Becoming a Social Worker: Does Professional Socialization Differ for Undergraduate Students, Graduate Students, and Practitioners?

Purpose: Professional socialization (PS) is fundamental to social work (SW), however there is limited systematic research in this area. The literature yields mixed findings regarding socialization outcomes. This paper explores whether PS differs between BSW students, MSW students, and MSW alumni. Research question: Are there differences among students and practitioners with regard to commitment to social work values, idealistic attitude orientation, and professional identity?

Methods: An anonymous survey was distributed to undergraduate (n = 90) and graduate (n = 224) SW students in classrooms, and to graduate SW alumni (2002 and 2006 graduates) (n = 175) by mail. Purposively sampled cohorts represented seven key points along the education/practice trajectory. Overall response rate was 51% (n = 489). The sample is primarily female (91%) and white (66%) with a mean age of 30 years. Measures were culled from the SW literature to operationalize PS including, the Professional Opinion Scale (POS), the Social Work Idealism Scale (SWI), and an adapted four component measure of professional identity (SWID). MANOVA analyses were utilized to examine differences between the seven groups.

Results: Because of differences in scoring two MANOVAs were run. A MANOVA comparing groups on the POS and SWI was significant (Wilks' Λ = .950, F = 1.971, p < .0005). A MANOVA comparing groups on the SWID components was also significant (Wilks' Λ = .858, F = 3.004, p < .0005). No consistent pattern of differences among groups appeared. The starkest differences emerged between students and alumni on the four SWID components. For example, all student groups and the 2006 alumni group differed significantly from the 2002 alumni group on commitment to social justice with 2002 alumni reporting a lesser commitment than all others. No differences were found among student groups on SW values. Few differences were found regarding attitude, but those that emerged suggested that students in earlier phases of SW education are more idealistic than SW practitioners.

Implications: PS is considered an essential aspect of SW, yet little is understood about the process of socialization or how it manifests as an educational outcome. With CSWE's revised EPAS field instructors are charged with socializing students to the profession, as such PS needs to be clearly defined and operationalized. Given the relative absence of difference among student groups across the PS variables and the clear differences that appear to exist between student and alumni groups, it is essential to consider the degree to which practice after SW education impacts upon PS and how that relates to educational policy. Findings also have implications for the recruitment and retention of the SW workforce. SW is poised to address an anticipated growing need for social services, yet lacks the capacity to do so. Developing a systematic and comprehensive understanding of PS can contribute to the profession's ability to understand its workforce and effectively address its capacity needs. Further research is needed and should include longitudinal studies, national samples (students and practitioners), and studies that gather SW educator/administrator perceptions regarding the process and outcomes of PS.