Does Distance Learning Facilitate Diversity and Access to MSW Education in Rural and Underserved Areas?

ABSTRACT

Distance learning in social work has proliferated in recent years and is increasingly promoted as a strategy for diversifying the social work workforce and expanding access to graduate education for individuals in rural and underserved communities. Our study assesses the accuracy of this claim by analyzing the 2018 GW [George Washington] Survey of Social Work Graduates to evaluate whether participation in an online or blended Master of Social Work program (a) increases diversity in the field by providing educational opportunities to nontraditional students and (b) is associated with practice in rural or underserved areas. Our findings indicate that online and blended education is associated with practice in rural and underserved areas. We also find evidence that online education increases diversity in the field by expanding access to education for older, working adults.

Disclosure statement

The authors have no conflict of interests to report.

Notes

¹ The National Center for Education Statistics characterizes “nontraditional” students as a “heterogeneous population of adult students who have family and work responsibilities as well as other life circumstances that can interfere with successful completion of educational objectives.” Source: https://nces.ed.gov/pubs/web/97578e.asp.

Additional information

Funding

This project was supported by the Bureau of Health Workforce, National Center for Health Workforce Analysis, Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $450,000, with zero percent financed with nongovernmental sources. The contents are those of the authors and do not necessarily represent the official views of, nor an endorsement by HRSA, HHS, or the U.S. government. The 2018 GW Survey of New Social Work Graduates was funded by the Council on Social Work Education and the National Association of Social Workers.

Notes on contributors

Chelsea Richwine

Chelsea Richwine, PhD, is a research associate at The George Washington University. Clese Erikson is deputy director, Health Workforce Policy Research Center, Fitzhugh Mullan Institute for Health Workforce Equity at The George Washington University. Edward Salsberg is director of Health Workforce Studies at The George Washington University.