Preparing tomorrow’s professoriate: an examination of social justice language in social work PhD program manuals

Abstract

Social work claims social justice as a central value of the profession with the aim of challenging and changing oppressive structures. Despite this purported emphasis, there appears to be limited knowledge of how social justice is expressed and embedded in doctoral programs of social work. Social work PhD programs are of particular interest because of the unique position of program graduates to impact social work research and practice. This article examined how social work PhD programs in the US represent social justice discourses in program manuals and mission statements. Through a qualitative content analysis of selected social work PhD program documents, a continuum of social justice engagement emerged. Four categories were identified across this continuum: mentioning, theorizing, acting, and integrating. Social work PhD programs that reflect on how social justice is expressed within and beyond their programs may provide a more equitable and inclusive learning environment in social work PhD programs, impart to students a more in-depth understanding of social justice theory and praxis, and ultimately prepare emerging scholars to be critically aware researchers and educators.

Keywords:

• Social justice < values
• Ethics and values < values
• Higher education < education

Acknowledgements

We would like to thank Jennifer Price Wolf, PhD, and Margaret Mary Downey, MSW, PhC for support while writing this paper.