Graduate Social Work Education: Impact on Social Change and Behavioral Science Orientation

Abstract

The impact of graduate social work education on the acquisition of a social change and behavioral science orientation on students was studied. A comparison of beginning and ending scores using various measures showed an intensification of commitment to both areas for the whole class. By graduation, casework majors were the least committed to a social change orientation, and community organization students were most committed. No differences in social change commitment by method were observed at entry, nor to the behavioral science orientation at any point. The source of the observed changes and the implications for curriculum planning are discussed.