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SOWO, study guide

by: Maycie Tidwell

SOWO, study guide SOWO 10833

Maycie Tidwell
GPA 3.8

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This is a study guide for our Social Work Exam!
Intro to Social Work
Study Guide
SOWO, Social Work
50 ?




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This 9 page Study Guide was uploaded by Maycie Tidwell on Wednesday March 2, 2016. The Study Guide belongs to SOWO 10833 at Texas Christian University taught by Dietz in Spring 2016. Since its upload, it has received 38 views. For similar materials see Intro to Social Work in Nursing and Health Sciences at Texas Christian University.

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Date Created: 03/02/16
SOWO- Exam 2 Study Guide Chapters 4, 7, 12, 13. How do we define poverty?  Living below the poverty line and not being able to meet the basic requirements of having food, shelter and clothing. Who are the poor in the US?  One parent families  Children  Older adults  Large families  People of color  Little education  Employment (people with jobs are still in poverty)  Place of residence (rural areas have a higher incidence of poverty than urban areas) What is the poverty line? How is it determined?  The cost of a low-cost food budget  Thrifty Food Plan multiplied by 3  Adjusted with consumer price index  Varies by household size, composition What are the problems with the poverty line?  Cash income only  People are not honest when reporting their annual income  Regional differences (costs more to live in NYC that TX)  They don’t look at other types of aid and $ that families receive (food stamps, Medicaid, etc.)  Doesn’t include family assets  Status of the individual is not considered  The “Thrifty food plan times 3” is outdated  Some families own a home/ don’t pay a mortgage  College students might make small income but aren’t actually in poverty What is the 2016 poverty line for a family of 4?  $24,300 How many (number) people in the US live in poverty?  46.7 million people in poverty What is the rate (percentage) of poverty overall?  In 2014, the official poverty rate was 14.8 percent How has the poverty rate changed over time?  There has been no change in the overall poverty rate since 2013  Rates have been higher since 2007  No significant changes by groups What are the rates and trends of poverty with regard to subgroups of race, gender and family type, and age? Race: White/non Hispanic: 10.1% Black: 26.2% Asian: 12% Hispanic: 23.6% -Blacks have the highest poverty rate. -Whites have more overall due to higher population in the U.S. Gender: -Women are in poverty than men Age: Under 18: 21% 18-64 years: 13.5% 65 and older: 10% -Kids have the highest poverty rate -Gov. programs have cut poverty rate for kids in half. -Very high rate of child poverty in the U.S. compared to other countries Family Type: All families: 13.1% Married couple: 6.3% Female-headed household (FHH), no husband: 30.9% MHH, no wife: 16.4% Which groups have the highest rates? Blacks, women, kids under 18, FHH. Which groups have the lowest rates? Whites, men, elders, married couples. What does this tell us about poverty in the US? The programs put in place to address poverty in the U.S. have helped, but obviously not enough to abolish it. What is the difference between absolute and relative poverty? Absolute Poverty: the condition under which one cannot afford ‘the minimum provision needed to maintain health and working efficiency.’  The absolute approach holds that a certain amount of goods and services is essential to an individual’s or family’s welfare. Those who don’t have this minimum amount are poor. Relative Poverty: Relative poverty refers to individuals or groups lack of resources when compared with that of other members of the society— in other words, their relative standard of living.  Poverty is relative to time and place. The relative approach states that a person is poor when her income is substantially less than the average income of the population. *The Federal government has generally chosen the absolute approach for defining poverty. What are some of the causes of poverty?  High unemployment  Poor physical health  Physical disabilities  Emotional problems  Alcoholism  Drug addiction  Large families  Low education level  Divorce What is income inequality and how does it affect the rich, middle class and poor?  Refers to the extent to which income is distributed in an uneven manner among a population. In the United States, income inequality, or the gap between the rich and everyone else, has been growing markedly, by every major statistical measure, for some 30 years.  The rich are getting richer  The poor are getting poorer  Half of the families in the U.S. are making less that $53K a year.  The top 1% of all households have over one-third of all personal wealth  The wealthiest 20% of households receive over 50% of all income  The poorest 20% receive less than 5% of all income  What is social work’s stance on income inequality? Social and Economic Justice What is social justice?  Having the same basic right as everyone else  Same opportunities  Same benefits  What is social work’s role with regard to social justice?  To work for a just society  They have a mandate to identify social injustice  They must understand that different is not bad (respect cultural diversity)  Advocate improved social conditions  Promote social justice  Encourage participation in the democratic process What are the dominant groups in the US?  Wealthy  Straight  Educated  Attractive and young  Males  White What are the ISMS?  Elitism or Classism: social exclusion based on social factors such as standard of living, neighborhood, education and type of work. Ex: TCU looking down on TCC. Ex: Greek students looking down on non-Greek. Ex: faculty looking down on housekeeping staff.  Racism: racial oppression base don color of skin, and other physical characteristics. (Individual AND institutional) Individual racism Ex: People not hiring a certain race. Institutional racism ex: racial minorities getting longer jail time. Or white neighborhoods vs. black neighborhoods.  Sexism: feminization of poverty. Prejudice, stereotyping, or discrimination, typically against women, on the basis of sex. Ex: “Man” jobs. Ie. Taking out the trash Ex: women being paid less Ex: red carpet women being asked only “what they’re wearing?”  Heterosexism: an invisible “ism.” The belief that gay men, or lesbian women are deviant, abnormal or inferior. Homophobia: fear, angst, and disgust. Ex: gay marriage not being legal or accepted Ex: don’t ask don’t tell in the military Ex: boys being asked if they have a girlfriend, vice versa.  