phd in social work eligibility

College of Education and Human Development

School of Social Work

PhD in Social Work

Established in 1946, our program is one of the oldest in the United States, and develops a mentoring partnership between nationally prominent faculty and students to promote knowledge and skills in theory development and community-based research. The research productivity of our faculty was ranked 20th out of 76 U.S. social work doctoral programs in a recent study 

Our graduates include internationally recognized scholars in diverse areas of study. Alumni go on to faculty and academic leadership roles in schools of social work around the world, as well as agency and program directors, and high-level servants in federal, state, and local government agencies. 

Learn about the PhD program in social work at the University of Minnesota, Twin Cities

Scholarship, research, and teaching which contribute to the knowledge base of social work and foster a just, nurturing, inclusive society.

Program Highlights

• Highly productive faculty. Collaborate with our faculty and research and training centers to conduct, write, and publish research in child welfare, aging, mental health, violence prevention, health disparities, social welfare policy, international social work, work with immigrants and refugees, and other social work related research areas.
• Generous funding for PhD students. The majority of our students receive a four-year funding package that covers tuition, health insurance, and a stipend. Many students also secure dissertation fellowships, and we help students secure assistantships for funding for their fifth year.
• Teaching and professional development. Gain skills in teaching and curriculum development. We provide doctoral colloquia focusing both on current research and professional and career development.
• Diverse student body. Our graduate students come from Minnesota, across the nation, and from around the world, giving the learning and research experience depth and breadth in lived experiences and perspectives.
• Structured research mentoring experiences. Our PhD program relies heavily on a mentoring model, and PhD students work closely with faculty members throughout the program. Mentoring is seen as a vital part of the teaching and learning process within the doctoral program. 

Fall 2023 Applications

Please note: the application deadline was December 1, 2023

Program Outline

Students take two years of coursework both inside and outside the School of Social Work, including required courses in research methods, statistics, theory, history, policy and teaching, as well as supporting program courses from across the university. Students typically complete their preliminary examinations and defend their dissertation proposal, and then complete their dissertation in their fourth or fifth year.

Careers of Social Work PhD Graduates

This is a selected list of institutions where recent University of Minnesota School of Social Work graduates have found positions:

Research Universities

• State University of New York at Buffalo
• Tulane University
• University of Arkansas
• University of Kansas
• University of Memphis
• University of Texas
• University of Utah
• Virginia Commonwealth University

Teaching Universities

• Augsburg University
• California State University - Chico
• Colorado State University - Pueblo
• Providence College
• Radford University 
• University of Wisconsin - Green Bay

Institutes and Foundations

• Institute on Community Integration, University of Minnesota
• Health Partners Research Foundation
• Minnesota Minority Education Partnership

Applied/Administrative Positions

• Children’s Defense Fund
• Minnesota Department of Human Services
• NASW-MN  

International Universities

• National University Taiwan
• Tel Aviv University
• Self-Directed Services for the Long-Term Supports of Adults with Intellectual and Developmental Disabilities: A Propensity Score Matching Analysis
• Social Work, Intractable Conflict and Professionalism: A Case Study of Jewish-Israeli Social Work Practice
• Omayeletumbulo [wisdom sayings] as a Pathway to School Engagement for Young Mothers in Rural Namibia
• County Exemption from Social Work Licensure in Minnesota: Understanding the Past and Present to Affect the Future
• Animal-Assisted Interactions for College Student Mental Health and a Conceptual Model of Practice
• Environmental Effects on Cognitive Health in Older Adults: Insights for Long-Term Care Services
• “This is how we show up for our relatives”: Understanding How Indigenous Relative Caregivers Embody Traditional Kinship to Resist the Colonial Child Welfare System
• Perceived Discrimination and Depressive Symptom Trajectories of Middle-aged and Older Adults with Chronic Diseases
• Student Stories of Resilience After Campus Sexual Assault
• How do Contextual Factors and Family Support Influence Disclosure of Child Sexual Abuse During Forensic Interviews and Service Outcomes in Child Protection Cases?
• Moral Injury Among Professionals in K-12 Education: A Mixed Methods Inquiry
• Making Sense of Poverty in Child Welfare: A Grounded Theory Informed Study of Public and Tribal Child Welfare Workers' Poverty Constructions, Perceptions of Causes, and Praxis
• Neighborhood Social Capital and the Health and Health Risk Behavior of Adolescent Immigrants and Non-Immigrants

Sampling of PhD Student Publications

Our PhD students routinely co-author with faculty and other researchers at the School of Social Work and across campus. Nearly all PhD students graduate with multiple peer reviewed articles, multiple presentations at national/international research conferences, and teaching experience as the instructor of record of undergraduate or graduate courses. The following is just a sampling of the recent peer-reviewed articles published by our students, either as sole author or in collaboration with others.

