9Striving for Equity, Diversity, and Inclusion in Social Work Field Education: From the Personal to the Political

Emmanuel Chilanga and Jill Hanley

Schools of Social Work in Canada, as institutions of higher learning and as members of the Canadian Association of Social Work Education (CASWE), are expected to promote principles of equity, diversity and inclusion (EDI) in all aspects of their work from the classroom, to working conditions, to field education (Tamtik & Guenter, 2019). The goal of EDI is to eradicate prejudice and discrimination on the basis of prohibited grounds of discrimination in the Canadian Human Rights Act and to strive for fair treatment and opportunity for all. Canadians are protected from discrimination based on disability, gender identity or expression, religion, ethnic origin, race, colour, age, sex, sexual orientation, marital status, family status, genetic characteristics, and conviction for an offence for which a pardon has been granted (Commission, 2018). To ascribe to the Canadian Human Rights Act, most universities have put in place EDI committees to support combatting discrimination and to promote social justice. However, research shows that issues remain prevalent as students from minority groups continue to face discrimination in accessing education (Mathieu et al., 2022).

Discrimination is not only prevalent in educational institutions; studies show that it is also staggering in social institutions. For instance, a recent study indicates that 38.8% of Canadians reported experiencing discrimination based on race and ethnicity before and during the COVID-19 pandemic (Statistics Canada, 2022). Discrimination and intolerance have negative health and socioeconomic impacts on the people who are affected and indirect negative impact on society (Drabish & Theeke, 2022). As such, there is a need to support community members, including students who are experiencing discrimination.

To support government anti-discrimination efforts and to uphold its social justice commitment, social work education in Canada is committed to help students acquire EDI competencies to mitigate social exclusion and promote justice in their current and future working spaces. This is reflected in curriculum in Canadian social work schools where social justice and anti-oppressive course content are mandatory (Bhuyan et al., 2017). Given that social work field education is an indispensable component of social work education in Canada, commonly referred to as social work’s signature pedagogy (Ayala et al., 2018; Drolet et al., 2021), ensuring that it is done according to EDI principles is essential. Field education provides an opportunity for students to foster social work competencies by integrating classroom theories, research, and knowledge into practice—ideally each with EDI at its core. Students are mentored by social work field supervisors in agencies that support people from diverse social backgrounds who are often not treated with equity and inclusion principles. Students need to be equipped with cultural and rights-based competencies that will prepare them to work effectively with marginalized community members from different backgrounds (Banks et al., 2021). This chapter has been written to help prepare social work students with the knowledge and skills that will help them to understand and implement EDI in their field practicum. It introduces EDI and prepares social work students to mitigate discrimination during their field education through an EDI lens.

Understanding EDI

The use and application of the concepts of equity, diversity, and inclusion have taken a center stage globally. There is widening recognition of social injustices imposed upon historically marginalized groups, such as Indigenous Peoples, Black people, the 2SLGBTQ+ community, and people with disabilities. Despite many of these groups having equal legal rights, inequities persist in society. Interest in EDI is growing as some individuals, institutions, and governments aim to tackle these injustices. Social work students need to have an understanding of EDI concepts in order to better prepare for field practicum.

Equity

Scholars have defined the term equity in different ways. On a basic level, equity implies fairness, impartiality, or justice (Kikhi & Gautam, 2021). The concept focuses on people’s awareness of the circumstances that create an unequal starting position of individuals in relation to others in society and finding ways to mitigate the disparity. For example, a child born into poverty does not generally share the same conditions for potential educational achievement as a child born into wealth. There are various systemic and cultural factors that create inequality by posing barriers for marginalized populations and equity acknowledges that people have different needs, experiences, and opportunities.

People at times use the term equality and equity interchangeably. In fact, these two terms do not have the same meaning and their implementation can lead to different outcomes among underprivileged populations. The word equality refers to the state or quality of being equal and it corresponds to quantity, degree, value, rank, or ability (Kikhi & Gautam, 2021). Equality means each person, or groups of people, are given the same opportunities or resources. Equity recognizes that each person begins with different circumstances; even if people are given the same opportunities, some individuals may not reach an equality with their peers or within society. Going back to our example of education, children with different socioeconomic backgrounds may have equal access to free public school, but unequal resources at home so that, ultimately, their educational outcomes will be very different. An equitable access to education would offer extra supports for children that require them. The distinction between equality and equity can be summarized using Paula Dressel’s quote: “The route to achieving equity will not be accomplished through treating everyone equally. It will be achieved by treating everyone justly according to their circumstances” (Dressel et al. 2020).

