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BJSW Advance Access published online on February 1, 2007
British Journal of Social Work, doi:10.1093/bjsw/bcl378
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© The Author 2007. Published by Oxford University Press on behalf of The British Association of Social Workers. All rights reserved

Article

Diversity and Progression among Students Starting Social Work Qualifying Programmes in England between 1995 and 1998: A Quantitative Study

Shereen Hussein 1 *, Jo Moriarty 2, Jill Manthorpe 3, and Peter Huxley 4

1 Research Fellow, Social Care Work-force Research Unit, King’s College London, 5th Floor, Melbourne House, 44-46 Aldwych, London WC2B 4LL, UK
2 Research Fellow at the Social Care Workforce Research Unit
3 Co-Director of SCWRU with a background in university social work and health professional training at pre- and post-qualifying levels
4 Professor of Social Work, Head of the Section of Social Work and Social Care, and Deputy Head of Department in the Health Services Research Department at the Institute of Psychiatry at Kings College, and Director of SCWRU

* To whom correspondence should be addressed.
Shereen Hussein, E-mail: shereen.hussein{at}kcl.ac.uk


  Abstract

There has been no large-scale study looking at the proportion of social work students in the UK who achieve the professional qualification, although there is some evidence that different groups experience different rates of progression. This article examines progression rates among students studying for the DipSW in England and analyses the factors that influence whether students achieve an award on time (defined as achieving an award without being referred, deferred, failing or withdrawing). The results show that male students, students from a black and minority ethnic group, and students with a self-reported disability have poorer progression rates. However, contrary to the picture in higher education as a whole, older students and students with previously lower levels of educational attainment do not have poorer progression rates. Social work education has important lessons to share with higher-education colleagues in terms of working with an increasingly diverse student group. However, work is needed to identify students at greater risk of non-progression than others and to develop more effective student support strategies.

Keywords: professional training, minority ethnic groups, gender, disability, social work, progression rates, higher education.
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