Sectarianism: Oppression in the name of religion. Gender role beliefs. Violence is the result of a religious belief.  Ageism: discrimination on the basis of age. Old or young. Ex: young people being followed in a store Ex: women in Hollywood get less attention, as they get older.  Able-ism or handicap-ism: discrimination against people with disabilities. Ex: judging people who are in a wheel chair What is the impact of ISMs?  Oppression through discrimination  Dehumanization  Victimization  Exclusion from opportunities  Depression, self harm and suicide What causes the ISMS?  Ethnocentrism Discrimination: The unfair treatment of a person, racial group, or minority; it is an action based on prejudice. Social justice: An ideal condition in which all members of a society have the same basic rights, protection opportunities, obligations and social benefits. Oppression: The unjust or cruel exercise of authority or power Stereotypes: Generalizations or assumptions that people make about members of a group, based on an image (often wrong) about what people in that group are like. Prejudice: A preconceived adverse opinion or judgment formed without just grounds or before sufficient knowledge. Race: a group of people believed to have a common set of physical characteristics, but whose members may not share the sense of togetherness or identity that holds an ethnic group together Racism: Belief that race is the primary determinant of human capacities and traits and that racial difference produce an inherent superiority of a particular race. Discrimination against members of other racial groups. Minority: A group or member of a group of people of a distinct religious, ethnic, racial or other group that is smaller or less powerful than the society’s controlling group Institutional racism: Those policies, practices, or procedures embedded in bureaucratic structures that systematically lead to unequal outcomes for people of color Individual racism: The negative attitudes one person has about all members of a racial or ethnic group, often resulting in overt acts such as name-calling, social exclusion or violence. Institutional discrimination: The unfair treatment of an individual due to the established operational procedures, laws, or objectives of large organizations (such as governments, corporations, schools, police departments or banks) White privilege: Societal privileges that benefit white people. Ethnic group: A group of people who share cultural characteristics, such as religion, language, dietary practices, national origin, and a common history, and who regard themselves as a distinct group. Ethnocentrism: Assumption that your way is the only way and the right way. Ethnic sensitive (culturally competent) practice: A social work practice that seeks to incorporate understanding of diverse ethnic, cultural and minority groups into the theories and principles that guide social work practice What are the effects (consequences) of sexism?  Women are victimized by occupation and income, human interactions and maternal wall (problems faced when juggling motherhood/being a primary caregiver and working as an employee.  Men are victimized by feeling like they have to put their careers before being good fathers and husbands. They are also legally required to provide financial support for their families, and failure to do so is grounds for divorce by the wife. How can we achieve sexual equality?  The NOW (National Organization for Women) helps in many ways by fighting for women to have access to abortions, advocating for modern roles emphasize equality and careers.  Seeking help for single-parent families, especially low-income FHH.  NOW has also been advocating for “comparable worth,” which involves the concept of “equal pay for comparable work” rather than “equal pay for equal work.”  They’ve also been encouraging and supporting female candidates for public offices at federal, state, and local levels. Moving towards political equality.  For the past 5 decades, the women’s movement has made important gains in improving the status of women in our society and it is clear that the thrust will continue. Sex roles: Learned patterns of behavior that are expected of the sexes in a given society. Sexual harassment: harassment (typically of a woman) in a workplace, or other professional or social situation, involving the making of unwanted sexual advances or obscene remarks. Types of sexual harassment: Verbal, nonverbal, and physical. Verbal: sexual innuendos, suggestive comments, sexual remarks about body etc, sexual insults or jokes, implied or verbal threats, sexual prepositions, invitations, and other pressures. Nonverbal: visual sexual displays, body language, suggestive whistling, mooning or flashing, obscene gestures. Physical: Patting, pinching , touching or feeling, bra snapping, brushing against body, grabbing or groping, kissing or fondling, coerced sexual intercourse, attempted or actual sexual assault. Sex role socialization: Starts shortly after birth when girls are dressed in pink and boys in blue. Babies are given gender-related toys. Boys are treated tough, and girls are treated sweet and soft. This socialization continues throughout maturation and life. Sex role stereotyping: Expecting a gender, especially women, to act, dress or talk a certain way or to have certain qualities that are usually inaccurate or unfavorable qualities to that type of person. Women ex: being affectionate, passive, conforming, sensitive, intuitive, and dependent, nurturing, loving towards children, concerned with physical appearance, and self sacrificing for their families. To not initiate relationship with men, to be tender, feminine, emotional, and appreciative when in these relationships. Men ex: To be tough, fearless, logical, self-reliant, independent, and aggressive. To have definite opinions, and be able to make authoritative decisions. To be strong and never vulnerable, depressed or anxious. To be the provider, be athletic, strong, brave, daring, forceful, and confident. To initiate the relationships with women and to be the dominant spouse. Types of sexual diversity:  Sexual orientation  Gender identity  Intersex (born with both genitalia)  LGBTQ Bullying and LGBT youth What is bullying?  Intentional and repeated actions with the goal of harming someone. Types of bullying?  Cyber bullying  Verbal bullying  Emotional bullying  Physical bullying What leads to bullying?  Insecurities  Learned behavior  Peer pressure What is the impact of bullying on youth, particularly youth who are gay or lesbian or are assumed to be gay or lesbian?  Suicide  Depression  Home issues  Exclusion  Joel Burns and his campaign to stop bullying.


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