Carlson , W. C. (2023). Implementation challenges of T visa eligibility for human trafficking survivors: a role for social work. Social Work , 68(3), 222-229.

Flangan, S. , Sterman, J., & Merighi, J. R., Batty, R. (2023). Bridging the gap – How interprofessional collaboration can support family-centered emergency preparedness: An exploratory qualitative study. BMC Public Health, 23(1):777.

Haight, W. L., Suleiman , J. , Flanagan , S. K. , Park, S. , Soltani, L. J. , Carlson, W. C. , Otis , J. R. , & Turck, K. S. (2023). Reflections on social work education during the COVID-19 pandemic: Experiences of faculty members and lessons moving forward. Qualitative Social Work , 22(5), 938-955.

Samimi, C., Jefferson, N., Flanagan , S. , & Anyon, Y. (2023). Intersections of disproportion: A critical quantitative examination of dis/ability and gender in Black students’ school discipline outcomes. The Urban Review , 1-20.

Soffer-Elnekave , R. , Haight, W., Nashandi , N. J. , Cho, M., Suleiman , J. , & Park , S. (2023). Re-orienting narratives of moral injury towards positive development: The experiences of emerging adults with child welfare histories. Children and Youth Services Review , 149, 106922.

Soria, K. M., Horgos , B. , & Shenouda, J. D. (2023). Disparities in college students’ financial hardships during the Covid-19 pandemic. Journal of Student Affairs Research and Practice , 60(1), 31-48.

Toft, J., Lightfoot, E., Calhoun, M ., Choy-Brown, M., Merighi, J. R., Renner, L. M., Soffer-Elnekave, R. , Mendel, J., & Marsalis, S. (2023). Effects of neoliberalism on social work practice in the United States: A scoping review. Social Work Research , 47(2), 99-110. 

Renner, L. M., Driessen, M. C. , & Lewis-Dmello, A. (2022). An evaluation of a parent group for survivors of intimate partner violence. Journal of Family Violence , 37(2), 247-259.

Soria K., Horgos B ., Roberts B.J. (2022). The COVID‐19 pandemic and students’ mental health. New Directions for Student Services, 176, 37-45. 

Lee, M. H., Hong, S., & Merighi, J. R. (2021). The effect of fatalism on mammography use in Korean American women. Health Education & Behavior , 49(4), 740−749.

Lightfoot, E., Yun, H. , Moone, R., Otis, J ., Suleiman, K., Turck, K ., & Kutzler, C. (2021). Changes to family caregiving of older adults and adults with disabilities during COVID-19. Gerontology and Geriatric Medicine , 7, 1-8.

Mervis, J. E., Fischer, J ., Cooper, S. E., Deckert, A. C., Lysaker, P. H., MacDonald III, A. W., & Meyer-Kalos, P. (2021). Introspective accuracy for substance use across a year of treatment for first episode psychosis. Schizophrenia Research: Cognition , 26, 100200.

Renner, L. M., Hartley, C. C., & Driessen, M. C. (2021). Provider, caretaker, nurturer, hero: Perceptions of parenting changes among women who experienced intimate partner violence. Journal of Child and Family Studies , 30(9), 2191-2203.

Soria, K., & Horgos, B. (2021). Factors associated with college students’ mental health during the COVID-19 pandemic. Journal of College Student Development, 62(2), 107-113. 

An, S., Lee, H. Y., Choi, Y. J., & Yoon, Y. J. (2020). Literacy of breast cancer and screening guideline in an immigrant group: importance of health accessibility. Journal of Immigrant and Minority Health , 22, 563-570.

Lightfoot, E., Zheng, M ., & DeZelar, S . (2021). Substantiation of child maltreatment among parents with disabilities in the United States. Journal of Public Child Welfare , 15(5), 583-596.

Renner, L. M., Driessen, M. C. , & Lewis-Dmello, A. (2020). A pilot study evaluation of a parent group for survivors of intimate partner violence. Journal of Family Violence , 35, 203-215.

Cho, M. , Haight. W., Choi, W. S., Hong, S. H., & Piescher, K. (2019). A prospective, longitudinal study of risk factors for early onset of delinquency among maltreated youth.Children and Youth Services Review, 102, 222-230.

