Rethinking Social Work Licensure
Test-Taker Perspectives on Fairness, Relevance, and Reform
DOI:
https://doi.org/10.18060/28616Keywords:
social work licensure, testing disparities, social work education, licensing reform, ASWB examsAbstract
The purpose of this study is to provide insight into the experiences of social workers who have taken an Association of Social Work Boards (ASWB) licensing exam, while exploring the exam’s impact on individuals and offering recommendations for reform. The ASWB exams have faced criticism due to disparities in pass rates, raising concerns about potential bias that disproportionately affects people of color and underrepresented groups. Using a mixed-methods survey distributed via the National Association of Social Workers (NASW) Community Board and the Baccalaureate Program Directors (BPD) listserv, both demographic data and qualitative feedback were collected from 76 social work professionals. Thematic analysis of the responses revealed five key themes: alternative assessment methods, the need for anti-racism, diversity, equity, and inclusion (ADEI) integration in the exams, calls for exam elimination, alignment with Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS), and content relevance to practical skills. The results indicate a need for the ASWB exams to evolve in response to the diverse requirements of social work practice, ensuring the exam protects the public while doing so equitably. This study underscores the importance of revising the licensing process to better align with the values of the profession and the realities of social work practice.
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