Browsing by Author "Rudd, Stephanie Ellen"

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    Oppression in Social Work Education: How Do Oppression and Privilege Impact Social Work Educators' Pedagogy?
    (2022-09) Rudd, Stephanie Ellen; Hostetter, Carol; Kyere, Eric; Burns, Debra; Khaja, Khadija
    Social work has deep roots in and a commitment to social justice and eliminating and addressing the oppression of people of diverse backgrounds. This commitment is based on the National Association of Social Work 2021 Code of Ethics. In order for social workers to learn how to ethically challenge social injustice with cultural humility, they need to develop a high level of self-awareness, or critical consciousness (Freire, 2003) and commitment to marginalized groups. This makes the role of a social work educator a critical one. Social work educators have their own biases and experiences of oppression and privilege. In order to support and prepare social work students with the skills of self-awareness and cultural humility, the educator must analyze their pedagogy, such as the inclusion of Black, Indigenous, and People of color (BIPOC) authors, the use of open dialogue, and engagement in creating and supporting brave spaces, while accurately describing social work history. Specifically, social work educators need to be aware of their social positioning in which oppression and/or privilege shape their realities, since this impacts their sense of self and teaching practices. This proposal seeks to apply qualitative research methods to investigate whether social work educators' social positioning and the associated privilege or oppressive experiences are important to understand their pedagogical and instructional practices/strategies relative to antiracism.
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    The Role of Racial–Ethnic Identity in Understanding Depressive Symptoms in the Context of Racial Discrimination Among African American Youth
    (The University of Chicago Press, 2022-06-06) Kyere, Eric; Rudd, Stephanie Ellen; Fukui, Sadaaki
    Objective: The current study tested the individual associations of three dimensions of racial–ethnic identity (i.e., private regard, public regard, and racial centrality) on depression and their moderation effects on the relationship between racial discrimination and depression. Method: We conducted secondary data analysis using a large, nationally representative cross-sectional sample of African American youth in the United States ( N=810 N=810 ; mean age =15, SD=1.44 SD=1.44 ; 52% female). We used hierarchical multiple regression modeling to test the moderation effects of racial–ethnic identity dimensions on the relationship between racial discrimination and depression, controlling for demographics and parental support. Results: Of participants, 86% reported experiencing at least one of the racial discrimination experiences on the Everyday Discrimination Scale. Consistent with prior research, racial discrimination was associated with depressive symptoms; higher levels of emotional support from parents were significantly and negatively associated with depression. Most importantly, whereas the racial–ethnic identity dimensions were positively correlated to one another, we found they have unique associations with depression. In particular, public regard (i.e., participants’ evaluation of how society views the Black racial group) moderated the association between racial discrimination and depression. Conclusions: Although it is important to understand the independent effects of the racial–ethnic identity dimensions, the current study also suggests the need to understand their interactive effects on depression in the context of racial discrimination among African American youth.