Choi, Y. J., Lee, H. Y., An, S., Yoon, Y. J. , & Oh, J. (2019). Predictors of cervical cancer screening awareness and literacy among Korean-American women. Journal of Racial and Ethnic Health Disparities, 7(1), 1–9.

Driessen, M. C. (2019). Campus sexual assault policies: A feminist policy analysis framework. Affilia, 35(3) 1-16. doi:10.1177/0886109919878273

Driessen, M. C. (2019). Campus sexual assault & student activism, 1970-1990. Qualitative Social Work, 19(3), 1-16. doi:10.1177/1473325019828805

Emery, C. R., Wu, S., Eremina, T., Yoon, Y. J. , Kim, S., & Yang, H. (2019). Does informal social control deter child abuse? A comparative study of Koreans and Russians. International journal on child maltreatment: research, policy and practice, 2(2), 37–54.

Gibson, P., Haight, W., Cho, M., Nashandi, N. J., & Yoon, Y. J. (2019). A mixed methods study of Black Girls' vulnerability to out-of-school suspensions: The intersection of race and gender. Children and Youth Services Review, 102, 169–176.

Haight, W., Waubanascum, C., Glesener, D. , Day, P., Bussey, B., & Nichols, K. (2019). The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through Indigenous social work education. Children and Youth Services Review, 100, 156-166.

Kiesel, L, DeZelar, S. & Lightfoot, E. (2019). Equity in social work employment in the United States: Opportunity and challenges for social workers with disabilities. Disability & Society.

Kivnick, H. Q., Driessen, M. C., Santavasy, C. , Wardwell, C., & Davis, L. D. (2019). “Who’s Been Putting Socks in My Drawer?” Narrative case study of an elder role model. The Gerontologist, 1-10. doi:10.1093/geront/gnz114

Lee, H.Y., Beltran, R.M. , Kwon, M., Kim, G.N., Lee, D.K. (2019). Racial disparities in cervical cancer screening: Implications for relieving cervical cancer burden in Asian American Pacific Islander women. Cancer Nursing: An International Journal for Cancer Care.

Lightfoot, E. & DeZelar, S . (2019). Social work with parents with disabilities: Historical interactions and contemporary innovations. Social Work Review, 2, 1-10.

Lightfoot, E., Franklin, C., & Beltran, R . (2019). Preparing for the academic job market: A guide for social work doctoral students and their mentors. Journal of Social Work Education.

Newman, T., Okamoto, K. , Kimiecik, C., Sohns, E., Burns, M., & Magier, E. (2019). The role of social workers in sport: Shared values and opportunities for interprofessional collaborations. Journal of Sport Psychology in Action, 10(3), 160-173.

Renner, L. M., & Driessen, M . C. (2019). Siblings who are exposed to child maltreatment: Practices reported by county children's services supervisors. Journal of Public Child Welfare, 13(5), 491-511. doi:10.1080/15548732.2018.1514350

An, S., Choi, Y. J., Lee, H. Y., Yoon, Y. J. , & Platt, M. (2018). Predictors of breast cancer screening among Korean American women: Is having an annual checkup critical? Asian Pacific Journal of Cancer Prevention, 19(5), 1281–1286.

Bayless, S. D., Jenson, J. M., Richmond, M. K., Pampel, F. C., Cook, M., & Calhoun, M. (2018). Effects of an afterschool early literacy intervention on the reading skills of children in public housing communities. Child & Youth Care Forum, 47, 537-561.

DeZelar, S. , & Lightfoot, E. (2018). Use of parental disability as a removal reason for children in foster care in the US. Children and Youth Services Review, 86, 128-134.

Fink, A. (2018). Bigger data, less wisdom: The need for more inclusive collective intelligence in social service provision. AI & Society, 33, 61-70.

Haight, W., Waubanascum, C., Glesener, D. , & Marsalis, S. (2018). A scoping study of Indigenous child welfare: The long emergency and preparations for the next seven generations. Children and Youth Services Review, 93, 397-410.

Jenson, J. M., Veeh, C., Anyon, Y., St. Mary, J., Calhoun, M. , Tejada, J., & Lechuga-Peña, S. (2018). Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods: A quasi-experimental study. Children and Youth Services Review, 88, 211-217.

Kiesel, L., DeZelar, S. & Lightfoot, E. (2018). Challenges, barriers and opportunities: Social workers with disabilities and experiences in field education. Journal of Social Work Education. 54(4), 696-708.