To conceptually understand the difference between equality and equity using some imaginary ideas, read the example in the box:

This is an example of equality: both Deborah and Maureen have been given the same resources (ladder and bag) to access the opportunities (apples). However, their circumstances are different, which creates imbalance in the opportunities they can access. What are the impacts of the tree leaning more towards Deborah and also the fruits being more available on her side of the tree?

We can bring equity to the scenario by giving Maureen a ladder that is taller than Deborah’s. However, the situation would still favour Deborah as the fruits are not equally distributed in the tree. To ensure full equity after both girls can reach to the top of the tree, they must work in a tree where the fruit is evenly distributed in the branches.

Achieving Equity and Equality in Social Work Field Education.

Imagine that you are working as a practicum student at Organization Y that provides food hampers to recent immigrants. Today, Maureen and Deborah come to collect their food hampers. Maureen has five children between one and fourteen years old, while Deborah has only one child who is twelve years old. Your field supervisor gives each of them 1 kg of rice, a loaf of bread, and a packet of vegetables.

Questions

1. What is your field supervisor trying to achieve in this context?
   1. Equality in distributing the food hampers?
   2. Equity in distributing the food hampers?
2. Since you have a good picture of the situation of the two women, how would you share the food hampers?

In the broader context, there is a need for deliberate policies that can remove systemic barriers and biases to enable all individuals to have equitable access to resources from service providers. In the context of social work field education, practicum students need to develop a strong understanding of the systemic barriers that service users from underrepresented groups face in accessing social and other services in agencies. By using an equity rather than diversity lens, practicum students can promote fairness by creating a tailored support for all community members regardless of their social location. For example, the intersectionality of poverty and HIV seropositive status can create barriers to accessing housing for HIV-positive service users compared to HIV-negative service users as illustrated in the following activity.

Questions

1. Why might Franklin still be struggling to secure an apartment despite receiving the same subsidy from the organization as Richard received?
2. How might the disclosure of Franklin’s HIV status in the letter to landlords impact his chances of accessing accommodation compared to Richard?
3. If you were the practicum student, how might you support Franklin in his search for housing from an equity perspective?

It is important for social work students to know the difference between equality and equity as the concepts can guide them in their practice based on the specific circumstances of service users. Equity focuses on the fair and respectful treatment of all people and is a process towards achieving equality in society.

Diversity

Diversity refers to all the dimensions of human identity that make everyone unique (Byrd, 2014). It considers differences in characteristics such as race/skin colour, religion, place of birth, economic status, ethnicity, ability, sex, sexual orientation, gender, and age. Diversity also includes characteristics such as values, perspectives, behaviours, lived experiences, worldviews, and perceptions that shape an individual’s relationships with others. Diversity is associative, meaning that it is manifested through the composition of groups, teams, and organizations: It is measured on a collective basis. These dimensions of human identity have a significant impact on how service users are treated within social service organizations.

There are four basic dimensions of diversity according to Gardenswartz’s and Rowe’s (2003) diversity circle scheme that can inform social work practicum students when working with different community members in an organization. The first is personality traits that involves behaviours such as openness to experience, conscientiousness, and agreeableness. The second is internal dimension traits which include demographic attributes of community members such as their age, gender, sexual orientation, physical ability, ethnicity, and race. External dimension is a third dimension to consider and it includes the external layers such as service users’ geographic location, income, personal habits, recreational habits, religion, educational background, work experience, appearance, parental status, and marital status. Organization level is the fourth dimension of diversity that includes components like functional level strategies like actions and goals. EDI should be considered at all levels of organizational department, or group; work seniority; work location; union affiliation; and management status. Social work students need to ensure that the breadth of their EDI actions and conversation be informed by the diversity circle scheme because it uses the intersectionality of all of the attributes of diversity that are either an advantage or disadvantage to people

Inclusion

Social work students need to be aware of the concepts of social exclusion and inclusion as they may inform their professional conduct in class or during their practicum. Social exclusion describes a situation when some individuals are not given an opportunity to participate fully in social, political, economic, and cultural life, which undermines their wellbeing (Gingrich & Lightman, 2015). Groups that are socially marginalized may not be able to secure financially sustainable employment, build strong social networks, or comfortably access public services, among other things. This exclusion has a negative impact on their health and wellbeing.

In Canada, efforts are being made to promote social inclusion and belonging in academics and institutions that provide social services (Gaudry & Lorenz, 2018; Selimos & George, 2018). It is therefore important that social work students preparing or are in practicum acquire skill sets that can enhance social inclusion among the people they work with. This section conceptualizes and highlights ways that social inclusion can be promoted in local agencies.

