Sunday, 16 January 2005 - 8:45 AM

This presentation is part of: Social Work Education

Breaking the Silence: Exploring the Experiences of Lesbian, Gay, Bisexual and Transgender Students in Field Education

Purpose: Field education is a critical component in social work education (Fortune, 1994; Goldstein, 2000; Kadushin, 1991; Tolson & Kopp, 1988). The relationship between student and field instructor, in particular, provides the foundation for the student′s development of professional self, increasing self-awareness, revealing vulnerabilities, and learning to relate to clients (Bogo, 1993; Bogo & Vayda, 1998; Walter & Young, 1999). Field educators have discussed the importance of diversity and power in the context of social work field education; yet a thorough review of the social work literature yielded no studies of the impact of sexual orientation in field education. In a personal anecdote, two sexual minority students describe concerns and dilemmas about disclosure of their sexual orientation to field instructors, other agency staff, and lesbian, gay, bisexual and transgender (LGBT) clients, and their apprehension about possible repercussions (Messinger & Topal, 1997). The purpose of this study is to explore the field education experiences of LGBT-identified recent MSW graduates.

Method: Twenty self-identified LGBT participants were recruited through a letter to all alumna of an MSW program who graduated within the previous two years. One-and-a-half hour interviews were conducted using a semi-structured questionnaire that explored experiences in social work field education and LGBT issues. A 1-1/2 hour focus group was then conducted among 10 participants for the purposes of member checking and methodological triangulation. Five key informants were interviewed among persons with expertise in social work and LGBT issues. Interviews and focus groups were audiotaped and transcribed verbatim. All transcripts were anonymized. Data were analyzed using narrative thematic analysis and Ethnograph software. Multiple readings of the transcripts were performed by two independent investigators using line-by-line coding. All codes were entered into Ethnograph tagged to associated segments of text. Text corresponding to each of the codes was printed and reviewed by three investigators; a method of constant comparison (Glaser & Strauss, 1967; Strauss & Corbin, 1990) was used to identify major categories and subthemes. Results correspond to emergent categories and themes.

Results: Themes emerged at the individual, interpersonal and structural levels. Individual level themes included stigma, self-disclosure, invisibility, comfort with one′s sexual orientation and social work experience. Interpersonal themes included relationship with field instructor, trust, field instructor response to student sexual orientation, relationships with other MSW students and social support. Structural level themes included agency climate, MSW program climate, discrimination and support. Overall, respondents reported little overt discrimination in field education, but expressed concerns about invisibility, vulnerability and (non-)disclosure of sexual orientation to field instructors, within agencies, to clients, and in MSW classes, which were often not addressed by the student or instructors.

Implications for Practice: Sexual orientation is an aspect of diversity that has been understudied in social work, and this permeates the experience of LGBT students in field education, and their MSW education more broadly. Broad based efforts to increase awareness and competence in dealing with sexual minority issues at all levels of social work education may be beneficial to MSW students, field and classroom instructors, agency staff and LGBT clients.

See more of Social Work Education
See more of Oral and Poster

See more of Celebrating a Decade of SSWR (January 13 - 16, 2005)