Lee, H. Y., Choi, Y. J., Yoon, Y. J. , & Oh, J. (2018). HPV literacy: The role of English proficiency in Korean American immigrant women. Clinical Journal of Oncology Nursing, 22(3), E64–E70.

Lightfoot, E. & LaLiberte, T. & Cho, M. (2018). Parental supports for parents with disabilities: The role of informal supports.Child Welfare, 96(4), 89-110.

Merighi, J. R., Zheng, M. , & Browne, T. (2018). Nephrology social workers' caseloads and hourly wages in 2014 and 2017: Findings from the National Kidney Foundation Council of Nephrology Social Workers Professional Practice Survey. Journal of Nephrology Social Work, 42(1), 31−59.

St. Mary, J., Calhoun, M. , Tejada, J., & Jenson, J. M. (2018). Perceptions of academic achievement and educational opportunities among Black and African American youth. Child and Adolescent Social Work Journal, 35(5), 499-509.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2017). “Basically, I look at it like combat”: Reflections on moral injury by parents involved with child protection services. Children and Youth Services Review, 82, 477-489.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2017). Everyday coping with moral injury: The perspectives of professionals and parents involved with child protection services. Children and Youth Services Review, 82, 108-121.

Haight, W., Sugrue, E., Calhoun, M. (2017). Moral injury among child protection professionals: Implications for the ethical treatment and retention of workers. Children and Youth Services Review, 82, 27-41.

Hewitt, A., Stancliffe, R., Hall-Lande, J., Nord, D., Pettingell, S., Hamre, K. , Hallas-Muchow L. (2017). Characteristics of adults with Autism Spectrum Disorder who use residential services and supports through adult developmental disability services in the United States. Research in Autism Spectrum Disorders.

Horn, T. L. , Piescher, K., Shannon, P. J., Hong, S., & Benton, A. (2017). Experiences of Somali and Oromo youth in the child protection system. Children and Youth Services Review.

Kayama, M., Haight, W., Ku, M. L. M., Cho, M. , & Lee, H. Y. (2017). East Asian and U.S. educators' reflections on how stigmatization affects their relationships with parents whose children have disabilities: Challenges and solutions. Children and Youth Services Review, 73, 128-144.

Khuu, B. P. , Lee, H. Y. (2017). Health literacy and associated factors among Hmong American immigrants. Journal of Community Health, 1-8.

Kim, Y.S., Lee, H.Y., Lee, M.H., Simms, T. , & Park, B.H., (2017). Mental health literacy in Korean older adults: A cross-sectional survey. Journal of Psychiatric and Mental Health Nursing. doi: 10.1111/jpm.12395

Lightfoot, E. & LaLiberte, T. & Cho, M. (2017). A case record review of termination of parental rights cases involving parents with a disability. Children and Youth Services Review, 79, 399-407.

Sugrue, E. & Lightfoot, E. (2017). Preschool Policymaking by Stealth: Application of an Alternative Framework for the Policy Process. Journal of Policy Practice. DOI: 10.1080/15588742.2016.1266982

Carlson, J., Nguyen, H. , and Reinardy, J. (2016). Social justice and the capabilities approach: Seeking a global print for EPAS. Journal of Social Work Education, 52, Issue 3.

Haight, W., Bidwell, L., Choi, W. S., & Cho, M. (2016). An evaluation of the Crossover Youth Practice Model (CYPM): Recidivism outcomes for maltreated youth involved in the juvenile justice system. Children and Youth Services Review, 65, 78-85.

Haight, W., Kayama, M., Ku, M. L., Cho, M. , & Lee, H. Y. (2016). Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 1: Defining the problem in cultural context. Children and Youth Services Review, 70, 214-228.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2016). A scoping study of moral injury: Identifying directions for social work research. Child and Youth Services Review, 70, 190-200.

Hoffman, S. J., Robertson, C. L., Shannon, P. J., Cook, T.L. , Letts, J., & Mathiason, M. A. (2016). Physical Correlates of Torture Exposure in Karen Refugees. Journal of Loss and Trauma, 1-15.

Kayama, M., Haight, W., Ku, M. L. M., Cho, M. , & Lee, H. Y. (2016). Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 2: Solutions. Children and Youth Services Review, 70, 403-418.

Khuu, B. P. , Lee, H.Y., Zhou, A.Q., Shin, J. & Lee, R.M., (2016) Healthcare providers’ perspectives on parental health literacy and child health outcomes among Southeast Asian American immigrants and refugees, Children and Youth Services Review, 67 (2016) 220–229. doi: 10.1016/j.childyouth.2016.06.006

Lightfoot, E., Blevins, J. , Lum, T. & Dube, A. (2016). Cultural health assets of Somali and Oromo immigrants in the United States: Findings from a community-based participatory research project. Journal of Health Care for the Poor and Underserved, 27(1), 252-260.

