The Professional Socialization of Undergraduate Social Work Students

Abstract

This article compares the early interest in social work students' professional development to the early professional socialization studies in allied professions. Disparity is noted between the early holistic inquiries in other disciplines and social work's predominantly narrow empirical focus on only one dimension of professional socialization—value acquisition. The author also reports the findings of a grounded case study exploring the process of professional socialization and the influence of role models, as experienced by undergraduate social work students. Data construct a process of six phases spanning from “expectation” to “affirmation” with regard to differential experiences based on gender, race, and age. Implications for further research and professional education are noted.

A Conceptual Framework for the Professional Socialization of Social Workers

“…In a related qualitative study that focused on the influence of socializing role models on BSW students, Barretti (2004b) found empirical support for a blend of both structural functionalist and symbolic interactionist theoretical orientations, suggesting that the socialization process is neither entirely orderly nor entirely conflict-ridden. She characterized the process as phasebased, though not necessarily uniform or linear in nature.…”

“…There is a distinct void in the literature characterized by the absence of theoretical or conceptual frameworks that help to explain or describe the socialization of social workers in both educational and practice milieus. Socialization to the profession does not begin or end with formal social work education alone: What preceded, and what succeeds, one's education plays a vital role in how socialization evolves over time (Barretti, 2004b). This article has three purposes: (1) to define professional socialization, (2) to present a conceptual model that provides a framework for the professional socialization of social workers, and (3) to discuss some future directions for potential applications of the framework to research, education, and practice.…”

Professional Socialization and Attitudes Towards Interprofessional Collaboration Among Graduate Social Work and Health Professions Students

“…Professions are characterized as cultures into which students and practitioners are continually socialized over the course of their careers (Barretti, 2004b;Miller, 2010Miller, , 2013. In the context of IPE and practice, consideration for the intersection of these professional cultures, and the need to understand them with proficiency, if not fluency, becomes elemental.…”

“…In the context of IPE and practice, consideration for the intersection of these professional cultures, and the need to understand them with proficiency, if not fluency, becomes elemental. The process of becoming professionally socialized emerges through a complex system of formal and informal processes and relationships (Barretti, 2004a) that begin before formal professional education and continue as professionals make dynamic adaptations in practice (Barretti, 2004b;Miller, 2010Miller, , 2013Shuval, 1980). Notions of professional socialization have been infused in the culture of social work education since its inception; however, it was not until 2008 that the construct was articulated in CSWE's educational policy and accreditation standards (Miller, 2013).…”

“…As students anticipate entering the culture of social work, they begin a process of internal and external reorganization around role identity, attitudes, norms, and values that they believe are emblematic of the professional culture into which they are about to enter. According to the literature, this phase seems to have a strong relationship to the continued process of professional socialization (Abbott, 1988;Bargal, 1981;Barretti, 2004b;Miller 2010Miller , 2013Shuval, 1980). Formal socialization encompasses the period of time during which a student is engaged in earning a social work degree.…”