Perceived Impact of Social Work Curriculum on Preparation for Social Work Licensing Exam Among Graduates of an HBCU

Background and Purpose: Social work licensure is a critical milestone following completion of the Master of Social Work (MSW) degree, ensuring professional competence and protecting the public. Recent data from the Association of Social Work Boards (ASWB) highlight persistent racial and age disparities in licensure outcomes, with Black and older examinees disproportionately affected. These disparities are especially salient for Historically Black Colleges and Universities (HBCUs), where most graduates identify as Black. Despite accreditation standards designed to ensure competency, a gap remains between educational preparation and licensure success.

The purpose of this study was to examine alumni perceptions of preparedness for the licensure examination and identify program factors associated with perceived readiness. The primary research question was: To what extent are course content practicality, course content relevance, and course facilitation associated with perceived preparedness? It was hypothesized that all three domains would be positively associated with perceived preparedness.

Methods: This study used a quantitative, non-experimental, correlational design. The target population included approximately 300 alumni from an HBCU MSW program (2012–2025). A non-probability, voluntary response sample yielded 50 participants (48 complete cases).

Data were collected via an online Qualtrics survey distributed through email invitations with follow-up reminders. The survey measured three independent variables: course content practicality, course content relevance, and course facilitation by faculty, using Likert-scale items. The dependent variable was self-reported perceived preparedness for the licensure examination.

Data were analyzed using SPSS. Descriptive statistics summarized sample characteristics. Likert responses were dichotomized (agree/disagree) due to skewed distributions. Chi-square tests examined associations between program domains and perceived preparedness, with significance set at p < .05.

Results: Participants were primarily female (90%), employed full-time, and engaged in direct practice. Most graduated between 2020 and 2025 (64.6%). Among respondents, 66% took the LMSW exam (93.9% pass rate; 72.7% first-attempt pass), and 26% took the LCSW exam (30.8% pass rate; 35.7% first-attempt pass).

Descriptive findings indicated that 86% of respondents perceived course content as practical, 70% as relevant, and 64% reported satisfaction with course facilitation.

Chi-square analyses revealed no statistically significant associations between perceived preparedness and practicality, relevance, or course facilitation (p > .05). No significant associations were found with graduation year or exam type.

However, consistent descriptive patterns emerged. Respondents who felt prepared reported higher agreement across all domains (approaching 100%), whereas those not prepared reported lower agreement (approximately 50%–87.5%). Limited variability in responses may have reduced statistical significance.

Conclusion and Implications: Although no statistically significant associations were identified, consistent patterns suggest that positive educational experiences are linked to greater perceived preparedness. Course content alone may be insufficient; the broader educational experience, including instructional delivery and faculty engagement, appears influential.

Implications for practice include integrating licensure preparation more intentionally into MSW curricula and strengthening faculty–student engagement. Policy implications include improving alignment between accreditation standards and licensure expectations and expanding access to preparation resources, particularly in HBCU contexts.

Future research should use larger samples and examine specific instructional strategies and curriculum models associated with licensure success.