Session: Experiences Integrating Values of Diversity and Social Justice in Field Education, Findings from Two Localized and National Qualitative Studies (Society for Social Work and Research 30th Annual Conference Anniversary)

Social work education is a crucial step in equipping emerging practitioners with the tools needed to address client needs in structured, research-informed ways. Both micro and macro social work practice are shaped by the socio-political context of their times, placing social workers at the forefront of responding to shifting societal issues. These changes often reveal a disconnect between classroom learning and field realities (Tang Tan et al., 2022). Students in practicum placements regularly confront client challenges influenced by evolving policies, cultural dynamics, and systemic inequities raising important questions about the efficacy and responsiveness of social work curricula in real time. Accreditation standards have long served as the foundation for educational accountability in social work. Since 1923, the Council on Social Work Education (CSWE) has provided evolving Educational Policy and Accreditation Standards (EPAS) that reflect the professions core values. This presentation draws on a historical review of EPAS, focusing on the shift from the 2015 standards which emphasized cultural competence and diversity to the more expansive and accountable 2022 EPAS, which mandate the integration of Antiracism, Diversity, Equity, and Inclusion (ADEI) across both explicit and implicit curricula. The contrast between these two policy moments highlights CSWE's evolving response to major socio-political events, including racial justice uprisings, increased political polarization, technological advancement, and economic shifts- all of which shape the lived realities of BIPOC and other marginalized populations. This collaborative qualitative research presentation also draws on two complementary studies. One study, conducted in Louisiana and grounded in Critical Race Theory, highlights the uncertainty among practicum personnel regarding the conceptual clarity of ADEI despite their acknowledgment of its value. Themes include the critical role of communication in fostering awareness, and the importance of understanding systems and power to meaningfully engage in ADEI practice. The second study, using a national sample and framed by Relational Cultural Theory and the Theory of Racialized Organizations, reveals that institutional avoidance, lack of tools, and limited supervisory support hinder the integration of ADEI into field education. This study also underscores the influence of race, geography, and politics on the presence or absence of ADEI discourse within practicum sites. Together, these analyses offer a rich picture of both the historical foundation and current implementation challenges of ADEI in social work practicum education. While field educators show commitment to ADEI values, effective implementation requires intentional strategies, institutional support, and shared accountability between educational institutions and agency partners. This symposium will explore the tension between policy aspirations and field-level realities and will offer recommendations for how EPAS can continue to evolve in ways that uphold social works commitment to justice, competence, and inclusion even in the face of a shifting political landscape.