Lightfoot, E. & DeZelar, S. (2016). The experiences and outcomes of children in foster care who were removed because of a parental disability. Children and Youth Services Review, 62, 22–28.

Lightfoot, E., Nienow, M., Moua, K., Colburn, G. , & Petri, A. (2016). Insights on professional identification and licensure from community practice social workers. Journal of Community Practice, 24 (2), 123-146. http://dx.doi.org/10.1080/10705422.2016.1165328

McCleary, J., Shannon, P. J., Cook, T. (2016) Connecting refugees to substance use treatment: A qualitative study. Social Work and Public Health, 31(1), 1-. 10.1080/19371918.2015.1087906.

Shannon, P.J., Vinson, G.A., Cook, T.L. , Lennon, E. (2016). Characteristics of successful and unsuccessful mental health referrals of refugees. Administration and Policy in Mental Health and Mental Health Services Research, 43(4), 555-568. doi:10.1007/s10488-015-0639-8

Simms, T. (2016). Statutory compensation for the wrongly imprisoned. Social Work, 61, 155-162. doi: 10.1093/sw/sww003

Yang, H., Yoon, Y. J. , Jeong, B., & Emery, C. R. (2016). The effects of parental abuse and aggression on mobile phone dependency: Focused on the moderated mediation effect of youth activity. Youth Facilities and Environment, 14(2), 5–15.

Doctor of Philosophy

NYU Silver School of Social Work’s PhD program prepares students to become leading researchers and educators in the promotion of social justice and the health and well-being of marginalized communities nationally and globally.

Our intensive doctoral training competitively positions graduates for top-tier academic and research opportunities—such as faculty positions at leading research universities—cultivating the next wave of independent investigators, scholars, and social work leaders. Building on Silver’s nationally recognized strength in intervention and implementation research and our focus on addressing inequities, the PhD program prepares students to make their own unique contributions to the field of social welfare. 

Our rigorous coursework educates students in classic and contemporary theory, cutting-edge quantitative, qualitative and mixed methodologies, and specialized learning in their substantive areas. The opportunity to take electives within the larger university allows students to explore further their areas and methodologies in an interdisciplinary classroom. NYU Silver also prepares students to be educators through training, including in anti-racist pedagogies, and hands-on experience teaching BSW and MSW level courses.

At the heart of our program is the mentored research practicum offering students the opportunity to put their learning into practice. NYU Silver PhD students are paired from day one with a research mentor as part of our  personalized mentoring program , helping them develop competencies in core research, scholarship, and teaching areas.  NYU Silver  Faculty  are renowned for their expertise in several key research areas, including racial and social justice, behavioral health services, child welfare, and aging. Being part of a large Global Network University and located in the diverse and dynamic city of New York, NYU Silver offers an unparalleled environment for the study of areas critical to local, national and global well-being. 

In fact, PhD Program Director Dr.  Rohini Pahwa was recently awarded a  five-year, $3.1 million grant from the National Institute of Mental Health  to gain insight into the factors that influence the social networks and and mental health services use of Black and Latinx people with serious mental illnesses. 

Associate Professor of Social Work and PhD Program Director

“I chose NYU Silver for my PhD . . .

because of the program’s emphasis on preparing students to become leading researchers and educators in the health and well-being of marginalized communities and in the promotion of social justice.”

Sabrina Cluesman, PhD candidate and recipient of a NIDA Ruth L. Kirschstein National Research Service Award (F31)

In an Emerati Women’s Day video from the United Arab Emirates (UAE) Embassy in Washington, DC, PhD student  Layla Al Neyadi  discusses her inspiration to seek her degree at NYU Silver and her aspiration to improve mental health policy and services for her fellow Emiratis:

Please email the doctoral program office or call (212) 998-5941 for additional information.

PhD Program

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Preparing scholars to engage in innovative research for social impact

The doctoral program at ASU is designed to prepare social work scholars for leadership in social work research, education, service, and practice. Graduates enter careers in applied research that enhance human well-being, particularly among oppressed and vulnerable populations, and educate the next generation of social workers. Our graduates play key roles in integrating diversity in their research and education activities. Our doctoral program provides an individualized program of study that nurtures students’ curiosity and creativity in pursuit of their intellectual passions. We offer an interdisciplinary curriculum that gives students a unique degree of intimacy and breadth of choice. The School of Social Work welcomes inquiries from students exploring the Ph.D. program. We are pleased to arrange personalized meetings with prospective applicants, either by phone or in-person, as well as schedule campus tours. Interested individuals are encouraged to contact David Androff at [email protected].

