How Field Liaisons Perceive the Diversity, Equity, and Inclusion (DEI) Matters in Students’ Field Practicum

Bibliographic Data

ID21618906
AuthorsStephanie Lyons (0000-0003-0416-8938, corresponding author), Minjoo Morlan, Vincent R Starnino (0000-0002-7490-4219)
Year2025
Pages1-14
Publication date2025-12-10
Open AccessNo
TypeARTICLE
VenueJournal of Social Work Education (JOURNAL)
Journal identifiersISSN: 1043-7797 • E-ISSN: 2163-5811
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10437797.2025.2584985
OpenAlexW4417209926
LanguageEN
References cited21

An exploratory qualitative study using constructivist grounded theory was conducted in the first quarter of 2023 to examine how practicum education liaisons perceive diversity, equity, and inclusion as it pertains to students’ practicum experience. Fourteen participants from seven universities in the United States were interviewed. An overarching theme of using self-reflexivity for recognizing one’s own positionality and the need for self-growth was identified. While being influenced by external, environmental factors, the combination of the practicum education liaisons’ positionality, the ability to be reflexive, and a commitment to self-growth played significant roles in their work with students. This article offers a conceptual framework that emerged from the data informing the conscious practice of internal reflexive process for practicum education liaisons and the development of infrastructure within schools of social work to influence the fostering of external, environmental factors that affect their students. Recommendations for future research are discussed

Practicum · Qualitative research · Diverse Educational Innovations Studies · Geography Education and Pedagogy · Science Education and Pedagogy · Social Work

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