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Examining the Historical and Present-Age Impact of Racism in The University of Pennsylvania ScholarlyCommons Doctorate in Social Work (DSW) Dissertations School of Social Policy and Practice Spring 4-23-2020 EXAMINING THE HISTORICAL AND PRESENT-AGE IMPACT OF RACISM IN THE UNITED STATES OF AMERICA THROUGH THE ARTS, AESTHETIC EDUCATION, AND TRANSFORMATIVE LEARNING THEORY: EMPOWERING SOCIAL WORK STUDENTS TO EFFECTIVELY DISCUSS RACISM AND PROVIDE BEST PRACTICES WITH AFRICAN AMERICANS AND OTHER PEOPLE OF COLOR Dr. Jacque Tara Washington, LCSWR university of pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations_sp2 Part of the Curriculum and Social Inquiry Commons, and the Social Work Commons Recommended Citation Washington, LCSWR, Dr. Jacque Tara, "EXAMINING THE HISTORICAL AND PRESENT-AGE IMPACT OF RACISM IN THE UNITED STATES OF AMERICA THROUGH THE ARTS, AESTHETIC EDUCATION, AND TRANSFORMATIVE LEARNING THEORY: EMPOWERING SOCIAL WORK STUDENTS TO EFFECTIVELY DISCUSS RACISM AND PROVIDE BEST PRACTICES WITH AFRICAN AMERICANS AND OTHER PEOPLE OF COLOR" (2020). Doctorate in Social Work (DSW) Dissertations. 139. https://repository.upenn.edu/edissertations_sp2/139 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations_sp2/139 For more information, please contact [email protected]. EXAMINING THE HISTORICAL AND PRESENT-AGE IMPACT OF RACISM IN THE UNITED STATES OF AMERICA THROUGH THE ARTS, AESTHETIC EDUCATION, AND TRANSFORMATIVE LEARNING THEORY: EMPOWERING SOCIAL WORK STUDENTS TO EFFECTIVELY DISCUSS RACISM AND PROVIDE BEST PRACTICES WITH AFRICAN AMERICANS AND OTHER PEOPLE OF COLOR Abstract The traumatic history of racism spans throughout generations of the African American experience and negatively impacts mental, physical, emotional, and spiritual wellness, as well as healthcare, housing, economic and financial outcomes, and a plethora of daily encounters. It is vital that social workers have clarity regarding the historical and present-age impact of racism on African Americans and other people of Color in order to effectively engage and advocate with these populations as they seek various services. This dissertation offers a 15-week academic course designed for baccalaureate-level social work students through the framework of transformative learning theory and with the integration of aesthetic education and the arts. Research indicates that students have greater potential to deeply understand racism and its impact through creative, non-traditional modes of study. From a cognitive perspective, experientially taught students may engage in higher-order thinking such as analysis, synthesis, and evaluation, and are also better able to identify the concepts in the real world; think about the material in new and complex ways; comprehend phenomena conceptually; and recall, retain, and memorize the material better. The arts, aesthetic education, and transformative learning theory reach students on a deeper level by engaging both affective and cognitive processes; by providing opportunities to unlearn racial biases through critical reflection and ationalr discourse; by creatively exploring ways to be open to other points of view; and by examining personal connections to the social issues of race through activities that include critical reflection, illumination, exploration, and the awareness of self and others. As social work students respond to the realities of working with African Americans and other people of Color, they will need to meet the expectations of the National Social Workers Association’s values of worth and dignity, integrity, competence, and the advancement of human rights and social justice, as well as answer the charge of the Educational Policy and Accreditation Standards with the competencies to engage diversity, and understand challenges of discrimination and oppression. This 15-week course responds to those needs using an experiential and transformative approach. Degree Type Dissertation Degree Name Doctor of Social Work (DSW) First Advisor Joretha N. Bourjolly, PhD, MSW Second Advisor John L. Jackson, Jr., PhD Keywords racism, history, present-age, transformative learning, aesthetic education, arts, academic course, social work Subject Categories Curriculum and Social Inquiry | Education | Social and Behavioral Sciences | Social Work This dissertation is available at ScholarlyCommons: https://repository.upenn.edu/edissertations_sp2/139 Washington, Page 1 of 270 EXAMINING THE HISTORICAL AND PRESENT-AGE IMPACT OF RACISM IN THE UNITED STATES OF AMERICA THROUGH THE ARTS, AESTHETIC EDUCATION, AND TRANSFORMATIVE LEARNING THEORY: EMPOWERING SOCIAL WORK STUDENTS TO EFFECTIVELY DISCUSS RACISM AND PROVIDE BEST PRACTICES WITH AFRICAN AMERICANS AND OTHER PEOPLE OF COLOR Jacque Tara Washington A DISSERTATION in Social Work Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Social Work 2020 Chair of Dissertation Joretha N. Bourjolly, PhD, MSW First Reader John L. Jackson, Jr., PhD Washington, Page 2 of 270 TABLE OF CONTENTS ACKNOWLEDGEMENTS and DEDICATIONS …………………………………….5 ABSTRACT ……………………………………………………………………………8 CHAPTERS I. Literature Review……………………………………………………………….10 II. Transformative Learning Theory……………………………………….