Study of Student Perspectives on Financial and Economic Content in the Social Work Curriculum.
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| Title: | Study of Student Perspectives on Financial and Economic Content in the Social Work Curriculum. |
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| Authors: | Hageman, Sally A., Loke, Vernon, Birkenmaier, Julie, Cheon, Ji Hyang |
| Source: | Journal of Social Work Education. Summer2025, Vol. 61 Issue 3, p345-356. 12p. |
| Subjects: | Social workers, Professional practice, Socioeconomic factors, Course evaluation (Education), Social services, Statistical sampling, Social work education, Descriptive statistics, Age distribution, Students, Curriculum planning, Financial management, Research, Student attitudes, Psychiatric social work |
| Abstract: | The "Financial Capability for All" and "Reduce Extreme Economic Inequality" Grand Challenges highlight the need for social work to address financial and economic issues. While there is growing interest in integrating financial and economic content into social work education, curricular change is challenging. This study examines social work students' perceptions of the importance of financial and economic content (FEC) in practice (N=466). Results show that younger students (under age 25) and those in mental health practice are less likely to view FEC as important. The study discusses implications for curriculum, practice, policy, and future research. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The "Financial Capability for All" and "Reduce Extreme Economic Inequality" Grand Challenges highlight the need for social work to address financial and economic issues. While there is growing interest in integrating financial and economic content into social work education, curricular change is challenging. This study examines social work students' perceptions of the importance of financial and economic content (FEC) in practice (N=466). Results show that younger students (under age 25) and those in mental health practice are less likely to view FEC as important. The study discusses implications for curriculum, practice, policy, and future research. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10437797 |
| DOI: | 10.1080/10437797.2025.2475195 |
