A Survey Exploring Self-Censorship When Discussing Sociopolitical Issues in Social Work Classrooms

Background and Purpose:  This study explored the relationship between sociodemographic factors of social work students and self-censorship when engaging with sociopolitical issues in social work classrooms. Social work students, upon graduation, are expected to navigate difficult conversations about relevant social justice concerns regarding often contentious sociopolitical issues. It is unclear from previous literature what factors may contribute to social work students engaging openly in such conversations. The purpose of this study was to explore sociodemographic factors including race/ethnicity, sexual orientation, religious affiliation, political view, interest in politics, and social work experience that may contribute to social work students’ level of self-censorship when engaging with sociopolitical topics in the classroom. 

 

Methods:  Data was collected using a cross-sectional survey design administered to Masters and Bachelors level social work students (N=87) at a large southeastern university.  The 23-item survey gathered sociodemographic information, and included The Willingness to Self-Censor Scale adapted from Hayes, Glynn, and Shanahan (2005). A multiple regression was conducted to determine the influence of these variables on self-censorship.

 

Results:  Survey results revealed that participants who indicated a higher level of interest in politics, students who had previous experience with paid social work, and students who identified racially and ethnically as Black and non-Hispanic, had a significant negative association with levels of self-censorship (β = -.26, p < .05; β = -.31, p < .01; β = -.48, p < .001).   That is, these students had lower levels of self-censorship (will censor themselves less) during sociopolitical discussions in the classroom. 

 

Conclusion and Implications:  These exploratory findings offer insight for social work researchers into factors to consider regarding the phenomenon of self-censorship.  For social work educators, these findings suggest possible sociodemographic factors to be considered when developing pedagogy aimed at engaging social work students in difficult, but necessary discussions relevant to competent and effective social work practice.  Future research could include gathering a larger sample and conducting factor analysis to identify potential underlying constructs driving self-censorship behavior.  Research that illuminates a clearer understanding of the factors associated with social work students’ willingness to engage in difficult sociopolitical issues is paramount to developing capable, effective, and engaged social work practitioners.