Male Motivation to Pursue Social Work: A Causal-Comparative Study Investigating the Differences in Male Students Motivational Orientation and Field of Study

The purpose of this study was to investigate differences in the motivational orientation of male social work students and men in traditional fields of study. Men are underrepresented in social work degree programs in the United States, accounting for only 13% of recent degree graduates. Many of the professions' grand challenges, including smart decarceration, building healthy relationships to end violence, and ending homelessness disproportionately affect men. Male social workers unique voices and experiences are needed to meet the diverse workforce goals of the profession and provide equitable services to all individuals. Enrollment in a social work degree, however, is a critical step to entering the profession. Understanding the motivation of men who choose to pursue social work education, compared to men who choose more traditional majors, is a necessary step in addressing the issue of a low number of men in the profession

RQ1: Is there a statistically significant difference in male social work students’ and male STEM students’ intrinsic and extrinsic motivational orientation and the motivational orientation factors of challenge, enjoyment, outward, and compensation?

Participants for the study were drawn from a convenience sample that included 252 students enrolled in baccalaureate, master’s, and doctoral-level social work, computer science, engineering, and math programs at four universities in the U.S during the summer 2023 term. The study used the college student version of the Work Preference Inventory (WPI) to measure six dependent variables associated with intrinsic and extrinsic motivational orientation toward work. Study participants completed the WPI survey electronically. Survey results were analyzed using SPSS software, and the MANOVA statistic was used to examine differences between students in social work and the STEM programs on the dependent variables. Results of the study indicated no statistically significant differences in motivational orientation among male social work students and male STEM students and that both groups are dually (intrinsically and extrinsically) motivated toward work. The social work men had a higher average score on overall intrinsic and extrinsic motivational orientation compared to the STEM men. Both groups scored highest on the intrinsic factors of enjoyment and challenge with social work men scoring slightly higher on both scales. Furthermore, the social work men scored higher on the extrinsic factor of compensation. This latter difference, while small, is surprising given the perception of social work as an underpaid profession. Overall, the results that men in social work and men in male-dominated majors are similarly motivated suggests that more men may be recruited to the profession with appropriate information. Social work educators may also use this information about the motivation of men who choose the major to enhance student support in social work education. As reported in the literature, men often feel like outsiders in the social work classroom and are significantly underrepresented in the research. This study will inform intervention strategies to stimulate learning and motivate and support students who are underrepresented in social work degree programs.