Bridging Disciplinary Boundaries (January 11 - 14, 2007)

Purpose: This study examines social capital development in social work education, and aims to inform strategies for promoting academic success among diverse students. Existing research documents significant race- and class-gaps in academic achievement. (Braswell et al., 2001; Jencks & Phillips, 1998) Some studies suggest that these gaps are partially due to differences in social capital. (Bourdieu, 1986; Briggs, 1998; Carbonaro, 1999; Fernandez-Kelly, 1994; Morgan & Sorensen, 1999) Social capital, or the value of one's social ties and networks, tends to vary by socio-economic status. Students from disadvantaged backgrounds may lack social ties to advantaged peers and teachers whose modeling of learning habits, and investments of time and resources could promote academic success. This is potentially salient in social work education, since many students are drawn to the profession by their experiences with race oppression, poverty, and other forms of disadvantage. Moreover, since MSW graduates serve primarily disadvantaged populations, the recruitment, retention and successful credentialing of diverse MSW practitioners is a professional priority. Methods: The study involved analysis of data from audio-taped interviews that were conducted with a purposive sample of eight diverse MSW students. Interview questions addressed student background, expectations, academic self-efficacy, and social capital development within their Social Work program. Data for analysis consisted of transcripts of audiotapes, participant-generated network maps, and researcher-conducted observations (Dewalt, Dewalt, & Wayland, 1998). Qualitative coding was conducted using a constant comparative method (Boeije, 2002; Dye, Schatz, Rosenberg, & Coleman, 2000; Glaser, 1967). Transcripts were coded independently by two researchers, and differences were reconciled through discussion and clarification of coding. Observational and network data were used in processes of triangulation and theory-building. Results: We found considerable diversity in the past experiences, expectations, strengths and resources that study participants brought to the MSW program. These differences were reflected in students' ways of building social ties, their different types of networks, and their differing access to resources, information and supports. Social capital differences did not, however, fall along race or SES divisions. Rather, past experiences of trauma, religious and political orientation, and motivations for attending the program were more important in shaping participants' development and use of social relationships. Finally, academic success depended more on individual attributes than on social capital among this sample of students; but, program satisfaction and personal well-being were related to participants' involvement in, and comfort with a well-functioning social network. Implications: While educational supports are often directed at students who struggle with academic skills, we find that students from non human services backgrounds, and those with “conservative” religious or political values may need supports as well. While perhaps succeeding academically, these students may feel marginalized within the program, and strategies of isolation can keep them at a distance from faculty and others who could help them to integrate social work values with their own personal world view. Second, as students gain skills in helping other people to deal with challenges, they often bring their own challenges into student life, and might benefit from explicit interventions aimed at coping with past stressors.