The United States is one of the few countries in the world without national paid parental leave benefits. The lack of a universally available policy drives women out of the paid labor force, with a disproportionate impact on low-income women. In this article, I illuminate the mechanisms by which structural inequality reproduces class inequality across the transition to motherhood. Between 2012 and 2015, I interviewed 44 first-time mothers from diverse class backgrounds. From their narratives, I identify three typologies of working women—professional, pink-professional, and low-wage workers—and show how formal workplace policies and informal practices, coupled with women’s cultural knowledge, shape new mothers’ employment trajectories when they have their first child. Policy makers and social workers serving new mothers need to be attuned to how women’s occupational group may facilitate or inhibit access to parental leave, in order to pave the way for more equitable paid family leave for all women.

Technological innovations in social work education support efforts to expand the global reach of social work education. Massive open online courses (MOOCs) represent one type of innovation; however, little is known about their potential for promoting global social work. In 2015, our school of social work developed the first known social work MOOC using the edX platform. In this paper, we explore the initial voluntary survey data from registrants (n=992) to determine participation patterns and motivations. Our data indicates that the MOOC engaged participants from over 180 countries, with over one-third (35%) from the United States. Over 40% of participants rated themselves as novices with social work content. Thematic analysis of open-ended responses suggests that many participants were working in organizations or NGOs and wanted information about how to be more effective as a worker in these settings. Their participation in the MOOC allowed for exploration of a social work educational program. Further analysis of demographic trends, motivations, and participation levels suggests that MOOCs can be a platform for extending the reach of social work education to global social work settings. More research is needed to fully explore the potential of this educational platform for expanding the reach of social work education globally.