My Perspective Matters: Teaching Diversity Content in Social Work Education
Department of Social Work, University of St. Francis
How they used Delve
A social work educator at the University of St. Francis used Delve to organize meaning units from in-depth interviews with 13 undergraduate social work faculty into codes for a thematic analysis of how they teach diversity content.
“These meaning units were organized as codes in the Delve software and organization was influenced by thematic analysis to ensure reliability.”
- Field
- social work education; diversity curriculum
- Data
- In-depth, semi-structured interviews with 13 undergraduate social work faculty members teaching diversity content
- Approach
- Meaning units from in-depth semi-structured interviews organized as codes in Delve, guided by thematic analysis
- Data types
- Interviews
Abstract
The perspective of faculty who teach diversity is a missing yet crucial component in existing social work education literature. This qualitative study used in-depth interviews to explore the experiences of 13 undergraduate social work faculty members teaching diversity content in their programs. Participants were asked to describe their definition of diversity, how they implement diversity curriculum, whether they examine their own experiences of diversity, and how they addressed students’ and their own intersectionality. Findings from in-depth, semistructured interviews show three emerging meaning units: facilitating diversity, managing intersectionality, and faculty self-reflection. Firsthand accounts of faculty lived experiences can help inform best teaching approaches and how to move students from culturally competent to culturally humble rooted in anti-racist social work practice.
Citation
Joyce K. Kraus (2026). My Perspective Matters: Teaching Diversity Content in Social Work Education. Journal of Social Work Education. https://doi.org/10.1080/10437797.2026.2646174