Exploring Gaps in the Social Work Master’s Program on Practical Skills to Engage Racism. a Case Study at the University of Pittsburgh, School of Social Work

Background and Purpose: Systemic racism continues to be one of the most significant social problems in the United States. In response, schools of social work have developed processes to de-colonize their curricula and ensure frameworks of anti-racism and anti-oppression are fully integrated into their programs. It is unclear, however, if students believe their social work education has successfully prepared them to combat racism outside of the classroom environment. The current study sought to qualitatively examine the perceptions of (N=11) MSW students at the University of Pittsburgh School of Social Work to assess their understanding of racism and their comfort level in addressing issues of racism in their field practicums and in the community at large.

Methods: This study employed semi-structured interviews to explore the experiences and perceptions of 12 participants, comprising 11 MSW students and the graduate program director. Recruitment was achieved via in-class announcements. The interviews, conducted either in-person or through Microsoft Teams, ranged from 36 to 70 minutes in duration, with all sessions recorded and subsequently transcribed. The primary objectives were to assess the participants' understanding of racism, the skills acquired through their coursework, and their ability to apply these skills to address real-world prejudice. Data analysis followed Creswell’s (2017) thematic analysis methodology, enabling the extraction of significant insights from the interview transcripts.

Results: This study revealed that before entering the MSW program, most students partially understood racism, largely influenced by media and limited academic exposure. Only one out of 11 students had formally studied racism, highlighting a significant gap in foundational knowledge. The MSW curriculum varied in its coverage of systemic racism, with some courses providing deep insights while others only touched on the subject superficially. Students' engagement in discussions on racism was notably influenced by their racial backgrounds, with students of color often feeling compelled to share personal experiences. Most students reported applying their academic knowledge to their professional settings, indicating effective translation of learning into practice. However, confidence in addressing racism independently remained low, underscoring the need for enhanced educational support and consistent curriculum implementation.

Conclusion and Implications: This study suggests a critical need for the MSW program to enhance its curriculum on systemic racism. The majority of students entering the program lack a robust foundational understanding of racism, highlighting the importance of integrating more intensive and compulsory courses on systemic and structural racism from the outset of the program. Given the varying levels of confidence in addressing racism topics, it is imperative that the curriculum not only informs but empowers students to actively engage in and lead such discussions in academic and professional contexts through practical education. Implications for practice include the program considering a mandatory course that specifically targets systemic racism and its countermeasures, preparing students to become social workers who can advocate for and implement change in diverse communities. Additionally, ongoing assessments of student confidence and competence in addressing racism are recommended to tailor educational strategies that meet evolving learning needs and societal demands.