January 9-April 24, 2002                                  Time: Wednesdays from 7:10 pm to 10:00 pm

Instructor: Dr. Allan Barsky                                Office Hours: One hour before & after class

Office: SO 284D                                                 Phone or email to schedule appointments for other times

Telephone: (561) 297-0385                              Email: abarsky@fau.edu

Blackboard: http://blackboard.fau.edu             Web: www.barsky.org

COURSE DESCRIPTION:

This course explores topics relevant to providing social work services to diverse clients, with a focus on people from oppressed or disadvantaged minority groups. Commencing with an analysis of difference, power, oppression, and multiculturalism, we will then proceed to acknowledging the particular strengths and vulnerabilities of various populations who are seen as minorities by the profession. We will range far beyond the traditional grounds of race and ethnicity in an effort to honor the current reality of the field of practice. The class experience is likely to challenge students to look within and identify where their own beliefs may not be useful in their work with people who are different than themselves.

RELEVANCE TO EDUCATIONAL PROGRAM:

Social work has a tradition of addressing the needs of the beleaguered, the oppressed, and the powerless. The BSW Program at FAU encourages its students to become agents of social change in their communities, and in society at large. The communities of South Florida are cosmopolitan, and rich in diversity. This course will increase the efficacy of human service providers in their work with members of those populations that the profession has sought to empower. While this course is designed primarily for social work students, it will be quite relevant to students pursuing degrees in any field of the human service professions, including nursing, psychology, sociology, and criminal justice.

EDUCATIONAL OBJECTIVES:

Upon completion of this course, students are expected to be able to:

1. Define key concepts associated with intergroup relations (culture, ethnicity, race, gender, sexuality, minority group, Aboriginal peoples, social class, acculturation/adaptation, assimilation, multiculturalism, stratification, discrimination, racism, colonialism, world view; oppression).

2. Identify similarities and differences in values, beliefs, needs, and experiences of diverse populations.

3. Understand the oppressive experiences of people from diverse backgrounds (including groups who have been discriminated against due to race, ethnicity, culture, national origin, language, class, sex, gender, age, religion, physical or mental ability, political beliefs, economic deprivation, and/or sexuality).

4. Critique the cultural assumptions and values underlying mainstream models of social work practice, with particular attention to issues for immigrant and refugee communities.

5. Articulate the major characteristics of racism, sexism, classism, and at least one other "ism," and explain why they are important considerations for social work practice and/or social policy.

6. Analyze social systems in terms of equality, equity, social, and distributive justice.

7. Identify the impact of diversity on groups and organizations at a macro level, including institutional racism and other forms of discrimination.

8. Describe how stereotypes about diverse and at-risk populations inform the policy-making process.

9. Demonstrate awareness of their own cultural ideology and values, and how these affect their clinical social work practice.

10. Evaluate the relationship between pathology and the experience of exclusion, prejudice, and discrimination.

11. Convey accurate information on sensitive or taboo subjects related to diversity.

12. Develop their own framework for diversity-informed practice, including an ability to articulate the key skills, values, and theoretical perspectives needed to practice with people from a particular diverse group.

TEACHING METHODOLOGY:

The course objectives shall be accomplished through an exacting schedule of readings, lecture presentations, class discussions, audiovisual experiences, online tests and dialogues (using Blackboard) and guest speakers. The nature of this course is such that copious amounts of reading are necessary to bring the student to a place of higher understanding about the plight of minorities in this country. Thus there will be many supplemental readings in addition to the text readings. All assigned readings are required to be completed as outlined below. The flow and benefit of class discussions will be closely linked to how well individuals keep up with the reading schedule. At all times, the instructor will endeavor to create an environment that is informative, comfortable, respectful, evocative, and even a bit fun.

Grading will be based upon the following tests and assignments:

 

Test 1 – Culture, Class & Social Development	0% - For practice only January 10-17
Test 2 – Aging and Ageism	10% - February 21 to 28
Test 3 – Religious Diversity	10% - March 21 to 28
Midterm Paper	40% - Due February 20
Final Term Paper	Present Work-in-progress on April 3 or 10 40% - Due April 24

Tests and Online Dialogues

The 3 tests will be provided online, using Blackboard (under the Assignments heading). The first test is for practice purposes and grades on this test will not be added to your final grade. Each of the 3 tests will be based upon information from the Required Readings due for the week of the test. In-class sessions will not be held during the weeks when you are responsible for Test 2 and Test 3. Instead, you will be asked to participate in online discussions and to do the Test. The advantages of the online testing include:

· You have the flexibility of determining when you want to do the test

· You can do the test up to 3 times, if you are not happy with your performance on the first or second try (the last try will count as your grade)

· You do not need to come to campus (you can do the test from a home computer; if you do not have access to a computer with Web access at home or at a friend’s place, you can use a computer in one of FAU’s computer labs)

· One of the in-class sessions that we will be canceling is during Passover, so this provides flexibility for those celebrating this holiday. The other in-class session that we will be canceling is during a week that I am scheduled to be at the Council on Social Work Education conference.