Program Overview

Over two years, PhD students take courses in social work quantitative, qualitative, and intervention research methodologies as well as in social work theory, history, policy, and pedagogy. During this time students collaborate closely with faculty in individual research projects. Students work independently with faculty mentors as they conduct original and applied research projects for their dissertations. Along the way, students have the opportunity to gain experience in social work education by teaching undergraduate and graduate classes. Our PhD students do not compete with each other for their spots in our program. We aim for every student who is admitted to our program to graduate successfully within four to five years.

Mission The mission of the PhD Program in the School of Social Work at Arizona State University is to prepare scholars to engage in innovative research for social impact.

Purpose The purpose of the doctoral program in social work is to train social work scholars for leadership in social work research, education, service, and practice. Graduates enter careers in applied research that enhance human well-being, particularly among oppressed and vulnerable populations, and educate the next generation of social workers. Given the cultural and economic diversity of the Southwest, our program also strives to elaborate the human potential embedded in our region's distinct experiences and perspectives. Our graduates play key roles in integrating diversity in their research and education activities. Our doctoral program provides an individualized program of study that nurtures students’ curiosity and creativity in pursuit of their intellectual passions. We offer an interdisciplinary curriculum that gives students a unique degree of intimacy and breadth of choice. Doctoral courses are small and taught by School of Social Work faculty. Additionally, students select electives among a repertoire of courses across Arizona State University to customize their course of study according to their substantive interests.

Diversity, Equity and Inclusion Statement

Arizona State University welcomes all students, regardless of race/ethnicity, gender identities, gender expressions, sexual orientation, socioeconomic status, age, disabilities, regional background, veteran status, citizenship status, nationality and other diverse identities. The ASU Social Work PhD Program is working to advance inclusive doctoral education. In 2021 a PhD Program subcommittee formed to conduct an antiracist review of the program. 

Reviewing the list of research centers and offices, along with the research interests of  individual faculty  will provide a sense of the extensive range of possibilities our doctoral program has to offer.  Click here for a complete list of our research collaboratives housed within the School of Social Work.

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PHD, Social Work

The PhD program produces scholars who work interdisciplinarily through epistemologically diverse, research-intensive study and prepares future social work educators through instruction in sound pedagogical practice and mentored experiential learning.

Degree Type: Doctoral

Degree Program Code: PHD_SOWK

Degree Program Summary:

The University of Georgia PhD Program in Social Work provides the professional social worker the opportunity to gain advanced training in scientific research and program evaluation skills, for the purposes of developing knowledge that promotes social justice. The mission of the PhD Program draws upon two important areas of concern to the profession of social work: evidence-based knowledge about human behavior and social problems, and the applications of such knowledge through practice. Recognizing that MSW education is designed to prepare practitioners for our field, the emphasis of the PhD Program is upon the development and dissemination of evidence-based knowledge to undergird effective practice throughout the profession.

The Ph.D. Program at the UGA School of Social Work began in 1990 and has produced over 90 graduates, most of whom have gone on to assume academic, research or administrative positions. The program prepares social work professionals for careers in academic research settings and for practice in program evaluation and other forms of scientific research in the public and private sectors. The overall goals are to help students acquire the research skills necessary to develop original research studies that have direct applications to social work practice. In addition, we emphasize learning about teaching so that our graduates are able to provide quality instruction to the next generation of social work students.

Curriculum:

The Ph.D. curriculum is a series of required research courses, two research practica, other courses in the School of Social Work, three courses in statistics and advised cognates taken outside the School. Ph.D. students also sign up for course hours that match the following events: Comprehensive Examinations, Prospectus Defense, and Dissertation Defense. While there has been great variance in the length of time needed to finish the program, future full-time students should plan to complete the Ph.D. Program in 3-4 years. We also offer a part-time option that uses individual advisement to plan the student’s program of study.

Locations Offered:

Athens (Main Campus)

College / School:

School of Social Work

279 Williams Street Athens, GA 30602

706-542-3364

Graduate Coordinator(s):

Rachel Fusco

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PhD in Social Welfare

Berkeley Social Welfare’s doctoral program is designed to inspire independence and originality of thought in pursuit of knowledge. We develop scholars who make significant contributions to social work and social welfare teaching, research, policy development and analysis, and administration.