……….36 III. Aesthetic Education …………………………………………………………….54 IV. The 15-Week Course Syllabus………………………………………………….74 V. Lesson Plan Summaries of Sessions, Titles, and Content Descriptions ………..101 VI. Lesson Plan Sessions Detailed ………………………………………………….109 A. Sessions One and Two……………………………………………………....109 1. Introductions 2. Discussion: Group Norms and Rules, Syllabus, Glossary, Journal, Midterm, Final B. Session Three………………………………………………………………..115 1. Educational Policy and Accreditation Standards (EPAS) 2. National Association of Social Workers (NASW) Ethical Principles 3. Multiple Intelligences C. Sessions Four through Seven ………………………………………………..124 1. Self and Social Identities D. Sessions Eight and Nine ……………………………………………………..131 1. Lecture on Racism from 1619 to 1968 Washington, Page 3 of 270 E. Sessions Ten through Fourteen ………………………………………………166 1. Presentational and Interactive Workshop, Strange Fruit, Examining the Impact of Racism in America F. Sessions Fifteen and Sixteen …………………………………………………177 1. A Raisin in the Sun Discussion of Play 2. Introduction of the Impact of Racism on the Younger Family in Healthcare, Housing, and Economy Finance G. Session Seventeen …………………………………………………………….189 1. Mini-Lecture on Historical and Present-Age Racism in Healthcare H. Session Eighteen ………………………………………………………………197 1. Mini-Lecture on Historical and Present-Age Racism in Housing I. Session Nineteen ……………………………………………………………….211 1. Mini-Lecture on Historical and Present-Age Racism in Economy and Finance J. Sessions Twenty through Twenty-Four ………………………………………..229 1. Glossary……………………………………………………………………... 238 2. Theories, Models, and Approaches for Racism Interventions……….……….241 3. Student-facilitated Discussions K. Sessions Twenty-Five through Twenty-Eight …………………………………..255 1. Interactive Improvisational Role-Play between Actors and Students L. Session Twenty-Nine ……………………………………………………………261 1. Reflections on Students’ Transformations M. Session Thirty …………………………………………………………………...264 1. Reflective Termination Washington, Page 4 of 270 VII. Course and Dissertation Conclusions ………………………………………266 Washington, Page 5 of 270 ACKNOWLEDGEMENTS and DEDICATIONS Acknowledgements My first acknowledgement is to God, Jesus, and God’s Holy Spirit. This is my Truth and where I draw my inner peace and strength to relate or connect to anything else in my life. As I first considered striving for my doctorate, it was through prayer, devotion, and Scripture guidance. It is in this Truth that I develop meaning, safety, purpose, direction, abilities, and functioning, and it is in this Truth that I maintain and put forth my best self. My immediate family has been my support throughout this academic journey, each in their own way, but all with genuine love and joy for my academic and personal goals: My adult daughter, JaCon Canese Hill-Washington, was with me since the inception of my doctoral journey and, throughout, was always available to help me in any way I needed; whenever I called, she answered. My daughter nicknamed me “Mama Genius” and it touched my heart to know she valued my intelligence; it encouraged me to forge ahead with confidence. JaCon, you are the planter of the seeds of creative ideas, perceptions, and wisdom. I will be eternally grateful to you for all of your time and insights you so lovingly and generously gave to me throughout my journey- and all of this as you were working on your own doctorate degree . thank you, my beautiful, intelligent, compassionate, and devoted daughter, my heart’s twin. My adult son, Chad Westley Hill-Washington, my firstborn, offered me genuine encouragement throughout my doctoral journey and asked thoughtful questions during our discussions. Along this journey, Chad always let me know that he was proud of me and believed in my abilities to be successful. Chad, you are the philosopher with intense perspectives and insights. The special times we shared in nature, discovering and talking were so meaningful. The way your face lights up when you see me makes my heart happy and I will hold that always . thank you, my charismatic, intelligent, handsome son, and dedicated, loving dad to my “grandbebe,” Olivia. My dear friend, Jonathan Reed Washington, offered me sincere and unwavering encouragement throughout
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