The tests will be provided on the honor system. Students are expected to complete the tests on their own, without the aid of any written materials or communication with other people. If a student is not satisfied with her or his performance on the first try, she or he can review the readings before taking the test again. Sorry, no third tries. The questions may vary as between the first and second tries. If you take the test a second time, the second test score will count, regardless of your test score on the first try.

You will not be given a specific grade for your participation in the online discussion, but participation in this discussion is a required component of the course.

The focus of the Midterm Paper is to Deconstruct and Reconstruct a Social Work Method of Intervention from a human diversity perspective. Students may work on this paper individually or in small groups (2-4 people). Grading for the paper will be based on the same criteria regardless of the number of people working on the paper.

The following steps outline the process for working on this paper:

1. Select a diverse group that lives in South Florida (for example, Haitian American, Jewish, Deaf, Trangender, Elderly, or Guatemalan refugees). Locate 3 or 4 articles or chapters that provide valid and reliable information about people from the diverse group you have chosen.

2. Identify a specific presenting problem that clients bring to social workers (e.g., Alcoholism, Depression, Child abuse, Divorce, Anxiety, Intimate Partner Abuse, Suicidal ideation). Locate 2 or 3 authoritative articles on the nature of the presenting problem, how it is understood, and how to intervene.

3. Select a specific Social Work Method of Intervention that can be used to deal with this presenting problem (e.g., Client-centered Counseling, Problem-solving Approach, Biopsychosocial Model, Behavioral Counseling, Psychoeducational Groupwork; Generalist Model). Locate 2 or 3 scholarly books or articles that explain this Social Work Method of Intervention – if possible, use original sources (e.g., writings by the people who developed the method).

4. Using the materials gathered in the first three questions, write a paper that integrates the diversity information, the presenting problem, and the Social Work Method. Your paper should include answers to the following questions:

ATTRIBUTION OF PROBLEMS: According to your Social Work Method [SWM], what determines human behavior and how people change? How would your presenting problem be understood according to the theories underlying the SWM? What does the literature say about problem attribution for people from your diversity group? How would people from the diversity group attribute the presenting problem?

TENETS AND ASSUMPTIONS: What are the major tenets of this SWM? What are the major assumptions of this SWM? Describe how these tenets and assumptions fit or conflict with the sociocultural realities of the diversity group you have chosen.

INTERVENTION: What are the key components of the intervention according to the SWM? How, if at all, does the SWM take diversity issues into account (focus on issues related to the diversity group you have selected)? Consider issues such as oppression, values, social identity development, assimilation, and social class, as defined in the Appleby text?

SUGGESTIONS: Given what you have learned from the above questions, how would you reconstruct the SWM so that it is more appropriate for the diversity group that you have selected? If the SWM cannot be reconstructed to be diversity-appropriate, suggest an alternative SWM that would be appropriate (at micro, mezzo, or macro levels).

REFLECTION: What has this exercise taught you about your own diversity and background? How are you similar to and different from the diversity group that you have chosen to study in this exercise? (If you have chosen to study a group that you belong to, identify how the literature fits with and conflicts with your own experiences and awareness of the group. If you are working in a group, each person can provide his/her own reflective piece).

Grading for the Midterm Paper will be based upon the extent to which you: Provide clear and concise answers to the foregoing questions (8 to 12 pages plus references and title page); Use nonjudgmental and diversity-informed language; Select relevant, valid, and reliable references; Accurately interpret and apply readings (including materials covered in class); Demonstrate original thinking; Use APA format; and Articulate specific similarities and differences between your diversity and the one studied.

In the interest of student self-determination, students may choose ONE of the following three options as their Final Term Project. Final Term Papers can be done individually or in small groups (2-4 people), except for the Personal Interview, which can be cone individually or in pairs.

