Racism, Colorblindness, and Social Work Education: An Exploratory Study of California MSW Student Beliefs and Experiences

Objective: This study provides a nuanced understanding of social work students’ beliefs, emotions, and experiences around race and racism, which is needed to inform the development of antiracist pedagogies. Method: We administered an online surveyed to 532 California MSW students. All students completed a color-blindness scale; students of color completed scales on discrimination and stereotype threat, and white students completed scales on emotional responses to racial issues and antiracist behaviors. Analyses included both parametric and nonparametric sta-tistics. Results: Controlling for sociodemographic factors, exposure to ethnic studies classes was associated with lower levels of colorblindness. Students of color (Black, Latinx, Asian, and multiracial) reported frequent experiences with discrimination and stereotype threat within MSW education, with Black students reporting the high-est levels. Among white students, elevated emotional responses such as guilt and shame about racial issues were associated with increased antiracist behaviors. Con-clusions: Colorblindness, which can be a barrier to antiracist practice, can be reduced by student exposure to ethnic studies courses. The development of antiracist peda-gogies will require targeted strategies that consider the perspectives, emotions, and experiences that students of different racial and ethnic identities bring to MSW edu-cation. Concerted efforts are needed to address discrimination and anti-Blackness in social work education programs.