Our doctoral students are trained and equipped with the knowledge of professional practices, policies and programs required to address a wide range of contemporary societal problems. In addition to providing the educational climate conducive to creating innovative research scholars, we also train future educators who can inspire the next generation of social work practitioners and researchers.

Nationally and internationally recognized as leaders in their fields, our pre-eminent faculty conducts cutting-edge research on major issues facing California, the U.S. and the world. Berkeley Social Welfare has more faculty fellows of the American Academy of Social Work and Social Welfare than any other school.

Doctoral Studies in Social Welfare

Social Welfare doctoral students design and pursue an individualized program of work tailored to their intellectual interests, and aligned with specialized research areas of faculty mentors and supervisors from Berkeley Social Welfare, and additional distinguished departments across the Berkeley campus.

Doctoral coursework includes seminars in research methods, statistics, theory and other related areas. Required courses for doctoral students focus primarily on research methodology. In addition, students enroll in elective courses, seminars, and independent tutorials useful for mastering selected fields of study, preparing for the qualifying examination, and developing competence in research methods. For specific degree requirements and descriptions of courses offered, please see the Berkeley Academic Guide to Social Welfare .

Students are also encouraged to select courses from the rich and varied offerings in other University departments. Doctoral students at Berkeley are required to include faculty from outside their major discipline on qualifying and dissertation committees; and Social Welfare PhD students have access to world-class Berkeley faculty in top-ranked programs.

A minimum of three years is necessary to complete the program (two years of full-time course work and one year for the dissertation), although most students require a longer period. In Social Welfare, it is expected that all doctoral students will complete the PhD degree within ten semesters, having taken the Qualifying Exam by the end of the third year and filed the dissertation by the end of the fifth year.

Combined MSW/PhD Degree Program

A Combined MSW/PhD Program option is also available specifically for individuals who possess a strong interest in and exceptional capacity for research and scholarly work; and who wish to pursue a continuous program of graduate study leading to the MSW and the PhD degrees.

Admission to the PhD Program

Berkeley Social Welfare prefers applicants to doctoral study who hold a master's degree in social work or social welfare, or have comparable preparation in a closely related field, and who show evidence of intellectual and other qualifications essential to successful doctoral study. In reviewing applications we seek to determine whether the applicant's particular objectives can be met in our doctoral program at Berkeley. Please note that we are  pausing doctoral admissions, including our Combined MSW/PhD program, for entry to the 2025-2026 academic year.

For complete admission requirements and application instructions, please visit PhD Admissions .

Tuition, Fees and Financial Aid

Berkeley PhD students pay UC Berkeley Graduate Academic Fees. For current rates please visit the Office of the Registrar's Fee Schedule .

Berkeley Social Welfare offers a competitive funding package for newly admitted doctoral students that will typically include three years of departmental support, plus an additional year of support from the Graduate Division Doctoral Completion Fellowship available upon becoming eligible. Doctoral support packages normally include payment of tuition and fees (including student health insurance), plus an annual allowance for living expense support (currently estimated at $28,000 per academic year), funded through a combination of academic student employment as a Graduate Student Instructor (GSI) and/or Graduate Student Researcher (GSR), and university or departmental fellowship award(s).

For more information about fees, fellowships and financial support for doctoral students, please see our guide to Financing Your Graduate Degree .

Apply to PhD!

Learn about admission requirements and the application process

Berkeley Academic Guide

Class schedules, course descriptions, and degree requirements

Resources for Current Students

PHD IN SOCIAL WELFARE

Bring your intellect, curiosity, and creativity to tackling complex social challenges.

The Doctor of Philosophy in Social Welfare (PhD) Program will transform you into a scholar well-equipped to identify and solve social problems – both close to home and around the world. Grounded in innovation and academic rigor, the SP2 PhD allows you to explore diverse perspectives and approaches to social work, social welfare research, social policy, social theory, and social justice.

Request Info

Learn more about the PhD program and the SP2 experience.

Ready to experience SP2? Learn more about the application process.

Join us for an upcoming in-person or virtual event.

An Invitation from the Co-Directors

“Social welfare” is a complex term. Its basic definition is deceptively simple—the collective welfare or wellbeing of a given society. But what constitutes that wellbeing and how it can and should be achieved, who belongs in that society and can and should form and formulate the “social,” are abiding questions that have been posed, debated, and contested for as long as collective human settlements have been in existence. World-shaping works of art, science, and philosophy have been crafted to answer these questions. Disagreements on those answers are at the heart of the social, cultural, and political tumult in which the U.S. is embroiled. Social welfare is, in other words, a weighty, vital, and pressing field of study.

