Using Critical Race Theory in Social Work Education to Prepare Antiracist Practitioners: A Systematized Review

ABSTRACT

Growing concerns arise over the effectiveness of cultural competency and humility in addressing systemic racism in social work. Scholars advocate for the incorporation of critical race theory (CRT) into social work education; however, its polarization creates uncertainty. This systematized review synthesizes the contemporary use of CRT in social work curricula. Comprehensive searches were conducted and sixteen peer-reviewed studies met the inclusion criteria, representing BSW, MSW, and PhD education. Three roles for CRT within social work were identified: (a) understanding systemic racism, (b) an alternative model to cultural competence, and (c) the inclusion of CRT into the social work curriculum or specific courses. Benefits and barriers are also identified. To align with social work values, social work should consider the integration of CRT across the curriculum.

Data availability statement

Data are available on request.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Shetal Vohra-Gupta

Shetal Vohra-Gupta, PhD, is Assistant Professor, The Steve Hicks School of Social Work at The University of Texas at Austin.

Bradley Maclaine

Bradley Maclaine is a PhD student at The School of Human Ecology at The University of Texas at Austin.

Liana Petruzzi

Liana Petruzzi, PhD, is Research Associate, Dell Medical School at The University of Texas at Austin.

Nicole Kim

Nicole Kim is a PhD student at The Steve Hicks School of Social Work at The University of Texas at Austin.

Diane Rhodes

Diane Rhodes, PhD, is Senior Lecturer, The Steve Hicks School of Social Work at The University of Texas at Austin.