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UNIVERSITY OF PENNSYLVANIA MSW PROGRAM

SWRK 601-001 -— HISTORY and PHILOSOPHY of SOCIAL WORK and SOCIAL WELFARE

FALL 2018

COURSE PURPOSE This course traces the history of social welfare policy in the United States

and its relationship to the development of the social work profession. It analyzes the values and assumptions that form the foundation of existing welfare programs and institutions and explores the social, economic, political and cultural contexts in which they have evolved.

The course examines the development of cash assistance and social service programs in light of the enduring legacy of poverty, racism, sexism, and other forms of oppression. The view of “outsiders” in U.S. society, such as low-income persons, people of color, LGBT people, and people with disabilities among others, allows us to gain perspective on the source of conflict and consensus in American history, which augments material about institutional racism learned in SWRK 603 and content about behavioral responses learned in SWRK 602. The course also traces the roles that social workers have played in the formulation and implementation of social welfare policy—as well as their role in promoting social movements opposed to existing policy—and links these historical examples to contemporary policy practice.

COURSE OBJECTIVES Upon completion of this course, students will be able to:

• Understand the basic concepts of social welfare, social policy, and social work and their relationships to one another and apply them at both the level of individual agencies and public policy.

• Assess the social, political, economic, and cultural issues involved in the development of social policy, social services, and social work and their relationship to social movements to broaden the rights of all citizens and residents .

• Understand the roles of the public and voluntary sectors of social services and their historical development.

• Develop introductory skills in the use of quantitative and historical data relevant to social policy analysis.

• Apply concepts of social justice to analyze social programs.

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• Understand the impact of social policies, programs, and services on different populations, especially women, people of color, LGBT people, children, the aged, people with disabilities, and persons with low incomes.

• Explain current ideas about the profession’s values and ethics and their historical development, including a social worker’s responsibility to promote institutional and social change.

SWRK 601 is part of the foundation curriculum of Penn’s MSW program. It seeks to help students achieve competency in a number of areas of professional practice.

REQUIRED TEXT (available at the Penn bookstore) Stern, M. J. & Axinn, J. (2017). Social welfare: A history of the American

response to need, 9th ed. New York: Pearson Educational.

Additional required readings are online through the University’s Canvas site (https://canvas.upenn.edu). EACH SECTION HAS ITS OWN SITE. In order to use this site, you will need your PennKey and password. Use the MODULES link on the Canvas menu for ALL aspects of Iversen’s section of the course. Students are also required to read a daily newspaper (e.g., New York Times, Philadelphia Inquirer, Philadelphia Daily News, Washington Post) or an online news service for stories on social welfare and social policy. Two students per week will contribute 1 news piece each that is relevant to the week’s readings and facilitate a short discussion with the class about the piece (Maximum 5” per student). I will periodically distribute additional handouts and articles for discussion purposes. CLASS PARTICIPATION You are expected to come to every class on time and fully prepared to discuss the material assigned for the week. That is, you should have completed all assigned readings and be ready to discuss the readings. Attendance will be taken at the start of each class.

GRADING POLICY Assignments will all be graded on conceptual clarity, responsiveness to the assignment, use and appropriate citation and reference of the literature. Assignments must be complete to be graded. That is, sections may not be skipped or omitted. All assignments are due on the specified date by 11:59 pm. All assignments must be completed to receive a final grade for the course.

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Please consult the MSW Student Handbook (https://www.sp2.upenn.edu/resources/masters-student-handbook/) for details about grading policy. STUDENT CONDUCT Students are expected to conduct themselves consistent with the University of Pennsylvania's Code of Academic Integrity, which presents standards regarding plagiarism, multiple submissions and other actions. Students are expected to be familiar with the Code, which can be found at

https://catalog.upenn.edu/pennbook/code-of-academic-integrity/

IMPROVE YOUR WRITING Writing is an essential professional skill for social workers. Even the best writers always have room for improvement. In some cases, instructors may suggest that students seek help with their writing; in other cases, students might decide on their own that professional help is in order. The Marks Family Writing Center (http://writing.upenn.edu/critical/graduate_students/help_with_your_writing.php) has a variety of services for those who would like help with their writing. The School also offers writing workshops. COURSE ASSIGNMENTS (Specific directions for Iversen section) There will be one data assignment (#1), a midterm assignment (#2), one historical analysis assignment (#3), and a final assignment (#4), plus a class participation grade. The specific tasks and due dates are listed below. Submit ALL assignments to me IN A WORD DOCUMENT via EMAIL (riversen@sp2.upenn.edu). I will grade them and return it to you with comments via email. DO NOT SEND IN EITHER PDF OR GOOGLE DOC FORMATS. General information for ALL assignments:

