The log assignment will address your personal experiences with and growing understanding of racism/oppression.

The purpose of the course log is to provide a place for you to integrate your reflections on the course concepts, readings, class discussions and films and their relevance to your personal and professional experiences. They are to be written in the first person, in a journal style.

You are encouraged to use "I" statements. Each log contains "free writing" and/or may also include a response to a given topic provided by your instructor. There should only be references to course materials. The content of the logs is confidential between you and your instructor. (There are some exceptions to confidentiality). The instructor will discuss this with the class.

Each log is to be typed and double-spaced and should SW409 Dynamics Of Racism And Oppression 9 be 3-5 pages in length. The logs will be evaluated individually and collectively based on their ability to reflect the students' personal and intellectual growth in meeting course objectives

Some readings:

(W) DeRosa, P. (2003). Facing the fear: White leaders, diverse communities, and racism

(W) Frank, H. (Narrator). (2014, June 25). How cute! Is he yours? [Audio podcast]. In J. Solataroff& H. Frank (Producers).The longest shortest tim

(W) Sen, R. (2013). The racist mind. Colorlines: News for action.

(W) McIntosh, P. (2000). White privilege: Unpacking the individual knapsack. In P. Rothenberg (ed.), Race, class, and gender in the United States (4th ed., pp. 163-168). New York, NY: Worth.

(T) Adams, et al. (2013). Readings for diversity and social justice (3rd ed.). New York: Routledge.

T) Sue, D. W. (2016). Multicultural social work practice: A competency-based approach to diversity and social justice (2nd ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Chapter 5: Microaggressions in Social Work Practice.