Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice.
Fighting for justice in social work means addressing the systems and structures that create unequal access to opportunities. These barriers often affect people based on race, disability, language, or income. In my role at Signal Centers, I’ve seen how these challenges can show up in the volunteer and internship experience. I focus on creating inclusive practices that make it easier for people from diverse backgrounds to get involved and feel supported.
To push for meaningful change, I plan to keep working with others at Signal Centers and in the community to improve how we reach and support diverse groups. This includes updating materials, sharing opportunities in new spaces, and listening to feedback from those who are often left out. Advocacy, for me, is about being aware, taking action when I can, and working with others to make sure no one is left behind.
3.1 Analyze practice settings through an Anti-racism, Diversity, Equity and Inclusion lens.
In SOCW‑609‑A Advanced Social Policy, I demonstrated my ability to engage anti‑racism, diversity, equity, and inclusion by developing a public policy fact sheet for Assignment #2. The sheet addressed a Tennessee policy that disproportionately impacts marginalized groups—particularly individuals affected by the criminal legal system and those experiencing systemic poverty. I analyzed how historical and current narratives devalue these communities and used data to craft a strengths‑based, dignity‑affirming framing (K). I prioritized inclusive language and accessible design to ensure the fact sheet could be understood by audiences beyond policy professionals, including people directly impacted—enhancing its reach and effectiveness (S).
My work was informed by the Anti‑Oppressive Practice (AOP) framework, which recognizes and actively works to mitigate systemic oppression and power imbalances by centering the experiences of equity‑deserving groups (Campus Mental Health, n.d.) (T) I employed this framework to critically examine and disrupt dominant, exclusionary narratives, and frame the policy issue in a way that afforded dignity and agency to the populations affected.
I reflected on how my own positionality shapes my advocacy, increasing my awareness of implicit biases and reinforcing my ethical responsibility as a social worker to “speak truth to power” (C-A). This assignment strengthened my personal and professional commitment to social justice, by resisting stigmatizing language and promoting equity-focused discourse in macro-level practice (V).
Reference
Campus Mental Health. (n.d.). What is Anti-Oppressive Practice? Retrieved from https://campusmentalhealth.ca/toolkits/anti-oppressive-practice/what-is-anti-oppressive-practice/
3.2 Demonstrate leadership in implementing Anti-racism, Diversity, Equity and Inclusion -informed strategies with diverse populations.
Adv.-Social-Policy-Assignment-4
In SOCW 609A Advanced Social Policy, I demonstrated this competency by contributing a policy brief to our team’s advocacy campaign for Assignment 4. Our project focused on advocating for amendments to Tennessee House Bill 0369, which addresses the use of criminal history in college admissions. In my portion of the assignment, I crafted a two-page policy brief (p. 6) that highlighted how disclosure requirements disproportionately harm justice-involved individuals, particularly those from historically marginalized racial and economic backgrounds. I explained how these policies reinforce cycles of inequality by limiting access to higher education and reducing opportunities for rehabilitation and reintegration (K).
Using research from sources such as the RAND Corporation and the Center for Social Justice, I outlined the ways in which access to education significantly lowers recidivism and supports long-term economic stability. My recommendations included removing blanket disclosure policies, implementing conditional background checks only when tied to safety-sensitive roles, and expanding student support services. These suggestions were framed to promote dignity, human rights, and restorative opportunity—key components of cultural and economic justice in education policy (V).
In writing the policy brief, I translated technical research into accessible, persuasive language that could be shared with legislators, stakeholders, and community members. I focused on framing the issue not only as a matter of criminal justice reform but as a human rights concern that affects individual lives and broader systems of opportunity (S). I applied theories of structural oppression and human rights frameworks to connect individual barriers to higher education with state-level institutional practices and public policy (T).
Throughout this process, I reflected on how social workers can elevate voices that are often excluded from policy discussions. I remained mindful of the importance of culturally responsive messaging and the ethical implications of advocating for those impacted by incarceration. I demonstrated leadership by developing equity-centered policy solutions, balancing public safety with inclusion, and positioning the brief to guide legislators and stakeholders toward systemic change grounded in Anti-Racism, Diversity, Equity, and Inclusion (C/A).