1. Put your name, assignment #, date, and page number in automatic header.

2. Use 12' type/ Double space (unless directed differently) 3. All assignments are due by 11:59pm on the day and date specified 4. Email all assignments to me using WORD document format. DO

NOT use Googledoc or pdf format. Send in WORD only. DO NOT send assignments through Canvas (ignore any prompts to do so).

5. Use APA Style Guide for citations & references (https://guides.library.upenn.edu/apasp2

Assignment #1

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Philadelphia’s Social Ecology - Due Sunday September 16 (15% of grade)

Week 2 (Tuesday Sept. 4) Iversen's section will meet in Van Pelt Library (Goldstein 114) at 12-noon-sharp for an introduction to Policy Map and Social Explorer. The first written assignment will build on this by asking you to create a map of a Philadelphia neighborhood, taking a walk through that neighborhood and writing a paper that summarizes your impressions and questions about the neighborhood. A. Choose a neighborhood. Identify a section of the city that interests you. B. Use Policymap (Library persistent link: http://hdl.library.upenn.edu/1017/76970) or Social Explorer (Persistent URL: http://hdl.library.upenn.edu/1017/28547) to create maps of three characteristics of the area (and its surrounding neighborhoods).

C. Schedule some time (perhaps with a friend or classmate) to walk around the neighborhood.

D. Write a 3-5 page (750-1,250 word) paper with the following structure:

Introduction: Summarize what you did (your method) and your findings Map analysis:

• What characteristics did you investigate? Why did you see them as important or significant?

• Was your neighborhood homogeneous or diverse on those characteristics? (For example, was it all of the same ethnicity or income group or did it include greater diversity).

• How does the neighborhood compare to those surrounding it and to the city as a whole?

Walking tour analysis

• What did you learn about the neighborhood during your walk?

• Is the operation of power and privilege visible as you walk through the neighborhood?

• What did you learn that was consistent with your map analysis? What did you learn that was inconsistent?

Conclusion: How might social conditions in the neighborhood influence a social worker’s practice or “policy practice”?

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Here’s an example of a map prepared using Social Explorer. It shows “per capita income,” that is average income for each individual in a census tract, from the 2009-13 American Community Survey. Notice how well-off Center City is compared to both Point Breeze in South Philadelphia and the area around Penn. Because students are often classified as poor (have you

looked at your checking account balance recently?), the data around campuses is often a bit misleading.

This map was produced using PolicyMap. It shows a classification of housing markets for the same area.

Assignment #2

Midterm Agency Assignment—Due Sunday Oct. 7 (20% of course grade)

Option 1—Required for ALL students with field placements One lesson of the history of social welfare is that policy decisions have legacies; past decisions about social welfare continue to influence current decisions and behavior. This process of policy feedback is visible in national and state policies, but also influences how individual organizations and agencies function.

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The purpose of this assignment is to better understand the legacy of certain ideas and how they might influence the functioning of your field placement agencies. Specifically, we want to focus on four ideas and institutional arrangements:

• The idea of the deserving and undeserving poor: Are different population groups—based on either their demographic group membership or personal characteristics—identified for different treatment, either by the agency or by the laws and policy governing the agency’s practice?

• Universal versus selective programs: Are different programs or policies of the agency defined by the income or assets of clients? (Review Stern & Axinn, Week 3 reading for this)

• The role of different levels of government (federal, state, local) in administering a social program: How do different levels of government influence the agency’s funding or the rules and regulations governing its actions? Is the agency a governmental, nonprofit, or for-profit entity? How might this affect its funding or regulatory environment?

• How could one assess the adequacy of the agency’s programs? Consider two elements of adequacy. Horizontal adequacy assesses whether a program covers all persons who could benefit from the program. Vertical adequacy assesses if the program provides sufficient resources to address clients’ issues. The point here is not to judge the adequacy, but rather to think about the types of evidence and data one would need to make such an assessment.