1. Literature Exploration:

The student will choose a fiction book from a list provided by the instructor on Blackboard. The list will include various books by minority authors about minority experiences. The student will read the book, and then write a paper that will contain: a) a summary of the plot of the book (2-3 pages); b) an assessment using the PIE framework (2-3 pages), c) an analysis of the various kinds of oppression faced by the characters and how this is similar to or contrasts with what you have learned from your readings and classes (2-3 pages); d) an exploration of how reading the book will help the student to better understand and work with the minority group in question (2-3 pages), and e) an exploration of any similar experiences in the reader’s life (2-3 pages – if done in groups, then each person should do about 2 pages on this last issue).

2. Personal Interview:

The student will find a person to interview (who belongs to one of the minority groups discussed in class) who is willing to be interviewed. The student will conduct an in-depth interview with the person exploring demographic information, family background, traditions, ethnic/racial identity, experiences with oppression, coping strategies, and attitudes toward oppressors (you may use the PIE framework in the text to create an interview guide – the interview should last between 40 and 60 minutes; you may take notes, or if the person is comfortable with tape-recording, you may tape-record). The student will then compare and contrast the interviewee’s life experience with his or her own life experience, especially in the areas of opportunity, oppression, and attitudes toward the majority. All identifying information (e.g., name, address) about the person interviewed will be omitted or altered in the paper to protect the person’s right to confidentiality. The person selected should NOT be a client. This interview is an information-gathering exercise, not a therapeutic one.

3. Media Analysis:

The student will select a current event that is receiving coverage in the media (i.e., television news or documentaries, radio, magazines, newspapers). The student will conduct an exhaustive analysis for elements of sexism, racism, heterosexism, classism, ageism, ableism, etc. This will require that the student expose themselves to 4 or 5 examples from various media sources (if the sources include television or radio, then it will be useful to video or tape-record, if possible). Given this selection of media samples, the student will write a paper including the following components:

a) Identification of the Issue, Its relevance to Social Work and Rationale for Selecting this Issue.

b) Description of how Minorities are Portrayed (indicating the nature of the portrayals: for example, valid and balanced; stereotypical or oppressive; and presence or absence of minority values, views, and images).

c) Provide examples from your class readings about concerns of the minority group that needed to be addressed in the media coverage.

d) Describe how what you have learned in this assignment can be applied in your work as a social worker.

Students are required to let the instructor know which of the above options they wish to pursue by the third class (Provide the instructor with a paper containing the name(s) of the student(s) doing the project; which option; and which issues/minority groups they plan to focus upon). This will help with scheduling the work-in-progress presentations.

Students will present their work-in-progress on April 3 or 10 (to be decided in class). This will give everyone opportunity to share the information that they have been gathering and ask for feedback and recommendations from the class. No grades will be assigned for the presentations, as this exercise is intended to help people towards writing their final term paper. For each presentation, provide members of the class with a detailed outline of the paper (2 pages), plus a list of references (8 to 20). Please post this information on Blackboard at least 5 days in advance of the class when you are presenting (I will designate a Chat Room for this).

Grading for the Final Term Paper will be based upon: Clarity and conciseness of writing; Use of nonjudgmental and diversity-informed language; Specific and accurate application to readings and materials covered in class; Originality of thought; Degree of reflectiveness (self-awareness of similarities and differences between self and other), Use of APA format.

Students who want to negotiate an alternative to the term paper for this course should submit an outline of their proposal to the professor no later than the third class (e.g., a class presentation, a research project, a journal article; creative ideas are welcome).

Participation and Professionalism:

All classes will be structured to allow for and encourage your participation. Although there is no specific grade to be assigned to class participation, an allowance for exceptional or unsatisfactory class participation may be used to raise or lower a grade by one level (e.g., B- to B; or A- to B+). One of the challenges in a class on diversity is to create a safe environment for people to discuss sensitive topics. In order to deal with internalized racism, homophobia, etc., we must be able to surface these issues and allow people to engage in open, respectful exchanges. Constructive participation means using listening skills, as well as speaking skills. Because culture affects the way that people communicate, participation in class cannot be judged according to a single standard. In addition to verbal participation, for example, there can be nonverbal and written participation (e.g., questions or a diary that is submitted to the professor between classes; if you want to set up a class "chat-line" on the Internet, please let me know).

