Examining academic entitlement through the lens of field education

ABSTRACT

Scant literature exists on the topic of academic entitlement in the social work discipline, especially within the context of social work experiential learning, also known as field education. This dearth of literature prompted the present exploratory study examining the prevalence and identifying predictors of academic entitlement through the lens of field education. This study collected data via online surveys completed by master of social work (MSW) students and field supervisors. The total sample size, 288, comprised 141 students and 147 field supervisors. Central measures of the study empirically assessed academic entitlement and anxiety. The results indicated significance in the following variables relative to students: parental income, year in the graduate program, and field satisfaction. Among field supervisors, the data yielded no significant levels for predicting variables, indicating solidarity. Implications from this study encourage field educators to examine policies and training procedures offered to students and supervisors accounting for the influence of academic entitlement. Consistent and evidence-informed responses to students and supervisors may increase satisfaction of all parties involved in field education. It is intended to build a more supportive network of collaborative resources for students experiencing challenges in field education through a strengths-based infrastructure.

KEYWORDS:

• Social work education
• field education
• academic entitlement
• financial privilege
• experiential learning

Acknowledgments

This study would not have been possible without the support and expertise of many parties involved. Firstly, we are grateful to the Louisiana State University School of Social Work, specifically the Office of Field Education, for their support of this study. Dr. Pamela Monroe, Director of the School of Social Work, Ms. Traci Lilley, Director of Field Education, Ms. Elizabeth K. Routon, Assistant Director of Field Education, and all staff members in the Office of Field Education extended their blessing and expertise in structuring and initiating this project. Additionally, authors thank Dr. Chien-jen Chiang, Assistant Professor, for his insight in developing this project.

Data availability statement

Data associated with this study are kept securely in the files of the corresponding author, per IRB regulations of the author’s institution. The authors confirm that the data supporting the findings of this study are available within the article and its supplementary materials. To request access to data, please email Ashleigh Borgmeyer at [email protected].

Disclosure statement

No potential conflict of interest was reported by the author(s).

Financial statement

Authors disclose no financial conflict of interest involved with this study.

Additional information

Notes on contributors

Ashleigh R. Borgmeyer

Ashleigh R. Borgmeyer is a Licensed Clinical Social Worker (LCSW) and PhD student at Louisiana State University (LSU). Her research interests intersect with practice experience, focusing on trauma-informed crisis intervention, violence prevention and intervention, cumulative trauma within the context of aging, and social work field education.

James C. Garand

James C. Garand is the Emogene Pliner Distinguished Professor of Political Science at Louisiana State University. He is former editor of American Politics Quarterly (now American Politics Research), former president of the Southern Political Science Association (2004), and in 2006 was designated an LSU Distinguished Research Master in recognition of accomplishments in research and scholarship. His research interests are broadly in the field of American politics. He can be reached at [email protected].

Scott E. Wilks

Scott E. Wilks, PhD, LMSW, is Professor, PhD in Social Work Program Director, and MSW Advanced Study in Gerontology Program Coordinator at Louisiana State University (LSU). Additionally, he currently serves as Director of the Louisiana Geriatric Workforce Education Program and the Louisiana Behavioral Health Workforce Education and Training Program, both housed at LSU. Dr. Wilks is a Fellow with The Gerontological Society of America and a John A. Hartford Foundation Faculty Scholar in Geriatric Social Work.