Write a 5-7 page paper that uses these concepts as lenses through which to analyze the functioning of your agency. Make sure to define the concepts and their connection to social welfare history. Explain whether the concepts are relevant for your agency and, if they are, how they influence its functioning. If your agency’s staff includes professionals other than social workers, discuss how you see the similarities and differences in the way social workers and other professionals operate in the agency. Finally, discuss how the concepts might influence your agency’s quality of services and social justice outcomes. The sources for this paper can be varied. Your observations during your time in the agency, agency documents and reports, conversations with your supervisor and other agency staff all may provide information relevant for your paper. Option 2 (for students without field placements) Choose a major social program that reflects the legacy of the concepts listed under Option 1. Discuss how the concepts apply to the program and

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how they affect the program’s effectiveness and social justice outcomes (4-5 pages).

Assignment #3

Historical Source Analysis—Due Sunday Nov. 4 (20% of course grade)

Choose one of the following options: Option 1: Document

Study one of the following documents found in Stern and Axinn’s Social Welfare:

Florence Kelley, “The Family and the Woman’s Wage” (1909) (pp.144-146) Federal Emergency Relief Administration, Monthly Report, Letter of Transmittal (1933) (pp. 188-195) Supreme Court, In re Gault. (1967) (pp. 246-250) Richard Nixon, Message on reform in welfare (1969) (pp. 277-284)

Option 2: Historical photo Identify an historical photo relevant to social work or social welfare. Among the possible sources are: Library of Congress photo collection Philly History photo archive Remembering the 1911 Triangle Shirtwaist Fire Teaching the History of the Philadelphia Welfare Rights Organization: Supplemental Materials (Historical Society of Pennsylvania) The Arthur and Elizabeth Schlesinger Library on the History of Women in America

These are just examples. There are hundreds of possible sources. Write a paper (4-6 pages), which addresses the following questions:

• What is the major theme of the document or photo?

• How does the photo or document relate to social welfare thought during the period it was written or photographed?

• Were there social and economic trends that were relevant to the document or photo? Does the document/photo tell us anything about how the life-course was organized at the time and how it is different from contemporary society? Were there social and economic realities that the author ignored?

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• What does the document or photo tell us about the development of the social work profession at that time? What issues of professional ethics are raised in the document or photo? Does the document or photo reflect an issue that continues to be relevant for the profession?

Use quotes from the document (or description about aspects in the photo) to support your position and assertions in the paper.

Assignment #4 Final Paper – Due Sunday Dec. 2 (30% of grade)

The goal of the final assignment is to demonstrate achievement of some of the objectives of the course (see above). You should also consider the following practice behaviors that are related to the core competencies of the MSW program: 1) Understand that policy affects service delivery and that MSWs actively engage in policy practice; 2) Know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development; 3) Analyze, formulate, and advocate for policies that advance social well-being; and 4) Collaborate with colleagues and clients for effective policy action.

Write a 5-7 page paper on a social welfare or social work history topic that you find interesting or puzzling. Papers should demonstrate your knowledge of assigned readings and also should include 3-5 scholarly sources beyond assigned readings. Examples of topics include: the struggle over family preservation, shifting policies on juvenile justice, the relationship of dependency and public assistance, economic security of older Americans, the social welfare of recent or earlier immigrants, but many other topics are possible.

Class Participation (15% of course grade) Students will be evaluated on the quality of their participation in class discussions, including their use of critical thinking, ability to apply concepts from assigned reading, and demonstrated ability to listen and respond to other members of the class. Class participation grade also includes attendance and news issue presentations and discussions.

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WEEKLY SCHEDULE AND READING ASSIGNMENTS ***BRING THE WEEK’S READINGS TO CLASS EVERY WEEK!!!***

READ IN THE ORDER ON THE SYLLABUS

(Week 1) August 28 — Introduction and Contemporary Social Welfare Topics:

• Course objectives and requirements

• Connection between practice and policy

• Historical legacies in policy and the profession Reading:

Edelman, P. (2017). Not a crime to be poor, Chapter 1. NY: New Press.

Constitution of the United States

“Ethical Standards in Social Work: The National Association of Social Workers’ Code of Ethics.” OPTIONAL: Desmond, M. (2016). Evicted: Poverty and profit in the American city, Chapter 11. NY: Crown. OPTIONAL: Pew Research Center (2016) Sharp partisan divisions in views of national institutions. Washington, DC: Author.

