Women's courses continue to face questions about their contribution
to the social work curriculum and their relevance for mainstream and
nonmainstream students. The study described in this article compared
the effects of feminist social work education in three classes of predominately white students with those in one class of native Canadian and
immigrant students. In all the classes, the students' feminist identification increased, practice approaches changed, and self-esteem was
enhanced. The effects in the nonmainstream class equaled or surpassed
those in the mainstream classes. The authors specify the process by
which the students incorporated a gender awareness into their personal lives and professional stance.
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