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Experiences of Lesbian, Gay and Bisexual Students on Social Work Programmes: Developing a Framework for Educational Practice

Fairtlough, Anna; Bernard, Claudia A.; Fletcher, Joan and Ahmet, Akile. 2013. Experiences of Lesbian, Gay and Bisexual Students on Social Work Programmes: Developing a Framework for Educational Practice. The British Journal of Social Work, 43(3), pp. 467-485. ISSN 0045-3102 [Article]

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Abstract or Description

This article reports on a qualitative study with lesbian, gay and bisexual students and key informants from social work programmes and the wider higher education institution (HEI) that aimed to examine participants' views about this group of students' progression on and experiences of social work programmes in England. Student participants did not consider that their progression had been adversely affected by reactions to their sexual orientation; however, key informants were unable to supply data on this. Although some students were broadly satisfied with their experiences, others reported specific instances of discrimination against them and, more commonly, homophobic comments by other students. Although key informants expressed a general commitment to combating unfair discrimination, few explicit accounts of mechanisms, policies or practices to achieve this were given. A lack of attention to these issues in both academic and practice curricula was also indicated. The paper develops a framework for social work educators and institutions to evaluate and audit their educational practice, which could be used to create more inclusive learning environments. Some ways in which institutions and individual educators could improve their practice are suggested.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1093/bjsw/bcs001

Related URLs:

Departments, Centres and Research Units:

Social, Therapeutic & Community Engagement (STaCS)

Dates:

DateEvent
2013Published

Item ID:

6959

Date Deposited:

06 Jul 2012 12:35

Last Modified:

10 Jul 2017 08:48

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/6959

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