The roles of family, neighborhood, and school contextual factors on social work minority students’ educational aspirations and integration

ABSTRACT

This study examined the significance of three macro social determinants (i.e., family, neighborhood, and school factors) on the educational aspirations and integration of social work minority undergraduate students using a qualitative study of 40 interviews. Two research questions were raised: (1) how did family, neighborhood, and school contextual factors account for the participants’ postsecondary education in social work, a study that places more emphasis on the attainment of humanitarian goals over future economic outlook? and (2) what roles did family, neighborhood, and school play in shaping these participants’ postsecondary educational aspirations and integration? Overall, educationally resilient participants received strong family support but also encountered social roadblocks, stigmatization, and racial discrimination in the mainstream culture. Ironically, these social challenges also served as the major driving forces that inspired them to pursue their postsecondary education and major in social work. The findings of this study urge the general public and higher educational settings to develop more cultural sensitivity, validate unique contribution, and promote equality of cultural diversity among minority social work students.

KEYWORDS:

• Minority students
• postsecondary education
• social work
• socioecological perspective

Acknowledgments

I am indebted to the participants who were willing to share their life stories with me.

Funding

This research was supported by the University Research Institute (URI) Award offered by the University of Texas at El Paso.

Additional information

Funding

This research was supported by the University Research Institute (URI) Award offered by the University of Texas at El Paso.