This article presents a paradigm for introducing gender-related issues into the curricula of courses on social work practice. The authors demonstrate how the students' case material can be used to stimulate serious study. The exploration starts with the client; it then moves on to the personal and cultural sources of the students' beliefs about women and to some of our cultural myths related to women and family life, and finally returns to the client. From this process, the students learn how individual dynamics and cultural biases mesh and increase their sensitivity, cognitive understanding, and, consequently, ability to work more effectively with all clients— women, men, and families.
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