Looks Matter: Are U.S. Schools of Social Work Representing Diversity on Their Websites?

Abstract

Abstract Public administration researchers have found that passive diversity leads to active diversity. However, whether this relationship holds in schools of social work is uncertain. Understanding this relationship in schools of social work can inform methods used by schools of social work to foster diversity and inclusion. Authors examined the relationship between passive and active diversity representation among 31 randomly selected school of social work websites. Quantitative content analysis revealed that the three most common passive diversity characteristics were (1) having tenure-track faculty of color, (2) images of diverse persons, and (3) faculty with diversity-focused research. The top three active diversity characteristics were (1) no GRE admissions requirement, (2) a woman dean/director, and (3) scholarship/fellowships opportunities. Least represented were student demographics and pronouns in faculty profiles. Most notable bivariate findings were the positive associations between a dean/director of color and tenured faculty of color and the relationship between faculty with diversity-focused research and tenured faculty of color. Greater representation of deans/directors of color in schools of social work is critical for the career advancement of faculty of color. To attract more faculty of color, schools of social work should use their websites to promote hiring opportunities for scholars conducting diversity-focused research. Future research exploring additional diversity characteristics on schools of social work websites and whether these characteristics translate to more inclusive environments is needed.