Research on Doctoral Social Work Education: Improving Curriculum through Equity Justice and Inclusion Frameworks

Background and Purpose: DSW graduates are key to addressing many of the Grand Challenges outlined by American Academy of Social Work and Social Welfare (2015). As scholar practitioners they are equipped to provide insight from their practice experience toward translational research and educating future social workers. Many students pursue doctorate education to extend their micro level expertise to the macro endeavors such as policy and systemic change (Bradley et al., 2021). However, we need to ensure that this specialized doctoral education is grounded in social justice initiatives, so that DSW graduates can implement these in their postdoctoral work. The purpose of this presentation is to report findings from a DSW program evaluation, to explore correlates of program satisfaction, equity, justice and inclusion (EJI), advocacy efforts and student perceptions of racial bias.

Methods: A web based survey was sent to currently enrolled students at the end of 2020 through February 2021. The survey was anonymous, and students were encouraged to skip questions in which they did not feel comfortable. One hundred nine active students had the opportunity to complete the survey and 70 attempted, yielding a 64% response rate. Measures included program satisfaction, DSW specific equity, justice and inclusion, perceived racial bias, and advocacy efforts. Due to the small sample size and cross sectional nature of the study analyses were limited to descriptive and correlational..

Results: The top reasons for pursuing a DSW included academic teaching possibilities (78%), research (66%), economic incentives (57%), and policy development and implementation (56%). Program satisfaction was associated with perceptions of DSW specific equity, justice, and inclusion (r = .45, p<.01), suggesting students that perceive higher EJI with the program were also more satisfied. Racial bias was associated with student advocacy efforts (r = .32, p<.05), suggesting students that perceive more racial bias in the world were more likely to engage in advocacy efforts. Individuals that pursued a DSW for academic teaching opportunities, had higher scores on racial bias (r^pb = .43, p<.01) and advocacy (r^pb = .39, p<.01). No other significant results were found.

Conclusions and Implications: Practice doctorates are essential not only for our profession but also for diversity, equity, and inclusion initiatives desperately needed in higher education (Davis, 2021). The connection between program satisfaction and perceptions of EJI, illustrates the importance of aligning DSW curriculum with EJI initiatives. Further students are able to take their perceptions of racial bias and channel into constructive advocacy efforts. Intentionality of EJI and policy in DSW programs is not only important for program satisfaction, but for continued social justice efforts. DSW curriculum can help students extend perceptions, practice and advocacy towards training the next generation of social workers—aligning with their number one reason of pursuing a DSW for academic teaching possibilities.