Teaching Strategies for Addressing Poverty Awareness With Aspiring Helping Professionals
Othelia Eun-Kyoung Lee and
Mary Ann Priester
SAGE Open, 2016, vol. 6, issue 4, 2158244016673132
Abstract:
This study describes the use of guided learning activities that exposed aspiring helping professionals to the challenges and discrimination experienced by individuals living in poverty. Pretest/posttest and qualitative analysis of participants’ reactions to a Poverty Simulation and a Bridges Out of Poverty Workshop were analyzed to explore perceived learning benefits reported by 43 master of social work (MSW) students. Incorporating poverty content into masters-level social work curriculum stimulated classroom discussions about how the lived experiences of individuals living in poverty impact the service relationship between helping professionals and clients. This observational study evaluated the effectiveness of the used strategies and methods in impacting individual assumptions about socioeconomic class and illustrated the value of university–community collaborations in supporting diversity education and awareness both on and off campus.
Keywords: poverty; social class; helping professions; active learning (search for similar items in EconPapers)
Date: 2016
References: View references in EconPapers View complete reference list from CitEc
Citations:
Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/2158244016673132 (text/html)
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:6:y:2016:i:4:p:2158244016673132
DOI: 10.1177/2158244016673132
Access Statistics for this article
More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().