social work journal articles relating to theories used

#Social work journal articles relating to theories used how to#

This viewpoint prioritizes an understanding of intersectionality, which considers the effect and significance of multiple intersecting identities on a person’s life ( Crenshaw, 1989). As such, the EPAS standards view diversity via specific requirements that include but are not limited to “age, class, color, culture, disability or ability, ethnicity, gender, gender identity, expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status” (p. 7).

These dimensions include an understanding of how to best meet the needs of the population. Similar to COSMA’s principles, the EPAS include nine competencies that provide active language requiring students to demonstrate, engage, advance, assess, intervene, and evaluate various dimensions of social work practice ( Council on Social Work Education, 2015). The Council on Social Work Education ( 2015) is the accrediting body for this field of social work and contains Educational Policy and Accreditation Standards (EPAS).

The field of social work excels in addressing these issues, which are detailed within the accreditation standards.

Nevertheless, sport management faculty could utilize the field of social work for pedagogical guidance with issues relating to diversity, inclusion, and social justice.

This oversight could be caused by the lack of research available in this area or the vague language used in the accreditation principles. These are all strengths that sport management education seeks to promote however, a lack of weight and focus on diversity and inclusion exists within these pedagogical practices due to the lack of research available and the vague language used in the accreditation principles. Lack of diversity education can negatively affect the workplace, as diversity education can lead to more diverse and inclusive work environments, which contribute to increased productivity, job satisfaction, retention, commitment, motivation, and attracting new talent ( Cunningham & Chelladurai, 2017). This gap is most telling when faculty members tasked with discussing topics of diversity, inclusion, and equity were instead reluctant to explore such subjects with their students due to lack of education in these areas ( Harrison-Bernard et al., 2020 Taylor et al., 2019). However, no detailed description of diversity was provided, and the vague language used required the reader to interpret the meaning, application, and implementation ( COSMA, 2016 Pitts & Shapiro, 2017). COSMA ( 2016) states that sport management education should include many forms of diversity and prepare students to “function effectively in an increasingly diverse sport industry” (p. 54). Principle 7 addresses internal and external relationships with a section on diversity in sport management. The Commission on Sport Management Accreditation ( COSMA, 2016) provides eight accreditation principles that address assessment, planning, curriculum, faculty, scholarly/professional activities, resources, internal/external relationships, and educational innovations. ( 2014), who asserted that diversity is not something that can be forced instead, it must be “cautiously embedded within an organizational culture” (p. 2). Cunningham’s statements mirror research from Bopp et al. Since training alone does not translate to implementation of diverse practices, it is important to recognize that these connections need to be made within an organization’s mission, strategic aims, personnel evaluations, and hiring practices. His research has identified positive associations between diversity training for individuals, work environments, and organizations. Cunningham’s ( 2012) research into the prevalence, antecedents, and outcomes of diversity training has revealed that this topic has “received relatively little attention among sport management scholars” (p. 399) despite the benefits associated with such training. Diversity and culture can be abstract concepts that may be difficult for undergraduate students to grasp, especially for sport management students as this field had largely ignored cultural considerations until the turn of the 21st century ( Girginov, 2010).

#Social work journal articles relating to theories used how to#