Students from Migrant Backgrounds in Doctoral Programs in Social Work: Increasing Access and Creating Conditions for Success

Background. The emerging research shows that migrants, especially students from refugee and displacement backgrounds, are routinely excluded from higher education and experience unique obstacles if admitted, and face career obstacles due to their statuses. These issues call for intersectional approaches involving deep discussions about how gender, race, ethnicity, culture, and class impact educational opportunities and access to higher education and research in social work for students from migrant backgrounds who are predominantly female and BIPOC. In 2021, a cross-institutional doctoral student initiative was formed to (1) highlight and address the specific challenges and issues affecting social work Ph.D. students from migrant backgrounds and (2) create supportive spaces for current and potential Ph.D. students in social work who are migrants.

Methods. To investigate the challenges and opportunities experienced by international and immigrant Ph.D. students in social work doctoral programs in the US and Canada. An exploratory research design was employed. Through regular meetings, the research group identified three domains for further investigation via a survey: career, research support, mental health, and emotional support. The survey was drafted and piloted with a group of students., The final version (IRB-approved) was launched nationally and in Canada on Qualtrics from December 2022 to January 2023. Descriptive statistics and thematic analysis were used for data analysis. The findings were presented to a group of doctoral students, and their feedback was sought for future direction.

Results. Out of 45 respondents, the majority were female students (73%). They identified as Asian/East Asian/ South Asian (46%), Latinx/Hispanic (16%), Middle Eastern (13%), African (13%), and other (11%). Most of them (73%) were satisfied with their Ph.D. program, citing the availability of funding, collaboration opportunities, and relationship with supervisors as contributors to their satisfaction. Many worked over 40 hours a week, and only a minority (16%) found their university's mental health and well-being services adequate. Discrimination and bullying were reported by a 38% of respondents, with race, ethnicity, and country of origin being the most common reasons. The top three concerns/ challenges of the respondents were difficulties with getting funding, financial issues, and imposter syndrome. Lack of funding and guidance were the main challenges for conference participation and publishing. Visa sponsorship, immigration processes, and networking were identified as the most difficult challenges for students from migrant backgrounds.

Implications. The research findings have important implications for social work doctoral programs and Ph.D. students in the US and Canada. Social work doctoral programs need to create a more inclusive and supportive environment for international and migrant Ph.D. students and promote greater diversity and equity in the social work profession. Some recommendations include developing strategies to address discrimination and bullying in the doctoral programs, including training and education for faculty, staff, and students; providing guidance and support for conference participation and publishing, with a focus on addressing the challenges faced by international and migrant Ph.D. students regarding access to funding, visa issues; and enhancing opportunities for targeted networking and career support.