Macro Social Work Professional Roles, and Identity Development over 1980-2024: A Systematic Review

Background: Over several decades, social work scholarship has emphasized the critical role of macro practice in advancing social and political change, particularly in response to the pressures of neoliberalism (Dominelli, 2014). When professionals have clear professional roles and identity, they are more likely to uphold shared values and participate in movements for systemic change (Hogg & Hardie, 1992; Ellemers, Spears, & Doosje, 1997; Simon et al., 1998). Although scholarship on macro social work roles and professional identity formation continues to grow, the field still lacks a comprehensive synthesis of research on the roles and professional identities of macro practitioners (MP), educators, and students—from their own perspectives. Such a synthesis is essential for translating knowledge into actionable strategies that strengthen macro social work education and practice, and thus can build recognition and secure institutional resources needed to expand macro social work’s influence both within and beyond the profession.

Methods: This study fills a gap in the literature by systematically reviewing four decades (1980–2024) of empirical research on MPs’ roles and professional identity development. Grounded in social identity theory (Tajfel, 1978; Tajfel & Turner, 1979) and identity theory (Stryker, 1968; Burke, 1991), with a focus on role- and group-based identities (Stets & Burke, 2000), the study explores how MPs understand their roles, develop their professional identity, and engage in advocacy action. Using a sequential mixed methods design (quant→Qual) and following PRISMA (2020) guidelines, the review included 78 peer-reviewed, English-language studies. Data were analyzed using reflexive thematic analysis (Braun & Clarke, 2006), with collaborative coding and category refinement (Thomas, 2006), ensured through established standards of qualitative research (Deterding & Waters, 2021).

Results: Quantitative findings highlight a growing emphasis on MP advocacy roles as central to professional identity. However, fostering this growth necessitates strategic shifts in macro social work education and practice. Qualitative analysis reveals that macro students and professionals often struggle to articulate their own political, legal, occupational and administrative responsibilities as part of their role-based identity. Moreover, the development of a group/collective macro social work identity remains elusive, in part due to the classic micro-macro divide and ongoing uncertainty in the profession among practitioners, educators and students. This uncertainty weakens MPs’ sense of belonging, reduces commitment to core social work values, and limits engagement in advocacy and collective action.

Conclusions and Implications: The findings echo ongoing scholarly calls for the social work profession to better support students in understanding and developing their professional roles and identities (Reisch, 2016). This review advances those perspectives by proposing a structured framework to foster both role-based and group-based identity development for MP students and professionals. This effort requires collaboration among schools of social work, professional associations, and organizations to continually (re)define the political, occupational, legal, and leadership and management dimensions of macro practice, while also empowering students to internalize and clearly articulate their roles. Strengthening MP ties within and beyond the field can improve role clarity, build sense of professional connections, reinforce professional identity, and advance collective action.