References
- Albuquerque, C. (2019). Social work’s ‘black hole’ or ‘phoenix moment’? Impacts of the neoliberal path in social work profession in Portugal. European Journal of Social Work, 22(2), 314–325. doi: 10.1080/13691457.2018.1530641
- Baginsky, M., & Teague, C. (2013). Speaking from experience: The views of the first cohort of trainees of Step Up to social work. London: Department for Education.
- Baglow, L., & Gair, S. (2019). Mature-aged social work students: Challenges, study realities, and experiences of poverty. Australian Social Work, 72(1), 91–104. doi: 10.1080/0312407X.2018.1534130
- Bajenova, T. (2019). Rescaling expertise in EU policy-making: European think tanks and their reliance on symbolic, political and network capital. Globalisation, Societies and Education, 17(1), 61–77. doi: 10.1080/14767724.2018.1540926
- Bathmaker, A., Ingram, N., & Waller, R. (2013). Higher education, social class and the mobilisation of capitals: Recognising and playing the game. British Journal of Sociology of Education, 34(5-6), 723–743. doi: 10.1080/01425692.2013.816041
- Belmi, P., Neale, M., Reiff, D., & Ulfe, R. (2019). The social advantage of miscalibrated individuals: The relationship between social class and overconfidence and its implications for class-based inequality. Journal of Personality and Social Psychology. Advance online publication. doi: 10.1037/pspi0000187
- Blackman, T. (2017). The comprehensive university: An alternative to social stratification by academic selection. Oxford: Higher Education Policy Institution.
- Bogo, M., Regehr, C., Woodford, M., Hughes, J., Power, R., & Regehr, G. (2006). Beyond competencies: Field instructors’ descriptions of student performance. Journal of Social Work Education, 42(3), 579–594. doi: 10.5175/JSWE.2006.200404145
- Boliver, V. (2013). How fair is access to more prestigious UK universities? The British Journal of Sociology, 64(2), 344–364. doi: 10.1111/1468-4446.12021
- Boliver, V. (2015). Lies, damned lies, and statistics on widening access to Russell group universities. Radical Statistics, 113, 29–38.
- British Association of Social Work. (2018). Professional capabilities framework for social work in England: The 2018 refreshed PCF. London: BASW.
- Brooks, R. (2017). The construction of higher education students in English policy documents. British Journal of Sociology of Education, 39(6), 745–761. doi: 10.1080/01425692.2017.1406339
- Cartney, P. (2018). Developing rich pedagogies for fast-track social work education. The British Journal of Social Work, 48, 1315–1332. doi: 10.1093/bjsw/bcx110
- Children’s Workforce Development Council. (2010). Invitation to tender and specification: Evaluation of CWDC’s step up to social work programme. Leeds: Children’s Workforce Development Council.
- Cleary, T. (2018). Social work education and the marketization of UK universities. British Journal of Social Work, 48(8), 2253–2271.
- Clifton, J., & Thorley, C. (2014). Think ahead: Meeting the workforce challenges in mental health social work. London: Institute for Public Policy Research.
- Connell-Smith, A., & Hubble, S. (2018). Widening participation strategy in higher education in England Briefing Paper 8204. London: House of Commons.
- Cree, V., Morrison, R., Clapton, G., Levy, S., & Ingram, R. (2018). Selecting social work students: Lessons from research from Scotland. Social Work Education, 37(4), 490–506. doi: 10.1080/02615479.2017.1423050
- Croisdale-Appleby, D. (2014). Re-visioning social work education: An independent review. London: Department of Health.
- Cutmore, M., & Roger, J. (2016). Comparing the costs of social work qualification routes. London: Department for Education.
- Dartington Social Research Unit. (2017). Frontline social work training: An evaluation. Dartington: DSRU.
- Department for Education. (2016). Children’s social care reform: A vision for change. London: Department for Education.
- Department for Education. (2017). Unlocking talent, fulfilling potential: A plan for improving social mobility through education. London: Department for Education.
- Department for Education. (2018). Widening participation in higher education, England, 2016/17 age cohort: Official statistics. London: Department for Education.
- Department for Education. (2019). Teacher recruitment and retention strategy. London: Department for Education.
- Department of Health. (2013). Reforming the social work bursary: The government response to the consultation. London: Department of Health.
- Deresiewicz, W. (2014). Excellent sheep: The Miseducation of the American elite and the way to a meaningful life. New York: Free Press.
- Dillon, J. (2007). The conundrum of balancing widening participation with the selection of satiable students for social work education. Social Work Education, 26(8), 827–841. doi: 10.1080/02615470601140609
- Duffy, S. (2010). The citizenship theory of social justice: Exploring the meaning of personalisation for social workers. Journal of Social Work Practice, 24(3), 253–267. doi: 10.1080/02650533.2010.500118
- Duggan, J. (2017). Fast-track leadership development programmes: The new micro-philanthropy of future elites. In H. Gunter, D. Hall, & W. Apple (Eds.), Corporate elites and the reform of public education (pp. 135–146). Bristol: Policy Press.
