How Early Social Work Faculty Experienced Support in Their Doctoral Programs

Abstract

To promote social justice, doctoral programs can implement policies that support underrepresented students’ success. Drawing on critical multicultural theory, we surveyed early-career social work faculty (N = 127) about experiences within their doctoral programs, and analyzed how perceptions differ based on their social identities, part-time student status, or outside work responsibilities. Descriptive results, independent samples t-tests, Mann-Whitney U tests, and linear regression analyses suggest that social work doctoral programs support students through scholarly communities, academic mentors, and cohorts. Respondents experienced limited support relating to their development of professional skills like teaching or applying for funding, and even less relating to their social and emotional wellbeing. Our findings can help professional organizations and doctoral programs develop a healthier, more inclusive professoriate.