Given that an MSW is a professional degree designed to prepare students for work in the field, students must practice professional behavior in class. This includes following the NASW Code of Ethics, the FAU School of Social Work Student Manual, and participating constructively in class. Students can demonstrate constructive participation in a variety of ways:

Physical attendance at classes;

Verbal involvement in class and group discussions;

Active participation in role plays or other group exercises;

Initiating discussion or bringing in information from assigned readings, other readings and/or experiences;

One-to-one dialogue with the instructor, outside of class;

Written dialogue (email or paper); and

Timely submission of assignments.

When considering the quantity and quality of participation, the following issues should be considered:

An appropriate level of participation from each student is related to the number of students in the class, the format of the class (e.g., lecture versus workshop), and the desirability of conciseness;

Respect the rights of others in the class, including privacy and safety (physical and emotional);

Good questions can include admitting one’s ignorance about a subject (if one person is feeling self-conscious about asking a question that may be seen as "stupid", there are probably several others in the class who want to know the same thing);

Students do not need to agree with statements made by the instructor or other students. Students are encouraged to think for themselves, ask challenging questions (in a respectful manner), and arrive at their own understandings;

Questions/comments which are not relevant to the class or which are stated clearly in the materials can detract from the class and consume valuable time (e.g., before asking, "Is that single-spaced or double-spaced?" and "When is the assignment due?" please check to see if these types of questions are covered in the Course Syllabus).

Students should abide by the NASW Code of Ethics in class, as well as during interactions with the instructor and other students outside of class. This includes respect for the dignity and self-worth of all individuals, regardless of ethnicity, culture, nationality, race, religion, sexual orientation, gender, disability, political belief, or other aspects of diversity.

If a student is away due to illness or other reason, it is that student’s responsibility to obtain notes, handout material, et cetera from another student. The student may also suggest ways that they can make up for time lost (e.g., if you miss a class and you want to propose an extra assignment, such as a journaling exercise, to make up for not being able to participate in the class).

If you have concerns about the class, or recommendations for it, please make these suggestions early so that they can be addressed and incorporated as early as possible.

Given that many students have long days and many commitments beyond class obligations, some students may feel tired or stressed when they come to class. In order to maintain a positive working environment, please try to maintain your enthusiasm, energy, and humor throughout the class.

Your Final Grade for this course will consist of the sum of the points earned in all examinations, class participation, and extra credit assignments. Grades will be assigned as follows:

 

95 – 100% = A	65 – 69% = C
90 – 94% = A-	60 – 64% = C-
85 – 89% = B+	55 – 59% = D+
80 – 84% = B	50 – 54% = D
75 – 79% = B-
70 – 74% = C+	0 – 49% = F

Each student is responsible for her or his own grade. If at any time, the student feels a need for help or advice on how to improve their work performance and grades, that student should set up an appointment with the instructor. The delivery of below average or failing grades is a job that no teacher enjoys; however, the instructor feels that to reward below average efforts is only enabling a lack of professionalism.

Attendance for this course is required. More than one unexcused absence or excessive tardiness will result in a reduction in class participation grades. The student must present a written excuse from a health care provider for excused absences due to illness or other documentation as requested by the instructor for excused absences.

For the Academic Policies and Regulations in the Undergraduate Catalog see http://www.fau.edu/ug-cat/welcome.htm. This web site contains information on grading, incomplete grades, plagiarism, expectations of student behavior, and communications devices (e.g., cell phones to be disabled during class sessions).

The following circumstances constitute Academic Irregularities:

a) The use of materials and devices such as notes, books, calculators, etc., while taking an examination, unless specifically authorized by the instructor; or assistance from or to other persons while taking an examination unless specifically authorized by the instructor- acts defined as "cheating".

b) Plagiarism (i.e., the presentation of words or ideas from any other source as one’s own).

c) The unauthorized obtaining, distributing, or receiving of materials which is, or is purported to be an examination, or part of an examination, without the expressed consent of the instructor.

d) Taking an examination for another person or having another person take an examina-tion, and presenting, or having same presented as one’s own exam.

e) Other activities that interfere with the academic mission of the classroom.

f) Submission of the same, or essentially the same, paper, project, assignment, or finished project to an instructor that has been submitted to another instructor, unless specifically authorized by both instructors to do so.

There is one required textbook for purchase, as well as a package of required readings that will be made available on the web. The required textbook is:

Appleby, G. A., Colon, E., & Hamilton, J. (2001). Diversity, oppression, and social functioning: Person-In-Environment assessment and intervention. Boston: Allyn & Bacon.

