This contribution by Jenny Bimrose is based on Brown (1992)

RACE & GENDER

Brown (1992) argues for the need for 'anti-discriminatory group work practice'. This aspect of group work is currently underdeveloped, and so there is little available for use by the practitioner. The challenge is to identify how social discrimination might affect group processes.

THREE ASPECTS OF ANTI-DISCRIMINATORY PRACTICE IN GROUPWORK:

1) Groups as a social microcosm:

Small groups are a mini version of wider society. Despite this, there is a tendency for group leaders to behave as if all members of the group start as equals. If structural inequality is not explicitly addressed, it will be perpetuated and reinforced.

2) Groups as a source of empowerment:

Groups can be used to create conditions in which members are able to regain self-esteem and more control over their own lives. This can take various forms, but usually involve groups drawing on group strength and cohesion to take collective action to try to change conditions.

3) Groups for those who oppress and dis-empower others

Relates to the need for consciousness-raising and training in anti-oppressive behaviour for people who, whether consciously or unconsciously, at a personal or institutional level, contribute to the disempowerment of others.

PRACTICE GUIDELINES FOR AN ANTI-DISCRIMINATORY APPROACH TO GROUPWORK.

These include:

1. General:

For the practitioner, questions about dimensions of inequality should be a routine as questions like 'where will the group meet' or 'what are the aims and objectives'. Policies on group work need to consider what 'equal opportunities' will involve structurally and in resource terms for equality in access to group work is to become a reality.

2. Planning:

Group composition:

Should the group be mixed or separate? For example, would it be advantageous for groups to be offered for women/girls and separately for men/boys?

Of course, there are many instances when there is no control over the composition of the group. Mixed membership may well disadvantage some group members, but the only alternative may be no provision at all. In these cases, it becomes the responsibility of the group worker to take steps to minimise disadvantage.

Style, format, culture of the group:

Often, social inequality is not taken into account when planning groups. For example, groups which are designed to prepare participants for job interviews need to recognise that black interviewees have to face racial discriminations as well as all the other general problems when seeking employment.

3. Working with groups:

Putting social inequality on the agenda:

Purpose of this is to legitimise issues related to inequality as important ones which group members are encouraged to raise as and when they wish.

A proactive approach:

Group leaders need to be vigilant about their own group behaviour and make sure that they model inclusion and involvement of all the members on an equal basis. Also, action needs to be taken when a group member is being treated unequally by others (e.g. validate marginalised members; restrain dominant members)

Confront discrimination:

This requires the group leader to intervene and confront unacceptable behaviour in a way which challenges the behaviour without condemning the perpetrator of it - not easy!

Establishing trust:

Takes time in any group, and more likely to take longer and more effort in mixed groups. Nevertheless, an important part of the group process.

Content, method and style:

Great care needs to be taken to ensure that the content, style and methods are appropriate to the particular group membership. All exercises, questionnaires, games, role-plays and other devices need to be checked for gender bias, ethnocentrism, heterosexism, ageism, class bias, disablism and so on. Given that it is very difficult to get this right, openness to critical feedback is an essential basis for constantly improving the quality and appropriateness of group content.

Reference:

Brown 1992

Brown, A., (1992) (3rd ed) Groupwork, London: Arena