- Fairtclough, A., Bernard, C., Fletcher, J., & Ahmet, A. (2014). Black social work students’ experiences of practice learning: Understanding differential progression rates. Journal of Social Work, 14(6), 605–624. doi: 10.1177/1468017313500416
- Fletcher, J., Bernard, C., Fairtclough, A., & Ahmet, A. (2015). Beyond equal access to equal outcomes: The role of the institutional culture in promoting full participation, positive inter-group interaction and timely progression for minority social work students. British Journal of Social Work, 45(1), 120–137. doi: 10.1093/bjsw/bct081
- Francis, B., Archer, L., Hodgen, J., Pepper, D., Taylor, B., & Travers, M. (2017). Exploring the relative lack of impact of research on ability grouping in England: A discourse analytic account. Cambridge Journal of Education, 47, 1–17. doi: 10.1080/0305764X.2015.1093095
- Frontline (2018a). Dare to change: leadership development programme children’s social work. London: Frontline.
- Frontline (2018b). Impact report 2018. London: Frontline.
- Garrett, P. (2016). Introducing Michael Gove to Loic Wacquant: Why social work needs critical sociology. British Journal of Social Work, 46(4), 873–889. doi: 10.1093/bjsw/bcv024
- Gaucher, D., Friesen, J., & Kay, A. (2011). Evidence that gendered wording in job advertisements exists and sustains gender inequality. Journal of Personality and Social Psychology, 101(1), 109–128. doi: 10.1037/a0022530
- General Social Care Council. (2007). Social work education in England: Listening, learning, shaping: The 2006 social work education quality assurance report. London: GSCC.
- General Social Care Council. (2009). Raising standards: Social work education in England 2007–08. London: GSCC.
- General Social Care Council. (2010). Raising standards: Social work education in England 2008–09. London: GSCC.
- General Social Care Council. (2012). Regulating social work education (2001–12). London: GSCC.
- Halberstam, D. (1972). The best and the brightest. New York, NY: Penguin Random House.
- Haworth, S., Miller, R., & Schaub, J. (2018). Leadership in social work (and can it learn from clinical healthcare). Birmingham: University of Birmingham.
- Herrero, M., & Charnley, H. (2019). Human rights and social justice in social work education: A critical realist comparative study of England and Spain. European Journal of Social Work, 22(2), 225–237. doi: 10.1080/13691457.2018.1540407
- Higgins, M. (2015). The struggle for the soul of social work in England. Social Work Education, 34(1), 4–16. doi: 10.1080/02615479.2014.946898
- Holmes, E., Miscampbell, G., & Robin, B. (2016). Reforming social work: Improving social worker recruitment, training and retention. London: Policy Exchange.
- Holmstrom, C. (2014). Suitability for professional practice: Assessing and developing moral character in social work education. Social Work Education, 33(4), 451–468. doi: 10.1080/02615479.2013.847914
- Ingram, N., & Allen, K. (2019). Talent-spotting’ or ‘social magic’? Inequality, cultural sorting and constructions of the ideal graduate in elite professions. The Sociological Review, 67(3), 723–740. doi: 10.1177/0038026118790949
- Jayakumar, U. (2008). Can higher education meet the needs of an increasingly diverse and global society? Campus diversity and cross-cultural workforce competencies. Harvard Educational Review, 78(4), 615–651. doi: 10.17763/haer.78.4.b60031p350276699
- Jones, K. (2006). Valuing diversity and widening participation: The experiences of access to social work students in further and higher education. Social Work Education, 25(5), 485–500. doi: 10.1080/02615470600738866
- Jones, R. (2019). In whose interest? The privatisation of child protection and social work. Bristol: Policy Press.
- Jonsson, J. (2019). Servant of a ‘sinking titanic’ or actors of change? Contested identities of social workers in Sweden. European Journal of Social Work, 22(2), 212–224. doi: 10.1080/13691457.2018.1529659
- Kelly, A. (2019). A new composite measure of ethnic diversity: Investigating the controversy over minority ethnic recruitment at Oxford and Cambridge. British Educational Research Journal, 45(1), 41–82. doi: 10.1002/berj.3482
- Kelly, S., & Northrop, L. (2015). Early career outcomes for the “best and the brightest”: Selectivity, satisfaction, and attrition in the beginning teacher longitudinal survey. American Educational Research Journal, 52(4), 624–656. doi: 10.3102/0002831215587352
- Lall, M., & Morley, L. (2004). Social disadvantage and widening participation in higher education. London: Neighbourhood Renewal Office.
- Langlands, A. (2005). The gateways to the professions report. Nottingham: Department for Education and Skills.
- Liu, B. (2017). Intersectional impact of multiple identities on social work education in the UK. Journal of Social Work Education, 17(2), 226–242.
- MacAlister, J., Crehan, L., & Olsen, A. (2012). Front line: Improving the children’s social work profession. London: Institute for Public Policy Research.