(To get to the Electronic Reserves web site, go to http://www.fau.edu/ then click on "Libraries" then click on "FAU Libraries Course Reserves" and follow instructions to get to the reserve articles filed under my last name, Barsky. To gain access to the electronic reserves, you will need your 14-digit FAU Library Card number).

Other course readings will be distributed in class. Also, please visit the Blackboard Web site for this course http://blackboard.fau.edu for additional information. The student login is the first initial of the first name followed by the first three initials of the last name followed by the last four digits of the ss # (ALL IN CAPS). The password is the first four digits of the social security number. This is consistent across all courses, but may be overridden by the instructor. This means that the student username for online courses using WebCT is the same as the FAU email username. For example, let's say GEORGE WASHINGTON with SS# 123-45-6789 is a student in your course. His username would be GWAS6789 and his password would be 1234. ***Reminder*** the logins and passwords are case sensitive! We will use Blackboard to post notices, to create email lists and discussion groups, to post additional readings, Web links, and assignments/exams. Blackboard can also be used by student groups for study purposes, discussions, or to work on joint papers/projects.

Please check your email address for Blackboard. If no existing address was on file for you when you registered, your FAU email address will be listed by default regardless of whether or not this is an active email account. If that is the case, any messages sent to you through Blackboard will be undeliverable. Here are the instructions for students to change (or view) their email address in Blackboard: Enter the course you are taking on Blackboard and click on "TOOLS" on the lower left side of the screen; Click on "Personal Information" then "Edit Personal Information." Enter your email address in the "email" field then click "submit" at the bottom when you are done. You can also provide phone numbers or other information that you would like to be made available to people in the class.

The following outline and readings may change as the course progresses, given student interests and needs. Please read the required readings prior to the class when we will be discussing them. Although you may not have time to read the Recommended materials, they are listed for those with special interests in these topics and they provide a starting point for you if you are going to write a paper on one of these topics. For your convenience, all required readings will be available in the Appleby textbook (to be purchased) or on the web.

· Allan Barsky: www.barsky.org (includes the following web links)

· American Civil Liberties Union www.aclu.org

· Canadian Association of Schools of Social Work Antiracist Training and Materials. Available: http://www.mun.ca/cassw-ar

· Multicultural Pavilion http://curry.edschool.virginia.edu/go/multicultural

· Health and Racial/Cultural Issues http://healthlaw.org/race.shtml

· Human Rights Campaign – www.hrc.org

· NAACP – www.naacp.org

· National Center for Lesbian Rights – www.nclrights.org

Adams, (2000). Readings for diversity and social justice. New York: Routledge.

Aleman, S, Fitzpatrick, T., Tran, T. V., & Gonzalez, E. (2000). Therapeutic interventions with ethnic elders: Health and social issues. Binghampton, NY: Haworth.

Appleby, G. A., Colon, E., & Hamilton, J. (2001). Diversity, oppression, and social functioning: Person and environment assessment and intervention. Boston: Allyn & Bacon.

Barrer, B. & Logan, C. (2002). Counseling gay men and lesbians. Belmont, CA: Brooks/Cole.

Brannigan, G., Allgeier, E., & Allgeier, A. (Eds.) (1998). The sex scientists. New York: Longman.

Byer, C., Shainberg, L., & Galliano, G. (1999). Dimensions of human sexuality (5^th ed.). Toronto: McGraw-Hill.

De Anda, D. (Ed.). (1997). Controversial issues in multiculturalism. Boston, MA: Allyn & Bacon.

Devore, W., & Schlesinger, E. (1999). Ethnic-sensitive social work practice. Boston, MA: Allyn & Bacon.

Dhooper, S. S., & Moore, S. E. (2001). Social work practice with culturally diverse people. Thousand Oaks, CA: Sage.

Ellis, A., & Llewellyn, M. (1997). Dealing with differences: Taking action on class, race, gender and disability. Corwin.

Ewalt, P. L., Freeman, E. M., Fortune, A. E., Poole, D. L., & Witkin, S. L. (Eds.) (1999). Multicultural issues in social work: Practice and research. Washington, DC: NASW Press.

Fong, R., & Furuto, S. (2000). Culturally competent practice: Skills, interventions, and evaluatioins. Boston: Allyn & Bacon.

Freire, P. (1971). Pedagogy of the oppressed. New York: Herder & Herder.

Geva, E., Barsky, A. E., & Westernoff, F. (2000). Interprofessional practice with diverse populations: Cases in point. Westport, CN: Greenwood.

