Perceptions of Equity and Inclusion in Social Work versus Non-Social Work Programs

Overview: Using a quantitative research design, the authors investigated social work and non-social work student perceptions of equitable and inclusive classroom practices. Without social work programs being willing to address equity, marginalized voices will continue to be less present in the field that is aimed at social justice for all.Proposal text: Background/Purpose
The history of education in the United States is rooted in white supremacy with a long history of education being used as a tool of oppression (Love, 2020). Classroom experiences can be an important factor when a student is deciding long-term career choices. Current statistics show a clear imbalance in the education and profession of social work. Social work is still a largely white, female profession just as it has been historically (NASW, n.d.; Salsberg et al., 2017). Of social workers actively working in the profession, Non-Hispanic/White 65% hold a non-social work bachelor’s degree, 67% hold a social work bachelor’s degree, and about 73% hold a social work master’s degree meaning regardless of level of education non-Hispanic White social workers dominate the profession (Salsberg et al., 2017). According to 2019 statistics provided by the Council on Social Work Education (CSWE), Bachelor of Social Work (BSW) and Master of Social Work (MSW) programs hover around 50% non-Hispanic/White enrollment and graduation with the other 50% made up of minority populations. With nearly equal enrollment and graduation rates of BSW and MSW programs, more equal representation should be reflected in demographics of the social work profession. This incongruence is the primary purpose of this study. Utilizing equity and inclusion in the classroom could drastically impact the number of marginalized voices that are and stay actively engaged in the social work profession. Are social work education programs “walking the walk” of promoting social justice in education through equity and inclusion in the classroom?

Methods
The purpose of this study is to quantitatively measure social work and non-social work student perceptions of equitable and inclusive classroom practices. This study is based on the hypotheses that social work students will perceive equity and inclusion in the classroom at higher rates than non-social work students. This study collected data from online quantitative surveys based on the Panorama Equity and Inclusion Survey. The sample includes both social work students and non-social work students from universities across the United State. Data analysis was conducted using Hierarchical Linear Modeling through the lenses of Feminist and Critical Race Theories. A quantitative study is necessary for continued exploration of equitable classrooms as current literature is sparse. No literature could be found that quantitatively explored equity and inclusion in classrooms in social work programs.

Results and Implications
Inequity in social work education could be a contributing factor in preventing or deterring marginalized voices from engaging in social work. Social work should be at the lead in righting educational injustice. Without social work programs being willing to address equity, marginalized voices will continue to be less present in the field that is aimed at social justice for all. How can social work be at the forefront of equity when the profession is still largely practiced by those of the majority population? Diversity, equity, and inclusion in the student body and profession of social work is a multifaceted issue that will require a multifaceted solution; one place to start is equity in the classroom.