Institutional Expectations, Opportunities, and Interest in the Professoriate: A Mixed-Methods Examination of Satisfaction Among Doctoral Students in Social Work

ABSTRACT

This article explores doctoral student satisfaction as related to interest in the professoriate and as influenced by issues of social justice, according to a national student survey. Results indicate that 85% of respondents were satisfied or very satisfied with their doctoral education. Most satisfying aspects were individualization or independence, collegiality or collaboration, praxis or translation, and reaching or achieving milestones. Least satisfying aspects were educational environments or climates, course quality, mentorship quality, and finances. Eighty percent reported that satisfaction was “explained by social justice training opportunities and a sense of a socially just institution.” At research-intensive universities, satisfaction predicted interest in the professoriate. Understanding student satisfaction may improve doctoral education and the faculty pipeline.

Funding

This work was supported through 1) a University of California, Berkeley Committee on Research (COR) Faculty Research Grant (FRG) and 2) the Dr. Robert Leighninger editorial benefaction.

Additional information

Funding

This work was supported through 1) a University of California, Berkeley Committee on Research (COR) Faculty Research Grant (FRG) and 2) the Dr. Robert Leighninger editorial benefaction.

Notes on contributors

Valerie B. Shapiro

Valerie B. Shapiro is an Assistant Professor of Social Welfare at the University of California, Berkeley.

Kimberly D. Hudson

Kimberly D. Hudson is an Assistant Professor and Faculty Fellow in the Silver School of Social Work at New York University.

Margaret Mary Downey

Margaret Mary Downey is a Doctoral student in Social Welfare at University of California, Berkeley.