diversity Awareness Committee to reflect the broader focus of the NASW Code of Ethics and the profession.  Committee membership structure also changed in 2004 to be more inclusive of the overall School community.  Current composition and terms are as follows: three faculty are elected from the NCSSS Faculty Assembly for three-year terms; one staff member is appointed for a two-year term; one student represents the undergraduate program for a one-year term; two students represent the MSW program for one-year terms; and one student represents the doctoral program for a one-year term.

Other recommendations from the committee in 2004 concerned enhancing the curriculum and recruiting faculty, staff, and students of diverse backgrounds.  Specifically, foundation year students discussed issues of diversity in the seminar class in an in-depth, semi-structured dialogue and advanced year students were surveyed.  The committee summarized the student feedback into four main points:

·        NCSSS should consciously address diversity issues throughout the curriculum and students should be encouraged to address diversity issues in all assignments.

·        The diversity class should be strengthened in regard to class structure and format.

·        The content area of GLBT issues should be included in the curriculum in terms of concerns, challenges, and focus on clinical practice with this population.

·        Recruitment efforts for faculty and students should actively focus on persons of color.

The Diversity Awareness Committee incorporated the recommendations from the students into the plan for the next academic year (2005-2006).  Over this next year, the committee focused on responding to these issues and heightening sensitivity to diversity.  Implemented initiatives included: 1) introducing the three-part film, Race: The Power of an Illusion, to the Faculty; 2) showing the first two of the Power of Illusion films in the diversity and policy classes in the MSW program; 3) showing the third film at a NCSSS community-wide event that included Faculty, staff, and students, followed by a discussion; 4) co-sponsoring a workshop with the Washington National Cathedral led by The People's Institute for Survival and Change; and 5) inviting Dr. Kathryn Basham, Professor of Social Work at Smith College, to present at an extended faculty meeting to discuss Smith's anti-racism initiative.

Over the next academic year, 2006-2007, the committee organized another NCSSS community-wide event for February 2007. The film “Crash” was shown to participating Faculty, staff, and students. This was followed by a discussion concerning the multiple oppressions displayed in the film and challenges for addressing such issues within NCSSS.

Curriculum

Both the Baccalaureate and Master's Programs have a discrete, state of the art course dedicated to issues of diversity and social and economic justice.  Beyond this dedicated curricular effort, course objectives related to diversity, populations-at-risk, and social and economic justice are included in every curricular area in both the Baccalaureate program and Master's program (see Tables 20, 32, 35, 38, and 41 in Accreditation Standard 2: Curriculum).  This focused attention throughout the curriculum is undoubtedly one of the major factors contributing to the notably high ratings concerning diversity issues revealed by recent program assessment measures. Specifically, 2007 findings concerning student preparation in this area were consistently rated within the top 3 areas by enrolled Baccalaureate and Master's students and their Field Educators, as well as by alumni responding to the 2007 MSW Alumni Survey (See Tables in Accreditation Standard 8: Program Assessment and Continuous Improvement).

Over the past academic year, the diversity curriculum was revised as per an ad hoc committee from the Diversity Awareness Committee.  The new course was implemented on the Baccalaureate level during the spring 2007 semester and the new course in the MSW program will be implemented during the fall 2007 semester.  Modifications to this course include: a) inclusion of a conceptual framework for better understanding issues of oppression, including current theoretical formulations of social and economic justice; b) class exercises designed to illuminate the social construction of difference and the complexity of multiple memberships that all people have in both dominant and subordinate social groups; c) increased attention to diverse and oppressed populations beyond racial groups; and d) inclusion of strategies for social and economic justice.

For the upcoming academic year, a special activity is being planned for Student Orientation during the first week of classes to enhance the infusion of diversity into the curriculum.  This activity will involve a Hunger Banquet following guidelines developed by UNICEF.  This exercise is a powerful mechanism to help students grasp the realities of poverty and issues of social and economic injustice. Following the experiential component of the activity, students and faculty will view a slide show providing statistics on national and global hunger and poverty.  The activity will culminate in the distribution of wallet-sized summaries of the six core values of the NASW Code of Ethics (Service, Social Justice, Dignity and Worth of the Person, Importance of Human Relationships, and Integrity).  It is believed that this introduction to the School will provide an important socialization experience for students entering the profession.

