Exploring Challenges Faced by Students as they Transition to Social Justice Work in the “Real World”: Implications for Social Work

Catherine Distelrath,Kerri Leyda Nicoll,Alice Mishkin,Katie Richards-Schuster,Joseph Galura,Mary C. Ruffolo

doi:10.18060/18526

Abstract

For students who are actively engaged in social justice efforts on their college/university campuses, the transition from a relatively easy platform for engagement to the “real world” can pose significant challenges and create new realities for negotiation. Little is known, however, about the nature of these transitions into post-graduate social justice experiences. Drawing on an open-ended survey of recent graduates (92 respondents, 50% response rate) from a social justice minor in a school of social work, we explore the ways in which respondents described their transitions into social justice work, focusing on a set of key challenges that emerged from our analysis and reflecting on the implications of these challenges for social work practice and future research. Understanding some of the challenges in making this transition will help social work and non-profit administrators to better support this population’s future volunteer, service, and employment needs.

Highlights

LiteratureOver the last several years, higher education in the United States has experienced an increased sense of responsibility for educating young adults not just academically, but civically as well (Bringle, Clayton, Steinberg, & Studer, 2011)
Drawing on an open-ended survey of new graduates who had recently completed a social justice-focused minor within a school of social work, we explore the ways in which respondents described their transitions into the “real world.”
As a field committed to preparing future generations of social justice advocates and change agents, social work – together with allied fields – must continue to seek out practices that support the transition from undergraduate education to steps in social justice engagement, helping graduates to cope, develop, and thrive rather than to burn out in the face of initial challenges

Summary

Literature

Over the last several years, higher education in the United States has experienced an increased sense of responsibility for educating young adults not just academically, but civically as well (Bringle, Clayton, Steinberg, & Studer, 2011). As students have expressed a desire to perform more community work and become more engaged in social justice activities both on and off campus, institutes of higher education have begun working to fulfill that desire, offering an increasing number of service learning courses, civic engagement minors and majors, and co-curricular service and civic engagement activities (Bringle et al, 2011; Colby, Ehrlich, Beaumont, & Stephens, 2003; Steinberg, Hatcher, & Bringle, 2011) As these programs grow and expand, there is a strong desire by social work and other allied fields to support students as they transition out of the college/university environment and adapt to the various ways that social justice activism takes shape in their lives (Flanagan & Levine, 2010; Wendlandt & Rochlen, 2008).

Methods

Limitations and Future

Findings

Conclusion