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dc.contributor.authorLiu, Ben Chi-pun
dc.date.accessioned2017-06-02T14:42:09Z
dc.date.available2017-06-02T14:42:09Z
dc.date.issued2017-03-01
dc.identifier.citationLiu , B C 2017 , ' Intersectional impact of multiple identities on social work education in the UK ' , Journal of Social Work , vol. 17 , no. 2 , pp. 226-242 . https://doi.org/10.1177/1468017316637220
dc.identifier.issn1468-0173
dc.identifier.otherPURE: 10569027
dc.identifier.otherPURE UUID: 5f803e5a-f17f-4d70-bc2a-b34cd3dd0662
dc.identifier.otherScopus: 85012195881
dc.identifier.urihttp://hdl.handle.net/2299/18273
dc.descriptionThis document is the Accepted Manuscript version of the following article: Ben Chi-pun Liu, ‘Intersectional impact of multiple identities on social work education in the UK’, Journal of Social Work, Vol 17(2): 226-242, March 2017. © 2016 The Author(s). DOI to the published version: 10.1177/1468017316637220. Reprinted by permission of SAGE Publications.
dc.description.abstractSummary: The study reviews the records of 671 social work students and graduates including the seven intakes from the first cohort in 2003/2004 to the intake in 2010/2011 to examine the interacting effect of learning difficulties, ethnicity and gender on the completion of social work training at a university in the South East of England. Findings: Among the students, 79.9% of them were female, 50.1% were black, 27.9% white, 10.7% Asian and 11.3% other ethnicities. A majority of students did not report any disability. Among those who did (n ¼ 84), 52.3% (n ¼ 44) reported a learning difficulty.The percentage of students who have successfully completed the training is 76.4%, a completion rate that is comparable to the UK’s national figure. Having controlled the confounding variables, hierarchical logistic regression identified the risk factor for dropoutfrom undergraduate social work programme as black female students with learning difficulties (odds ratio ¼ 0.100, 95% confidence interval ¼ 0.012–0.862, p < 0.05). Findings suggested that students with multiplicity of identities, i.e. being black and female and with a learning difficulty, have a lower probability to complete the programme successfully. Applications: Strategies for tackling the intersecting disadvantages of race, gender and disabilities in social work training should embrace three principles: providing continuous support, focusing on how the support is provided and addressing contextual and structural barriers.en
dc.format.extent17
dc.language.isoeng
dc.relation.ispartofJournal of Social Work
dc.rightsOpen
dc.subjectSocial work education, learning disability, ethnicity, gender
dc.titleIntersectional impact of multiple identities on social work education in the UKen
dc.contributor.institutionSchool of Health and Social Work
dc.contributor.institutionDepartment of Nursing (Children, Learning Disability and Mental Health) and Social Work
dc.description.statusPeer reviewed
dc.identifier.urlhttp://journals.sagepub.com/doi/pdf/10.1177/1468017316637220
dc.relation.schoolSchool of Health and Social Work
dc.description.versiontypeFinal Accepted Version
dcterms.dateAccepted2017-03-01
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1177/1468017316637220
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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