A recent report from Defending Education has found more than half of collegiate social work programs appear to embed anti-racism and diversity, equity and inclusion standards into their core competencies, admissions requirements and field work evaluations.
This is not by accident. The sole accreditor of these schools, the Council on Social Work Education, requires adherence to these standards.
This means, in practice, that left-wing ideologies—many of which promote discrimination on the basis of race—are de facto orthodoxy in most of the nation’s social work programs, just so the institution can remain accredited.
This accreditation is required for graduates of these programs to gain licenses necessary to work in their fields.
So, what are students in college and graduate school learning in their social work programs?
At the University of Alaska Anchorage, applicants are evaluated on their “demonstration of social work values, ethics, and commitment to social justice, diversity, and anti-racism.”
California State University Dominguez Hills proudly states that its program is “grounded in Critical Race Theory and Intersectionality.”
Most Americans rightfully think social work is about improving the lives of others, not promoting a political ideology. Both students in social work programs, as well as parents of students in K-12 schools, have reason to be concerned.
Politicizing of these social work programs by their accreditor, the CSWE is failing students who are pursuing degrees in social work in multiple ways.
Before students are even admitted to their programs, schools are encouraged to evaluate them on ideological alignment instead of academic readiness.
For example, at the University of Maine, applicants to their school of social work must write an essay describing their “commitments to anti-racism, diversity, equity, and inclusion and plans to advance them through graduate study in social work and professional practice as a social worker.”
Instead of evaluating a student’s readiness for their programs, these programs administer a litmus test of ideological conformity.
The failings only continue once students are accepted.
To be accredited by the CSWE, programs are required to “recognize the pervasive impact of White supremacy and privilege and prepare students to have the knowledge, awareness, and skills necessary to engage in anti-racist practices.”
At Arizona State’s school of social work, this includes direct evaluation of a student’s ability to “demonstrate anti-racist and anti-oppressive social work practice at the individual, family, group, organizational, community, research, and policy levels.”
Yet again, these programs demonstrate a commitment to encourage a specific ideology—pushed by their sole accreditor—as opposed to pursuing excellence in the skills and practices required to be a competent and effective social worker.
But how do woke college programs impact K-12 schools?
As the youth mental health crisis worsens, parents, teachers and administrators are scrambling for solutions. Many school districts are hiring more school social workers, hoping that increased individualized support will help students both emotionally and academically.
As districts expand their social work staff, these new hires are required to have a degree from programs steeped in critical race theory and harmful DEI ideology.
Do we really think they just check that bias at the school gates?
If college programs train social workers to “understand and identify white supremacy,” is it realistic to assume they won’t start seeing it everywhere once they enter a school setting?
If they are taught to “radically shift dominant narratives which often obscure and constrain BIPOC expressions and insights” why wouldn’t they attempt exactly that once employed at an elementary school?
The CSWE has ensured that anti-racism, DEI and “anti-oppressive” ideology is embedded in most social work programs across the country, making it a near certainty that families will encounter social workers who prioritize ideology over wellbeing.
This isn’t just a problem in higher education it’s an urgent K-12 issue as well.
