An exploratory investigation of factors predicting anti-oppressive competencies among White social work students using a socioecological approach

Using ecological systems theory as an investigative framework, this study examined factors associated with anti-oppressive competency levels among White social work students. The study sample comprised 186 White graduate students from master of social work programs across the midwestern United States. Hierarchical linear regression analyses were used to evaluate associations between anti-oppressive competencies and predictive factors across levels of an ecological system. Reliable predictors of anti-oppressive competencies included White empathy (B =.348, t = 5.91, p = <.001), reflective processes (B =.274, t = 3.07, p =.002), White fragility (B = -.200, t = -2.94, p =.004), White fear (B = -.163, t = -1.96, p =.052), and diversity activities engagement (B =.143, t = -2.64, p =.009). This study helps to illuminate a complex variety of factors associated with anti-oppressive competency levels among White social work students. Findings suggest the importance of both internal factors, including reflective processes and White racial affect, and external factors, including multicultural experiences and diversity activities engagement support. Professional practice and policy implications are discussed for advancing anti-oppressive capacities among students and practitioners.