ABSTRACT

Social workers are expected to serve and advocate for marginalized communities, including but not limited to transgender and nonbinary communities (TNB). However, the extent to which social workers meet this expectation is unknown. Using data from a 2019–2020 survey of students who were enrolled in U.S. social work programs (N = 725), this study examined the predictors for engaging in TNB activism, including interaction effects between subdomains of the adapted Ally Identity Measure and students’ personal endorsement of a Critical Orientation to Social Justice. We found that both students identifying as LGBQ and having more TNB people in one’s social network were associated with an increase in engaging with TNB activism. Among our social work educational variables, we found that students who have a mixed micro/macro focus, those who had taken a course on power, privilege, and oppression, and those who had engaged in intergroup dialogue were more likely to engage in TNB activism. Finally, we found that the interaction effects between the Critical Orientation to Social Justice Scale and two of the adapted Ally Identity Measure subdomains were significant.

摘要

社会工作者应该为边缘化社区服务和倡导，包括但不限于跨性别和非二元社区（TNB）。然而，社会工作者在多大程度上满足这一期望尚不清楚。使用 2019-2020 年对参加美国社会工作项目的学生进行的调查数据（N= 725），本研究检查了参与 TNB 激进主义的预测因素，包括改编的盟友身份测量的子域之间的相互作用效应和学生对社会正义的批判性取向的个人认可。我们发现，识别为 LGBQ 的学生和在社交网络中拥有更多 TNB 人的学生都与参与 TNB 激进主义的增加有关。在我们的社会工作教育变量中，我们发现具有混合微观/宏观焦点的学生、参加过权力、特权和压迫课程的学生以及参与群体间对话的学生更有可能参与 TNB 激进主义. 最后，我们发现社会正义的批判性取向与两个适应的盟友身份测量子域之间的交互作用是显着的。