Suchergebnisse

Transgender and gender diverse (TGD) students on university campuses experience high rates of sexual violence relative to their cisgender peers and are less likely to utilize campus resources. Despite this, TGD students' voices are often left out of conversations about campus sexual violence. To learn about TGD students' experiences of university sexual violence prevention and response infrastructure, we conducted focus groups with 21 TGD students at a large university in the northeastern United States. Informed by abolition feminism and critical trans politics, we undertook this thematic analysis to examine the limits of current systems to respond to TGD students' needs and reduce their victimization. Our findings highlight how carceral logic contributes to TGD students' exclusion from and distrust of university systems to address sexual violence. Further, our findings illustrate how TGD students' visions for healing-oriented approaches to sexual violence on campuses align with transformative justice principles. These findings suggest that feminist social work must support the development of campus sexual violence prevention and response infrastructure that moves away from a reliance on carceral logic and toward approaches developed by community-led transformative justice organizations to inform inclusive, intersectional, campus sexual violence prevention, and response efforts.

Recognizing a clear call to dismantle traditionally racist structures within our nation, doctoral students at the University of Pittsburgh School of Social Work formed the Anti-Racist Doctoral Program Student Committee (ARDPSC) to push for systemic changes within our school and profession to eliminate anti-Black racism. Our student-led initiative is an innovative approach for two reasons. First, we strengthened our community virtually despite the limitations of COVID-19 and virtual spaces. Second, although collective organizing among students can be seen as threatening, we held a tension between agitation and collaboration, and contributed to, rather than disrupted, implementation of anti-racist reform. We map our experiences onto the Consolidated Framework for Implementation Research (CFIR) using narrative data and documents produced by our committee. First, we describe how we built anti-racist group processes, established brave working environments, and integrated processes to reflect on change at various system levels. Next, we describe our actions to push our school and profession to be anti-racist and assess outcomes using the CFIR. Finally, we share our reflections on how to continue this work. We hope to document our experiences and reflect on how social work student groups can contribute to dismantling white supremacy and rebuilding institutions with an anti-racist approach.