“Examining the Sense of Belonging Among Black Men In Social Work Education”

Black men in Social Work Education often navigate higher education in isolation and with limited institutional support. Nationally, Black men represent approximately 2% of Social Work degree recipients and only 3% of the professoriate. Despite the urgent need for Black men in the profession to serve diverse client populations and to contribute as academic scholars, the intentional recruitment and retention efforts remain limited. Additionally, there is a glaring gap in the literature examining the experiences of Black men in Social Work Education.

The presenter conducted a qualitative study to explore the lived experiences of 44 Black male Social Work students and faculty, including 17 graduate students and 27 faculty members. All participants self-identified as U.S. citizens of Black/African origin and represented all geographic regions of the United States. The study was guided by the following central questions: 1. As a Black male, what is satisfying about being in Social Work Education? As a Black male, what is dissatisfying about being in Social Work Education? As a Black male, what are the challenges or issues you have experienced in Social Work Education? 4. As a Black male, how do you manage the challenges or issues experienced in Social Work Education?

Data were collected through semi-structured interviews conducted via Zoom and analyzed using Saldana’s coding methods with MAXQDA. Member checking was employed to ensure the accuracy of transcripts and strengthen the credibility of the findings. Guided by Herzberg’s Two-Factor Theory, the study examined factors influencing participants’ sense of engagement, inclusion, and belonging.

Findings reveal persistent and systemic challenges, including professional isolation, workplace inequities, and limited sustained administrative support. A central theme that emerged was the use of coping strategies and peer-to-peer mentoring as critical tools for navigating adversity, sustaining professional engagement, and fostering personal resilience.

These findings underscore the need for Schools and Departments of Social Work to address structural barriers impacting Black men in Social Work Education. The study calls for the development of actionable and measurable strategies that enhance engagement, inclusion, and belonging for Black male students and faculty. By centering coping strategies as a key mechanism, this research contributes to the broader literature on retention, well-being, and professional success among Black men in Social Work Education.

During the presentation, the strategies employed by the participants will be shared, implications for future research and recommendations to address the issues faced by Black males in Social Work Education.