Teaching Social Justice After the Dobbs Decision

Abstract

On June 24, 2022, the U.S. Supreme Court issued the Dobbs v. Jackson Women’s Health Organization decision, overturning 50 years of protected abortion rights in the United States. The decision directly impacts the way social work educators address current social issues that relate to bodily autonomy and social justice. This paper used mixed methodology to collect quantitative and qualitative survey data from MSW students to explore how they perceive the overturning of Roe v. Wade, how the topic was covered in their social work courses, and receive recommendations on how it should be taught. Constructivist Grounded Theory and Thematic Analysis were used to code for reoccurring and emergent themes. Findings indicate that students believe the Dobbs decision was not discussed enough in social work courses, that students believe reproductive justice discussions should be grounded in NASW values, and that students view the Dobbs decision negatively. Student suggestions for teaching reproductive justice are to focus on educational information, try to avoid politics, and set a civil classroom tone. The aim of this research study is to elevate the voices of students as educators grapple with navigating how the Dobbs decision impacts micro- and macro-level curriculum.