- Mallman, M. (2017). The perceived inherent vice of working-class university students. The Sociological Review, 65(2), 235–250. doi: 10.1111/1467-954X.12422
- Maxwell, N., Scourfield, J., de Villiers, T., Pithouse, A., & Le Zhang, M. (2018). The pre-training characteristics of Frontline participants and mainstream social work students. The British Journal of Social Work, 48(2), 487–504. doi: 10.1093/bjsw/bcx042
- Maxwell, N., Scourfield, J., Le Zhang, M., de Villiers, T., Hadfield, M., Kinnersley, P., … Tayyaba, S. (2016). Independent evaluation of the Frontline Pilot: Research report. London: Department of Education.
- Mills, B. (2011). The guardians of the general interest: Discourses of knowledge in QI’. Television and New Media, 12(2), 136–153. doi: 10.1177/1527476410365705
- Mirza, H. (2018). Racism in higher education: ‘what then, can be done? In J. Arday & H. Mirza (Eds.), Dismantling race in higher education (pp. 3–26). Basingstoke: Palgrave Macmillan.
- Montacute, R. (2018). Access to advantage: The influence of schools and place on admissions to top universities. London: The Sutton Trust.
- Moriarty, J., & Manthorpe, J. (2018). Literature review on the social work bursary and student finance. London: Social Care Workforce Research Unit.
- Murphy, T. (2016). The Frontline programme: Conservative ideology and the creation of a social work officer class. Critical and Radical Social Work, 4(2), 279–287. doi: 10.1332/204986016X14651166264354
- Nahai, R. (2013). Is meritocracy fair? A qualitative case study of admissions at the university of Oxford. Oxford Review of Education, 39, 681–701. doi: 10.1080/03054985.2013.843447
- Narey, M. (2014). Making the education of social workers consistently effective. London: Department for Education.
- National Committee of Inquiry into Higher Education. (1997). Higher education in the learning society (dearing report). London: HMSO.
- O’Shea, S. (2014). Transitions and turning points: Exploring how first-in family female students story their transition to university and student identity formation. International Journal of Qualitative Studies in Education, 27(2), 135–158. doi: 10.1080/09518398.2013.771226
- Parker, J., & Crabtree, S. (2014). Fish need bicycles: An exploration of the perceptions of male social work students on a qualifying course. British Journal of Social Work, 44(2), 310–327. doi: 10.1093/bjsw/bcs117
- Ravalier, J., & Boichat, C. (2018). UK social workers: Working conditions and wellbeing. Bath: Bath Spa University.
- Ravitch, D. (2010). The Death and life of the Great American school system: How testing and choice are undermining education. New York: Basic Books.
- Reay, D. (2017). Miseducation: Inequality, education and the working class. Bristol: Policy Press.
- Schaub, J. (2015). Issues for men’s progression on English social work honours and postgraduate degree courses. Social Work Education, 34(3), 315–327. doi: 10.1080/02615479.2014.997698
- Skills for Care. (2018). Social work education: Skills for care analysis of higher education statistics agency data. London: Skills for Care.
- Smith, R., McLenachan, J., Venn, L., Weich, H., & Anthony, D. (2013). Step up to social work programme evaluation 2012: The regional partnerships and employers perspective. London: Department for Education.
- Smith, R., Stephanova, E., Venn, L., Carpenter, J., & Patsios, D. (2018). Evaluation of step up to social work, cohorts 1 and 2: 3-years and 5-years on: Research report. London: Department for Education.
- Social Work Task Force. (2009). Building a safe confident future: The final report of the social work task force. London: SWTF.
- Stevenson, J., & Clegg, S. (2011). Possible selves: Students orientating themselves towards the future through extracurricular activity. British Educational Research Journal, 37(2), 231–246. doi: 10.1080/01411920903540672
- Think Ahead. (2015, October 10). World Mental Health Day: Stephen Fry encourages graduates to apply to Think Ahead. Retrieved from https://thinkahead.org/news-item/world-mental-health-day-stephen-fry-encourages-graduates-to-apply-to-think-ahead/
- Think Ahead. (2017). Our impact. London: Think Ahead.
- Thoburn, J. (2017). In defence of a university social work education. Journal of Children’s Services, 12(2-3), 97–106. doi: 10.1108/JCS-03-2017-0006
- Vicary, S., Cree, V., & Manthorpe, J. (2018). Social work education – a local and global history. Practice, 30, 223–226. doi: 10.1080/09503153.2018.1483646
- Williams, C. (1992). The glass escalator: Hidden advantages of men in the female professions. Social Problems, 39(3), 253–267. doi: 10.2307/3096961
- Williams, C. (2013). The glass escalator, revisited: Gender inequality in neoliberal times, SWS feminist lecturer. Gender and Society, 27(5), 609–629. doi: 10.1177/0891243213490232
- Wingfield, A. (2009). Racializing the glass escalator: Reconsidering men’s experiences with women’s work. Gender and Society, 23(1), 5–26. doi: 10.1177/0891243208323054