NCSSS Speakers

Each year, NCSSS students develop a list for the Dean of recommended candidates to serve as the annual Commencement Speaker for the NCSSS ceremony. Most often, recommended speakers have been experts in the areas of diversity and social justice. For the past five years, the Dean has been able to retain the students' first choice.  For example, the keynote speaker for the 2007 Commencement Ceremony was Mr. Gary Bailey, Associate Professor at Smith College School of Social Work and former NASW President.  Mr. Bailey chairs the Dynamics of Racism and Oppression foundation sequence.  He is a highly sought after trainer and consultant on variety of topics, including issues pertaining to diversity, human rights and social justice, working with GLBT communities, and international social work practice. In 2003, Dr. Marsha Martin was the keynote speaker.  Dr. Martin is the Executive Director of AIDS Action in Washington, DC, and a key advocate for federal funding for the treatment of AIDS in Africa.  In addition to guest speakers, each graduating class is given the opportunity to select a speaker to represent them at the Commencement Ceremony.  This year, as every year, the selected students were representative of diverse student groups at NCSSS.

Research Activities by Faculty and Students

As discussed in greater depth in AS 7, NCSSS has worked to enhance research capacity through a center structure.   Each of the centers serves as an excellent vehicle for faculty and students to engage in research activities related to issues of diversity and social and economic justice. Examples include:

·        The International Center for Global Aging was renamed as The Center for Global Aging and developed a research agenda that focused on "vulnerable older adults" and the issue of "civic engagement among minority populations."

·        The Center for International Social Development provides opportunities for faculty and students to experience other cultures firsthand through the delivery of courses and internships. In 2006, a Memorandum of Understanding was signed with a number of parties in the Philippines to deliver a Master of Teaching Social Work degree to social workers in this country.  In addition, four students are spending this summer in the Philippines performing a number of advocacy and community development projects among groups who experience extreme poverty. Finally, the Center has followed a cohort of citizens in Nicaragua for the past 20 years following the civil war in that country.  These research results have then been integrated into courses related to international social work.

·        The National Research Center for Child and Family Services has focused on the needs of numerous agencies that provide services to vulnerable individuals, families, and communities in terms of program evaluation and outcomes assessment. Examples include 1) a community needs assessment of the Brookland Manor Apartment complex, which is located near CUA’s campus and consists of 535 low-income units with residents being 98.5% African American and 1.5% Latinos; 2) a Youth Leadership Academy on the campus of CUA for 60 African- American youth; 3) a program evaluation of a strengthening marriages program for refugee families; and 4) a lecture on Human Trafficking that was facilitated by a national expert from the United States Conference of Catholic Bishops. 

·        The Center for Community Development and Social Justice was founded to develop specific strategies to work toward social justice within vulnerable communities throughout the DC region. In collaboration with the Community Preservation and Development Corporation (CPDC), whose mission is to provide quality and affordable housing for low-income individuals and families, and Montgomery County, Maryland, MSW students supervised by doctoral students interviewed 60% of the residents of the Stewartown community in Gaithersburg , MD. Noteworthy about this community was that only 40% of these residents and families were born in the United States. Of the 60% who were born outside the U.S., 20 different countries of origin were identified. In addition, the Center is collaborating with DC Catholic Charities to develop a social justice institute that will train a range of agencies in vital principles related to social justice.

·        The Center for the Promotion of Health and Mental Health Well-Being was established to enable faculty to focus on the two critical areas of health and mental health, as well as their potential interactions. Center efforts include attention to issues of physical, mental, emotional, and learning disabilities. For example, NCSSS is completing four years of funding for Project LEND at the Children's National Medical Center for training stipends for MSW students in the field of developmental disabilities. In the coming year, four advanced MSW students will receive substantial stipends, and for the first time, a recent NCSSS doctoral graduate has received a post-doctoral fellowship as part of this effort.

·        The Center for Spirituality and Social Work has offered a number of continuous education offerings that have addressed religious and spiritual diversity. Over the past year, the Center has presented workshops on Christian centering prayer, Buddhist meditation practices, and guidelines for addressing diverse religious and spiritual issues in clinical practice. 

In conclusion, it is evident that attention to issues of diversity and social and economic justice are the cornerstones of NCSSS. As the previous discussion demonstrates, Faculty, staff, and students are all committed to actively seeking a deep and authentic understanding of diversity, as well as addressing the complex and ongoing manifestations of discrimination and oppression that affect all facets of society.  This commitment is reflected in the mission, policy and procedures, programs, services, and day-to-day operations of NCSSS, which have helped to create and sustain a positive learning context for all members of the NCSSS community.  NCSSS will continue to foster an educational environment where differences can be openly discussed, examined, and analyzed. It is only when such discussions occur that diversity can be truly appreciated and celebrated and issues of discrimination and oppression addressed.

Back     Next     Home