(Week 2) September 4 -- Introduction to PolicyMap and Social Explorer Iversen's section - MEET IN GOLDSTEIN 114 (first floor in Van Pelt Library) at 12-Noon sharp for Instruction about Policy Map and Social Explorer.

Reading: Anderson, Elijah (1990) Streetwise: Race, class, and change in an urban community (Chapter 2). Chicago: University of Chicago Press. Powelton-Mantua and Anderson, 2018 Archaeology – Urban Crisis Map. 2017 Black Bottom Neighborhood (Wikipedia) OPTIONAL: O’Mara, M.P. (2015). Building “Brainsville”: The University of Pennsylvania and Philadelphia, Chapter 4. Princeton, NJ: Princeton University Press. OPTIONAL: Zeisel, J. (1984). Inquiry by design: Tools for environment-behavior research, Chapter 7. Monterrey, CA: Brooks/Cole.

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(Week 3) September 11 — Defining the Domain of Social Welfare NOTE: SECOND DAY OF ROSH HASHANAH ENDS AT SUNSET ON SEPTEMBER 11 Topics:

• Poverty: definitions, patterns, and trends

• Definitions of social welfare and distributive justice

• Character of U.S. welfare programs

• Politics in the formulation of social welfare policy Readings:

Lubrano, A. (2017, Sept. 13). An ‘uncomfortable’ life: Philly still America’s poorest big city.

Stern & Axinn, Social welfare [read 1-8; skim 10-14; read 15-30; skim 14-32] Stern, M. J. (2014). Engaging social welfare: An introduction to policy analysis (Chapter 1). Boston: Pearson Educational. Fox, L. (2017). The supplemental poverty measure: 2016. (Read 1-13; skim 14-32) SSR1927-31, Houghteling, L. (1927, March). The budget of the unskilled laborer (pp. 1-35) Social Service Review 1(1). OPTIONAL: Stern, M. J. (2014). Engaging social welfare: An introduction to policy analysis (Chapter4). Boston: Pearson Educational. We will watch this in class:

Who's dependent on welfare? https://www.youtube.com/watch?v=-rtySUhuokM

***Assignment #1 Due Sunday Sept. 16 Philadelphia’s Social Ecology

(Week 4) September 18 — Need and Social Welfare before the Civil War NOTE: YOM KIPPUR BEGINS AT SUNSET ON THE 18TH AND ENDS AT SUNSET ON THE 19TH Topics:

• Legacy of the Elizabethan Poor Laws

• Forms of oppression and colonial welfare

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• Rise of institutionalization Readings:

Alexander, J. K. (1980). Render them submissive: Responses to poverty in Philadelphia, 1760-1800 (pp. 11-25). Amherst, MA: University of Massachusetts Press. Stern & Axinn. Social welfare, pp. 34-76. [skim 34-46; read 47-58; read documents 73-76] Rothman, D. (1990). The discovery of the asylum: Social order and disorder in the new republic (pp. 206-236). Boston: Little Brown. [Part 1 is 206-220; Part 2 is 221-236] OPTIONAL: Baics, G.(2012) Is access to food a public good? Meat provisioning in early New York City, 1790-1820. Journal of Urban History 39(4) 643-668.

(Week 5) September 25 — The Changing Life Cycle and Child Welfare Topics:

• Protecting children and preserving families? The historical dilemma

• “Privatization” of child welfare services in the 19th century Readings:

Bremner, R. H., Barnard, J., Hareven, T. K., & Mennel, R. M. (Eds.). (1970). Children and youth in America: A documentary history (pp. 185-197). Cambridge, MA: Harvard University Press.

(1) The Case of "Little Mary Ellen" (1874) (pp. 185-189) (2) New York Society for the Prevention of Cruelty to Children (1874) (pp. 189-197)

Gordon, L. (1988) Heroes of Their Own Lives: The Politics and History of Family Violence, Boston 1880-1960 (pp. 27-81). Gelles, Richard J. (2016). Why the American child welfare system is not child centered, William and Mary Bill of Rights Journal 24 (3) 733-53. Mandated Reporter – PA, 9-25-17 OPTIONAL: Waldfogel, J. (1998). The future of child protection, pp. 64-93. Cambridge, MA: Harvard University Press.