Social inclusion refers to a process of increasing the involvement of marginalized groups through enhanced opportunities, access to resources, voice and respect for rights (Cordier & Martin, 2020). Promoting inclusion requires deliberate efforts to make marginalized individuals feel that their contribution to the organization is valued and that they enjoy the same rights and opportunities as all others. Social inclusion is associated with a sense of belonging and has a positive mental health outcome for individuals (Michalski et al., 2020). Social work students require the ability to foster the social inclusion of diverse populations during their practicum time.

In a macro practice social work practicum setting, students can plan social inclusion activities that offer opportunities for socialization and relationship-building among community members. For instance, in organizations that promote integration, a student can plan activities based on the parameters that are provided in the textbox below (Townsend et al., 2021).

Activity

1. In your social work practicum, what programs you can suggest and/or develop that could promote an inclusive environment?

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2. Outline the activities that can be used to promote social inclusion in the suggested programs.

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3. Describe the barriers that can undermine the implementation of your inclusion program among the service agency’s clientele.

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4. How can the barriers be addressed in a way that enhances social inclusion?

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Challenges to EDI

Systemic Discrimination

Systemic discrimination refers to patterns of policies and practices that are part of the institutional structures that create and perpetuate disadvantages to marginalized people (Phillips-Beck et al., 2020). It is prevalent in both public and private institutions such as police, healthcare, education, justice, and political systems. People who hold a privileged position, such as politicians, police officers, and policy makers, are more likely to dismiss the existence of systemic racism that undermine its intervention for justice institutions in Canada (Ng & Lam, 2020). As a social work practicum student, it is important to be critical and point out institutional policies that disadvantage some groups over others.

After watching the video, reflect on the following questions:

Questions

1. Why do you think politicians in the video denied that there is no racism in Canada?
2. Explain why many Black and Indigenous people are more likely to be incarcerated than white people in Canada?
3. The video suggests that there is antiracism symbolism or gestures among policy makers, but there are limited practical strategies of addressing the problem. Do you agree with this position?
4. What can you do to address systemic racism in your practicum and workplace?

Bias

Bias refers to unfair prejudgment in favor of or against people who are members of one group as compared to another without based on reality (Wang & Jeon, 2020). Biases develop over the course of a lifetime, beginning at a very early age through exposure to direct and indirect messages by the media, peers, family, and society as a whole. These learned associations cause people to have feelings and attitudes about other people based on diverse characteristics that include race, ethnicity, age, gender, sexual orientation, and socio-economic status.

The biases and prejudices faced by visible minority groups in Canada and the United States is a problem of public importance. Studies in these two countries have shown that there is bias against visible minorities when it comes to job hiring (Hodson et al., 2021). In addition, anti-Indigenous, anti-Black, anti-Hispanic, and anti-gay/lesbian bias is prevalent among healthcare providers (Kitching et al., 2020; Mateo & Williams, 2020). Bias and discrimination against visible minorities has also been documented in Canadian security systems such as the police. For instance, anti-Black police bias and discrimination has been reported during police stops and in pre-charge diversion programs (Samuels-Wortley, 2022; Wortley & Owusu-Bempah, 2022).

Based on the information that can be presented by the clients, service providers may have both positive and negative biases. For example, they may respond positively towards community members who belong to privileged groups and hesitantly to members of less privileged groups. It is important for social work students in practicum to understand and check their biases.

Questions

1. Why might Paul spend more time with Black clients than others?
2. How might positive or negative bias be at play for Paul, for service users, and for Paul’s supervisor?
3. How can Paul’s practicum supervisor help him avoid bias and prejudice when Paul decides how much time to spend with Black service users?

Microaggressions

When working with community members, social work practicum students should guard their behavior against microaggressions. Microaggressions are the intentional or unintentional normalization of verbal, behavioral, or environmental indignities that communicate derogatory, hostile, or negative prejudicial slights and insults toward marginalized groups (Torino et al., 2018). A student may perceive microaggressions as innocent, harmless comments, but they reinforce stereotypes and are a form of discrimination.

Questions

1. In your own words, what does microaggression mean to you?
2. Do you have examples of microaggressive language that you have heard? Give some examples.
3. Based on the video Microaggressions in Everyday Life, how do you think the supervisor could compliment Michael?
4. Why do you think the female manager experienced discrimination and bias in the meeting with the President?

Tokenism

Social work practicum students also need to guard their behavior and action against tokenism. Tokenism refers to a context where an institution makes a symbolic effort of including people from underrepresented groups in order to give an impression of practicing equality (Mugo & Puplampu, 2022). In their social work practicum, a student may create a committee to inform program improvements that includes people from minority groups to show that there is visual diversity and avoid criticism of not promoting social justice and fairness. What is needed is to have tangible actions such as empowering minority members in the group to meaningful contribute to the discussions and implementation stages.