Giles, H. (1990). Counseling Haitian students and their families: Issues and interventions, Journal of Counseling and Development, 68 (Jan./Feb.).

Green, J. (1999). Cultural awareness in the human services: A multi-ethnic approach. Boston, MA: Allyn & Bacon.

Greene, B. (1997). Ethic and cultural diversity among lesbians and gay men. Thousand Oaks, CA: Sage.

Hall, R. (1994). The bleaching syndrome: Implications of light skin for Hispanic American assimilation. Hispanic Journal of Behavioral Sciences, 16 (3), 307-314.

Harbeck, K. M. (Ed.) (1991). Coming out of the classroom closet. Binghampton, NY: Haworth.

Howard, K., & Stevens, A. (2000). Out and about on campus: Personal accounts of Lesbian, gay, bisexual, and transgender college students. New York: Allison Books.

Johnson, A. & Cnaan, R. (1995). Social work practice with homeless persons: State of the art. Research on Social Work Practice, 5 (3), 340-382.

Julia, M. (2000). Constructing gender: Multicultural perspectives in working with women. Belmont, CA: Wadsworth.

Kurdek, L. A. (1994). Social services for gay and lesbian couples. Binghampton, NY: Haworth.

Leigh, J. W. (1998). Communicating for cultural competence. Boston: Allyn & Bacon.

Littlejohn-Blake, S. & Anderson Draling, C. (1993). Understanding the strengths of African American families. Journal of Black Studies, 23(4), 460-471.

Lum, D. (2000). Social work practice with people of color: A process-stage approach. Belmont, CA: Wadworth.

Lum, D. (1999). Culturally competent practice: A framework for growth and action. Belmont, CA: Wadsworth. (www.wadsworth.com)

Mallon, G. P. (Ed.). (2000) Social services with transgendered youth. Binghampton, NY: Haworth.

Makelprang, R. & Salsgiver, R. (1996). People with disabilities and social work: Historical and contemporary issues. Social Work, 41(1), 7-13.

Mallon, G. P. (1998). We don’t exactly get the welcome wagon: The experiences of gay and lesbian adolescents in child welfare systems. New York: Columbia University Press.

Martin, J. I, & Hunter, S. (2001). Lesbian, gay, bisexual and transgender issues in social work: A comprehensive bibliography with annotations. Washington, DC: CSWE.

McAdoo, H. P. (Ed.) (1999). Family ethnicity: Strength in diversity. Thousand Oaks, CA: Sage.

Moreales, A. T., Sheafor, B. W. (2001) Social work: A profession of many faces (9^th). Boston: Allyn & Bacon.

Pinderhughes, E. (1989). Understanding race, ethnicity, and power: The key to efficacy in clinical practice. New York, NY: Free Press.

Prasad, P., Mills, A., Elmes, M., & Prasad, A. (Eds.). (1997). Managing the organizational melting pot: Dilemmas of workplace diversity. Thousand Oaks, CA: Sage.

Saulnier, C. R. (1996). Feminist theories and social work: Approaches and applications. Binghamton, NY: Haworth.

Sefa Dei, G. (1996). Anti-racism education: Theory and practice. Halifax, NS: Fernwood

Scheile, J. H. (2000). Human services and the Afrocentric paradigm. Binghampton, NY: Haworth.

Thompson, N. (1997). Anti-discriminatory practice. London: Macmillan.

Tung, M. P. (2000). Chinese Americans and their immigrant parents. Binghampton, NY: Haworth.

Van Wormer, K., Wells, J., & Boes, M. (2000). Social work with lesbians, gays, and bisexuals. A strengths perspective. Boston: Allyn & Bacon.

Wah-shan, C. (2000). Tongzhi: Politics of same-sex eroticism in Chinese societies. Binghampton, NY: Haworth.

White, J. Z. (2001). Social work with the First Nations: A comprehensive bibliography with annotations. Washington, DC: CSWE. (www.cswe.org)

Journal of Cultural Diversity & Mental Health Women’s Studies

Journal of Multicultural Social Work Social Work with Immigrants and Refugees

Journal of Sex and Marital Therapy Journal of Homosexuality

Journal of Sex Education and Therapy Ethnic and Racial Studies

Journal of Social Work and Human Sexuality Annals of Sex Research

Gender and Society Sex Roles

Journal of Gerontological Social Work Affilia: Journal of Women & Social Work

Journal of Ethnic & Cultural Diversity in SW

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