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(Week 6) October 2 — The Civil War and Reconstruction Topics:

• Racism and the limits of democracy

• Review definitions for agency assignment

• The origins of public welfare

• Video: Legacies of Change, Part 1 (to 17’) Readings:

Stern & Axinn. Social welfare, pp.77-114. [skim 77-83; read 83-99; skim documents 106-114] Jones, J. (1985). Labor of love, labor of sorrow: Black women, work, and the family from slavery to the present (Parts 1 & 2, 44-78). New York: Basic Books. Zelizer, V. (1994) The Social Meaning of Money, Chapter 5 (read 143-169) and Chapter 6 (skim 170-186; read 186-198). New York: Basic Books.

***Assignment #2 – Due Sunday Oct. 7*** Midterm Agency Assignment

(Week 7) October 9 — Progressivism Topics:

• Progressive reform, industrialization, and urbanization

• Economic dislocation and public welfare

• Social movements Readings:

Stern & Axinn. Social welfare, pp. 115-155. Katz, M. (1986). In the shadow of the poorhouse: A social history of welfare in America, (pp. 188-192--eugenics). New York: Basic Books. Faderman, L. (1991). Odd girls and twilight lovers: A history of lesbian life in twentieth-century America, (pp. 11-36). New York: Penguin Group. Stern & Axinn. Social welfare (Social Movements Pages – one document with these pages: 100-105; 136-142; 181-187; 232-235; 269-275; 302-312). [[DOCUMENT TO COME]]

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(Week 8) October 16 —Development of the Social Work Profession Topics:

• Social welfare’s response to industrialization and urbanization

• From cause to function: the dilemma of professionalization

• The triumph of casework to the hegemony of “evidence-based practice”

Readings: Stern & Axinn. Social welfare. (pp. 176-180) SSR1927-31, Colson, M.H.(1928, September) Negro homework in Chicago (pp. 385-413). Social Service Review 2:3. Addams, J. (1910). First days at Hull House. In Twenty years at Hull House, (pp. 75-81). New York: Macmillan. Flexner, A. (2001). Is social work a profession? Research on Social Work Practice, 11(2), 152-165. Cooke et al. (2006). American medical education 100 years after the Flexner Report. The New England Journal of Medicine, 355 (13). Iversen, R.R. (2009). Are we subjugating the “user” of social work research to save the profession? In Otto, H.W., Ziegler, H. & Polutta, A. (eds), Evidence-based practice: Modernizing the knowledge base of social work,” pp. 47-59. Leverkusen Opladen, Germany & Farmington Hills, MI: Barbara Budrich Publishers.

(Week 9) October 23 —The New Deal and its Legacy Topics:

• Political coalitions and the transformation of public policy

• How New Deal decisions still define our social welfare policies

• Social work’s role in political mobilization and policy formulation

• Legacies of Change video, Part 1 (17’ to end) Readings:

Stern & Axinn. Social welfare, (read 156-180; read document 188-195). Reisch, M. and Andrews, J. (2002), The road not taken: A history of radical social work in the United States (Chapter 4, 61-85). New York: Brunner Routledge. Katznelson, Ira (2005). When affirmative action was white: An untold history of racial inequality in 20th-century America (pp. 113-141). New York: Norton.

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(Week 10) October 30 —Post W.W. II, the Civil Rights Movement, and the War on Poverty Topics:

• How (and why) African Americans were left out of the postwar welfare expansion

• Grassroots mobilization and political coalitions in the remaking of social welfare

• Can the government challenge the “establishment”?

• Struggles over voting rights Readings:

Stern & Axinn. Social welfare (read 205-232; 246-250; the document-In re Gault et al.) Harrington, M. (1997/1962). The invisible land. In The other America, (pp. 1-18). New York: Macmillan. Orleck, A. (2005) Storming Caesars Palace: How black mothers fought their own war on poverty (Chapter 4—skim for stories). Boston: Beacon Press. Keyssar, A. (2009) The right to vote: The contested history of democracy in the United States, Rev. ed. (Introduction and Conclusion). New York: Basic Books.

