Licensing inequities in social work. Financial barriers, test bias, and implications for professional education.

Autor/inn/en	King-Jordan, Taniko; Clossey, Laurene; DiLauro, Michelle D.
Titel	Licensing inequities in social work. Financial barriers, test bias, and implications for professional education.
Quelle	In: Advances in social work, 25 (2025) 2, S. 475-494 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen; Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2331-4125
DOI	10.18060/28520
Schlagwörter	Soziale Ungleichheit; Prüfungsordnung; Diskriminierung; Rassismus; Finanzierung; Ausbildung; Beruf; Sozialarbeiter; Studium; Zulassung; Person of Color; Student; USA
Abstract	The social work profession stands at a critical juncture where financial and regulatory mechanisms intersect with its core values of equity, justice, and empowerment. This think piece examines these intersections through the lens of Critical Race Theory (CRT), focusing on the tenets of intersectionality and interest convergence. It explores the inequities in licensure pass rates, shedding light on the compounded barriers faced by marginalized groups, where race, class, gender, and other social identities intersect to exacerbate disparities. Specifically, it analyzes how factors such as exam construction, educational preparation, and financial barriers disproportionately affect these groups, contributing to their lower pass rates. The historical context of how learning is acquired in social work is framed within an understanding of systemic oppression, emphasizing the tension between transactional operations and the profession's commitment to transformative impact. The tenet of interest convergence highlights how changes in licensure processes may only occur when the interests of marginalized groups align with those of dominant groups, underscoring the need for structural reform that addresses systemic inequities and professional advancement opportunities. The discussion proposes strategies to mitigate these inequities, ensuring that licensure processes are accessible, just, and equitable for all social workers, particularly those from historically underrepresented communities.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2026/3