Introduction
The development of social work-associated professional identity is concerned with internalizing the relevant skills and knowledge, values, social work mission and begins by shaping the interactions and content pertinent to the social work education curricula. However, it is imperative to note that a social worker’s self-identity is also crucial to consider because it inevitably influences the work that one does and contributes to conflicts between personal and professional values (Holter, 2018). Moreover, by reflecting on one’s self-identity, it becomes possible to illustrate instances where it has been the subject of privilege or oppression. By defining and understanding one’s self-identity in-depth, a social worker can also identify the benefits and limitations to practice when acting as an ally to their clients.
Self-Identity: Privilege and Oppression
Each of the individuals has several social identities defining his personalia, ability to communicate with others and to promote equity. Self-identity allows a person to understand himself better and perceive himself at a certain place in society. I am a 45-year-old African American woman, heterosexual, and married. Privilege sides of my identity are heterosexuality and marriage status (considering age). Marital status and orientation are privileged states that bring a person feeling of safety, protection, and stability (Easterbrook et al., 2020). Indeed, family institution brings a feeling of having a partner of life. It is easier to ask a companion for help, support, and explanation. A male partner can agree on fixing some things at home: electronics, heavy items, broken furniture, kitchen devices. Marriage brings positive outcomes if it is harmonic, sincere, and true. Only then a person can take privileges from marital status. The male partner is another privilege that gives the opportunity to have mutual children. Homosexual couples meet obstacles with biological children when creating a family.
However, the other characteristics of self-identity involve marginalized society groups: the black race and the female sex. Minor communities face oppression and bias from privileged groups, and on some occasions, it becomes frightening for their future place in community. For instance, the relationships with the police of African American women in the United States, especially in low-income regions, are untrustworthy and fake. I was stopped by police on the street at night and experienced biased attitudes from police organs. Thus, minor populations due to their self-identity face various complicated situations during which they can be oppressed and not respected.
Ally Attributes Development
Social workers who practice allyship oppose discrimination and take active steps to prevent the marginalization of others. Regardless of one’s background, allies unite behind the common idea that everyone deserves to be treated equally. The first important attribute of being an ally is concerned with self-examination and critical thinking because unconscious biases can have a significant impact in subtle ways (Gino & Coffman, 2021). Outside guidance has been helpful during self-examination processes; for instance, a diversity and inclusion seminar has been beneficial to gain insight into personal privileges and oppression and help define what allyship entails and how it can be implemented.
The second attribute of allyship that bears high importance is concerned with awareness and education, which entails being informed about the challenges that oppressed groups face, ranging from race-based violence to workplace sexism. The attribute is developed by educating oneself about the history, culture, and concerns of oppressed groups, as well as learning about the policies and laws that influence them. Today, there are countless resources, including online and other types, that share personal narrative and historical accounts of oppression. The real-life accounts of people experiencing oppression are essential to study because they will offer valuable insights into personal stories and critiques of systemic discrimination.
It can be challenging to act as an ally in practice when social workers lack knowledge of the unique experiences of their clients. For example, when working with a Native American family that has experienced religious, socioeconomic, and cultural discrimination, a social worker may not be familiar with the background of the family and their experiences being marginalized. The social worker will have to conduct quick research into the specific cultural heritage of the family in order to understand the nature of oppression and give recommendations. Specifically, it is imperative to delve into the history of Native American tribes, including their experience of segregation and displacement, which had a significant influence on their current state of affairs.
Besides the challenges associated with limited knowledge of diverse experiences and their implications for social work, there are other barriers that professionals experience when acting as allies. Fear is among prominent barriers as from a very early age people were taught to dissent tactfully and voice any disapprovals quietly due to fear of inciting conflict and negativity. Thus, it is essential not to be afraid of expressing dissatisfaction with the status quo and argue in support of minorities’ rights (Biana, 2020). Battling fear can also come with acknowledging one’s ignorance. For instance, the term ‘reverse racism’ has become increasingly popular to use when it comes to opposing judgments of communities that are predominantly white (Roussell, Henne, & Glover, 2017). What many fail to recognize is that reverse racism is a flawed construct because racism is defined by the belief that race is the primary determinant of human traits and capacity, suggesting that racial characteristics enable an inherent superiority of a specific race. Recognizing the flaws of reverse racism can also help address internalized racism and bias, improving one’s courage to become a more open and active advocate.
To address the barriers to allyship and become more proactive in supporting the oppressed minorities, several recommendations can be implemented. Importantly, it is necessary to listen to what the oppressed and marginalized individuals are saying, learn from their experiences, and join local groups that work toward social justice. The involvement in such groups not only allows to discuss pressing issues but also encourages one to intervene in situations when someone is being targeted, either physically or verbally. Intervening into marginalization and oppression entails focusing on supporting individuals rather than engaging with oppressors. Besides, the barriers of allyship can also be challenged by welcoming discomfort. For example, when encountering something that makes one uncomfortable, it is imperative not to dismiss this feeling. Instead, one must ask why the feeling has occurred as a way to welcome growth opportunities.
Conclusion
To conclude, the issue of allyship is multi-dimensional as it affects both individuals being marginalized and those aiming to provide support and advocacy. However, becoming an ally comes with acknowledging one’s privilege and oppression, which stem from the formation of self-identity and its relevant components. This analysis found that self-identity plays a central role in social communication with others. Self-identity is a mixture of privileged and oppressed statuses that all unite in the individuality of a person and specialties of how he impacts people, perceives himself and others, and performs work, home, and all the spheres of life.
References
Biana, H. (2020). Extending bell hooks’ feminist theory. Journal of International Women’s Studies, 21(1), 13-29.
Easterbrook, M. J., Kuppens, T., & Manstead, A. S. (2020). Socioeconomic status and the structure of the self‐concept. British Journal of Social Psychology, 59(1), 66-86.
Gino, F., & Coffman, K. (2021). Unconscious bias training that works. Harvard Business Review.
Holter, J. (2018). Development of professional identity in social work education. St. Catherine University Sophia.
Roussell, A., Henne, K., & Glover, K. S. (2017). Impossibility of a “Reverse Racism” Effect: A Rejoinder to James, James, and Vila. Criminology & Public Policy.