***Assignment #3 Due Sunday Nov. 4 Historical Source Analysis

(Week 11) November 6 — Economic and Social Transformations, 1970-2000 Topics:

• Poverty discourse and policy influence

• Disability and welfare rights organizations

• Changes in work and family life

• Women: The Conservative Right and the Liberal Left Readings:

Stern & Axinn. Social welfare, pp. 251-284. Bagenstos, S.R. (2004). The future of disability law. Yale Law Journal, 1, 1-83 (ONLY pages 3-23 are required)

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Guetzkow, J. (2010) Beyond deservingness: Congressional discourse on poverty, 1964-1996. The ANNALS of the American Academy of Political and Social Science, 629, 173-197. [skim for sense] Dionne, E.J. (1991). Ideas have consequences. In Why Americans hate politics (pp. 147-169). NY: Simon & Shuster. [skim for sense]

(Week 12) November 13 — The Great Recession of 2008 and its Aftermath Topics:

• “Markets” and “Tradition”: Why welfare is central to the conservative agenda

• “Families in the Middle” during the Great Recession

• How does one measure policy success? Readings:

Stern & Axinn, Social welfare (read 285-307; skim documents, 313-328. One document is CA Prop 187). Kaiser Family Fund (2013). Summary of the Affordable Care Act. Center on Budget and Policy Priorities. “The Legacy of the Great Recession” (updated Aug. 15, 2018).

****NO TUESDAY CLASSES NOV. 20***

(Week 13) November 27 — Mass Imprisonment; Immigration; Globalization • The international attack on the welfare state

• International migration and the national impact of immigration

• Race, class, and mass imprisonment Readings:

Western, B., & Pettit, B. (2010). Incarceration & social inequality. Daedalus, 139(3), 8-19. Broder, T., Moussavian, A., & Blazer, J. (2015). Overview of immigrant eligibility for federal programs. Washington, DC: National Immigration Law Center. US Supreme Court (2018). Trump v. Hawaii 585 US Dissent of Justice Sotomayor. (https://supreme.justia.com/cases/federal/us/585/17-965/#tab-opinion-3920354)

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Cardoso, J.B. et al. (2018). Parenting in the context of deportation risk. Journal of Marriage and Family, 80: 301-316.

Blyth, M. (2013). Austerity: the history of a dangerous idea. “A primer on austerity, debt, and morality plays,” pp. 1-12. Oxford University Press.

OPTIONAL: Bloemraad, I. (2006). Becoming a citizen in the United States and Canada: Structured mobilization and immigrant incorporation. Social Forces, 85, 667-695. OPTIONAL: Putnam, R. D. (2007). E pluribus unum: Diversity and community in the twenty-first century. Scandinavian Political Studies, 30, 137-74.

***Assignment #4 Due Sunday Dec. 2 *** Final Paper

(Week 14) December 4 — Conclusion • Conversations about Final Paper Topics

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2018- Poverty and Policy Websites for SW 601

American Enterprise Institute www.aei.org Brookings www.brookings.edu Cato Institute www.cato.org Center on Budget & Policy Priorities (CBPP)

www.cbpp.org

Center for Law & Social Policy (CLASP)

www.clasp.org

Economic Mobility Project http://economicmobility.org Economic Policy Institute www.epi.org *Fact Check (Annenberg) www.factcheck.org Finance Project www.financeproject.org Heritage Foundation www.heritage.org Influencing State Policy www.influencingsocialpolicy.org Institute for Research on Poverty (IRP) – Univ. of Wisconsin – Madison

www.irp.wisc.edu

Mathematica Policy Research www.mathematica-mpr.com MDRC (Manpower Demonstration Research Corporation)

www.mdrc.org

NASW PACE (social workers in office & election positions)

www.socialworkers.org/pace/

N.C. Poverty Research Fund www.law.unc.edu/centers/poverty/default.aspx New York Times online www.nytimes.com Philadelphia Inquirer & Philadelphia Daily News online

www.philly.com

PolitiFact www.politifact.com Poverty Solutions www.poverty.umich.edu Roll Call www.cqpolitics.com Social Policy Resources (links)

http://www.policymagic.org/resources.htm

Urban Institute www.urban.org Washington Post online www.washingtonpost.com *Wellstone Action (progressive site)

www.wellstone.org

Workforce ATM (State workforce agencies)

www.naswa.org

Working Poor Families Project www.workingpoorfamilies.org