The in-class experience of social work students based on their religious affiliation

ABSTRACT

This quantitative study ascertained the association between the religious affiliation of social work students and their experience in social work classrooms. Students (n = 507) representing 30 accredited public social work programs across the United States responded to a survey. Primary independent variables included respondents’ religious affiliation and religious commitment. The survey contained Likert scale items assessing classroom experiences related to intersections with religion, which were combined into a composite score for each respondent to create the dependent variable, classroom experience (α = 0.853). ANOVA was used to test the relationship between the independent variables and classroom experience, finding that Christian students (F(2, 195) = 11.0, p < .001) and students highly committed to their faith (F(4, 55.3) = 4.05, p = .006) were more likely to report negative experiences related to religion in the classroom. Predictive variables on classroom experience were identified using Hierarchical Linear Regression. A student’s perception that their instructors and peers viewed their religious beliefs as incompatible with social work was the strongest predictor of negative experiences intersecting with religion in the classroom. The values of social work and the principles of critical pedagogy can provide a framework for social work instructors to create classroom environments that engage all students, including those with diverse religious beliefs and affiliations.

KEYWORDS:

• Social work education
• classroom experience
• religious affiliation
• critical pedagogy
• diversity, equity, and inclusion
• religious beliefs

Disclosure statement

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