Continuing the Investment: The Importance of Federal Funding for Workforce Development Programs That Foster Diversity in Social Work Healthcare Careers

Background and Purpose: In response to presidential executive orders that aim to eliminate federally funded grants that support diversity, equity, and inclusion, it is crucial to demonstrate the effectiveness of government-funded workforce programs that promote a diverse workforce. By providing quantitative data and personal stories about participants' experiences, advocates can be equipped with the necessary information to lobby for the continued investment in workforce development initiatives. As the government monitors key metrics such as student retention and graduation rates, it is also essential to investigate whether participation in these programs enhances students' confidence, or self-efficacy, as such improvements can have a positive influence on academic and career motivation and performance. The purpose of this mixed-methods study was to examine whether self-efficacy improved among individuals from diverse backgrounds who participated in a workforce development program designed to encourage careers in social work healthcare, a rapidly growing profession in the United States.

Methods: This study employed a sequential mixed methods design using a sample that comprised of undergraduate students who participated in a healthcare workforce development program (N = 48). Pretest and posttest data were collected on six indicators of self-efficacy and paired-sample t-tests were conducted. Qualitative data were gathered from six focus groups using a semi-structured interview guide. For example, participants were asked, “How did the program help increase your awareness of careers in social work healthcare?” Data were recorded, transcribed, and analyzed using thematic analysis to examine patterns of experiences. Results from the quantitative and qualitative analyses were systematically merged and compared.

Results: The participants were 22-55 years of age (M = 34, SD = 8.35) and primarily Black female, first-generation college students. The paired sample t-tests showed significant differences and large effect sizes for all six indicators of self-efficacy. For example, results showed a significant increase in students’ ability to demonstrate awareness of careers in social work healthcare from pre-test (M = 3.57, SD = 1.10) to post-test (M = 4.17, SD = 1.030); t(47) = 2.96, p < 0.01, with a large effect size (Cohen’s d of 1.39). Qualitative findings, such as the ‘interest in healthcare career’ theme, tended to support the quantitative results. As one student shared, “I'm actually considering a healthcare...doing this experience and working in the dental clinic...[when] going for my master's...I'm gonna be doing something in the hospital field.” The combined qualitative and quantitative findings converged to show that workforce development programs can foster participants’ self-efficacy and pursuit of healthcare careers.

Conclusions and Implications: This study demonstrates that workforce development programs that emphasize diversity, equity, and inclusion can positively influence individuals' decisions to pursue in-demand careers, such as social work healthcare. The findings have implications for policymakers and advocates by highlighting the need to sustain federal funding for programs that support the growth of a diverse workforce.