Striving to Achieve EDI on Different Levels

During your field placement, you can think about EDI on different levels. In order to contribute to EDI through your work, you need to be aware of how your own actions might inadvertently work against EDI. It’s impossible to eradicate all bias or discrimination from our work, but as social workers, it is our responsibility to strive towards this goal. Let’s reflect on how EDI might play out along different lines within field practice.

The Population in Your Field Setting

Very often, social work settings have the mandate to serve populations that struggle with EDI. For example, a community health centre may offer homecare services to older adults with disabilities. Several things can help you analyze the situation:

• Consider the ways that older adults with disabilities might not have equity in different aspects of their lives, such as access to health services, access to public transportation and public buildings, and access to leisure activities.
• Evaluate the types of diversity that would exist among older adults with disabilities, for example, sexual orientation, immigration status, and ethno-racial background. Ask yourself how these elements of their identities might intersect with their experiences as older adults with disabilities.
• Ask yourself what factors would facilitate or hinder older adults with disability’s social inclusion given their experiences of equity and diversity.

Reflect on how EDI plays out in the lives of the people with whom you work in your practicum. By being conscious of EDI, you can take concrete steps to adapt your practice to promote EDI and avoid compounding inequity and social exclusion. For example, an EDI analysis such as that given above can help you to identify subgroups of older adults with disabilities who might require particular support. You might do special outreach to make sure low-income older adults know your services are free or to let queer older adults know that your agency welcomes to them.

Organizational Culture and Practices

Social work students also need to reflect upon the organizational culture and practices in their field settings that relate to EDI. There are many ways that we organize our services, behave among ourselves or with service users or members, and even decorate our space that can signal either positive or negative EDI messages to people visiting our agency.

• Ask yourself whether the services offered by your field setting are equitably accessible. For example, are there expensive fees? Do the opening hours work for people who cannot take time off work? What happens if a client does not speak English or French?
• Consider whether your services or your way of working are adapting to the diversity of the population you want to serve. People of different ages, cultural backgrounds, physical abilities, trauma experiences, substance dependency, and other factors of diversity may want to access your services. Is your organization equipped to adapt to diverse needs?
• Finally, analyze whether your organization actually is welcoming and inclusive of diverse populations. Do the staff and board reflect the diversity of the population? Are there signals in the decoration, music, food, language, or other elements of the space that diversity is recognized and welcomed? Are decisions made in collaboration with community members?

If we continue with our example, among the older adults with whom you would like to work, a number of them are not permanent residents or citizens of Canada and who, therefore, are ineligible for your services. Organizational practices of insisting on presentation of a medical services card before opening a file will exclude many people with precarious immigration status. This could lead you and your supervisor and colleagues to ways to advocate and ensure the necessary support for older adults with precarious immigration status.

Your Experience as a Field Education Student

Finally, as a student in field education, you also need to expect that EDI applies to you. Just as you need to strive to ensure EDI is present in your emerging practice skills, it is legitimate to ask your school and your field setting to consider your learning experience from an EDI lens.

• Regard different elements of your identity and social location that might influence your experience of field education. These elements may positively or negatively affect your privilege in your field setting. For example, do you share the same ethno-racial background as your supervisor? Are you juggling full time studies with raising young children? Do you have learning disabilities? Are you managing mental health challenges?
• Consider whether you are treated equitably in your field setting, given your identity and social location. Are accommodations possible for your learning disability? Does your supervisor listen carefully if you raise concerns about microaggressions and work with you to address racism? Are students of different genders offered comparable opportunities within their field education?
• To sum-up, if equity and diversity are taken into account, you will hopefully feel that you have social inclusion in your field setting, a sense of belonging, and an appropriate sense of power. Social inclusion within a field setting means that you are a respected member of the group, your needs are considered, and you contribute toward the collective well-being.

As a student, working in a setting where you feel your own experience is being considered from an EDI perspective puts you in a better position to work towards EDI in your practice with a more diverse community. It is an important skill for a social worker to be aware of EDI issues in their own work and to be able to raise it constructively with supervisors and colleagues.

Conclusion

Over the years, there has been scholarly and practical attention paid to social work field education in Canada. Social work educators can find stronger ways to prepare students to acquire the competencies needed to gain and apply an EDI social justice lens in field settings. This chapter supports students to acquire and understand concepts that they can use to promote human rights and social justice when they are in their field practicum. Through vignettes, we have contextualised the meaning of equity, diversity, and inclusion in social work field education.

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