Advancement in social work education: fostering a supportive environment for students of non-dominant racial and ethnic backgrounds

Abstract

Doctoral students from non-dominant racial and ethnic backgrounds continue to be underrepresented in programs of social work despite efforts to increase student diversity. This paper highlights the unique challenges experienced by non-dominant racial and ethnic students and offers suggestions for addressing retention and attrition concerns among these students across systems within doctoral social work programs. The authors identify structural inequalities, marginalization, discrimination, minority stress, and lack of support as potential barriers to student success. Suggestions for increasing diversity and retention are rooted in critical multiculturalism and involvement theory, emphasizing institutional change, socialization, recruitment, and social support.

Keywords:

• Doctoral students
• social work education
• minorities
• critical multiculturalism
• involvement theory
• social support
• students of color

Acknowledgement

The authors would like to thank the Council on Social Work Education’s Minority Fellowship Program for their support of the authors during their doctoral education. The authors would also like to thank Drs. Mary Katherine O’Connor, Ellen F. Netting, Sarah Price, and Jenny Jones for their mentorship.