Date of Award
8-1-2023
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
School of Social Welfare
Dissertation/Thesis Chair
Anne (Ricky) E. Fortune
Committee Members
Loretta Pyles, Laura B. Bronstein
Keywords
Hidden Curriculum, Implicit Curriculum, Positive Hidden Curriculum, Professional Socialization, Social Work Students
Subject Categories
Social Work
Abstract
The professional socialization of master level social work students is an area of evolving research, and studies have found inconsistent results. Lack of empirical knowledge leaves the social work profession vulnerable to assumptions about the preparation of its practitioners and to unintentional socialization that might contradict the mission of social work. Using the framework of the hidden curriculum, i.e., unstated norms and values transmitted to students, sheds light on how faculty, staff, peers, and the implicit practices in MSW education influence students’ socialization. Twenty-second year MSW students from three different MSW programs participated in focus groups during their second year of study, and 16 of these students participated in individual interviews during the fall after they graduated. This qualitative study explores the covert processes of professional socialization and the roles that the explicit, implicit, and hidden curricula play in the socialization process. The findings indicate the presence of a hidden curriculum resulting in reproduction of status quo, conformity, lack of positive human interchange, and experiences of differential treatment of students, especially students of color, leading to lack of equality and equity. The findings further indicate a lack of focus on social change and social justice in master level social work programs. The research also includes indicators of strengths in the educational programs; indicators aligning with social work’s mission. Based on the study’s findings and the existence of the concept of a positive hidden curriculum, implications include the integration of a positive and explicit hidden curriculum into the EPAS stipulated implicit curriculum.
Recommended Citation
Christiansen, Mette, "The Hidden Curriculum In Social Work Graduate Programs: Implications For Professional Socialization And Practice" (2023). Legacy Theses & Dissertations (2009 - 2024). 3098.
https://scholarsarchive.library.albany.edu/legacy-etd/3098