Abstract
There is ample evidence that points out that the majority of social work students have little interest in social policy analysis. In this study, the impact a classroombased policy construction exercise had on the interest level in policy of a differentiated sample (N = 43) of MSW students, in which participants were enrolled in either a community- or family-practice program, was measured. Results of a paired samples t-test suggest that the exercise significantly increased the participants' interest in social policy, as t(42) = 2.59, p < .05. When comparing the effects of the intervention on the respective subsamples, only the family-practice group yielded significant results, as t(20) = 2.14, p < .05. The implications this study has for social work educators striving to increase students' interest in social policy, particularly among aspiring micro practitioners, are also discussed.
Published Version
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