The social welfare field draws from all social science disciplines and the discourses of multiple professions including social work. Whatever the domain of interest—health, poverty, education, incarceration, climate change, racism, migration, philanthropy, homelessness, history, and whether it is framed as a theoretical, methodological, issue-focused, or population-based inquiry—what we seek is students interested in not only finding the answers but in critically interrogating the questions themselves. Given the school’s commitment to advancing social justice in all of its programs, the courses of study students engage in should, no matter the specific domain, actively attend to issues of power, inequality, and disparity.

We believe that the vitality of the social welfare field is maintained by the passion for social justice brought by those who enter it. SP2’s rigorous yet flexible curriculum aims to provide the training necessary to forge the students’ passion into disciplined scholarship. To encourage each student to develop unique work and an individual scholarly voice, the program is intentionally interdisciplinary, designed to expose students to an array of approaches to social welfare offered by the world-class faculty of the school and the university.

The PhD in Social Welfare prepares students for careers as outstanding researchers and scholars committed to critically and rigorously analyzing social problems to propose effective, research-based solutions, to offer new theories and methods for approaching research and scholarship, and to formulate new paradigms for social welfare. We welcome your questions about the program and the school. We invite you to join us in this endeavor.

Yoosun Park, MSW, PhD Co-Director, PhD in Social Welfare Program

Tamara J. Cadet, PhD, LICSW, MPH Co-Director, PhD in Social Welfare Program

“ Whatever the domain of interest—health, poverty, education, incarceration, climate change, racism, migration, philanthropy, homelessness, history, and whether it is framed as a theoretical, methodological, issue-focused, or population-based inquiry—what we seek is students interested in not only finding the answers but in critically interrogating the questions themselves.”

The SP2 Difference

A highly selective program for students with a proven record of academic excellence and strong potential to contribute to their field

Instruction and mentoring from world-class faculty researchers and practitioners in multiple disciplines

Four years of support in the form of tuition, fees, individual health insurance, and stipend

INVISIBLE – leave blank

Access to Penn’s vast institutional resources

A diverse global alumni network in academia  and industry, government, nonprofits, think tanks, and research institutes

World-Class Faculty

The PhD program faculty are here to help you shape your specific area of expertise, drawing on their own decades of scholarship, teaching, and experience in areas including mental health , queer studies , sex work, homelessness , incarceration, gerontology , foster youth , and more .

Coursework provides students with core knowledge and skills as well as the opportunity to develop a specific expertise area. Papers and projects in core courses, combined with strategically selected electives, ensure a broad understanding of the field as well as deep study in the theoretical and empirical aspects of a specific area.

Students work with their academic advisors to develop an individualized plan for five electives. Graduate-level electives can be taken in any Penn department. At least one of these electives must be an advanced methods course, such as advanced statistical methods or qualitative research methodology.

Courses may be offered in varying order and year of program. Students are notified of such arrangements well in advance.

*Subject to change.

Fall Semester

• SOCW 8110: Social Theory
• SOCW 8520: Social Welfare Research Methods
• SOCW 9010: Proseminar
• SOCW 6300: Quantitative Reasoning/Social Statistics

Spring Semester

• SOCW 8030: Advanced History and Philosophy of Social Welfare
• SOCW 8550: Advanced Social Welfare Research Methods
• SOCW 8970: Applied Linear Modeling

Second Year

• SOCW 6680: Economics for Social Policy
• SOCW 8610: Advanced Policy Analysis Research Methods or elective
• Theory Course or Elective
• Advanced Methods Course or Elective
• Theory course or elective
• Advanced methods course or elective

Third & Fourth Years

Fall & Spring Semesters

• Dissertation research & writing

Your Experience

You’ll devote 15 hours per week to a research assistantship during your first year and 20 hours per week during your second through fourth years. You typically begin by working with your first-year advisor to identify research experiences that align with your skills and interests. To develop a broad range of methodological skills, we encourage students to work on multiple faculty projects as well as their own research.

Each student is assigned a doctoral advisor upon entering the program. At the end of their first year, students are encouraged to assess the arrangement and decide whether to continue with that faculty member or to choose another advisor from among the Graduate Group faculty. The advisor helps the student prepare an individual educational plan, choose courses, form a dissertation committee, and become familiar with SP2 and Penn’s wide array of educational resources. Students are responsible for initiating meetings with their advisors at regular intervals.

Please see University guidelines for best practices around academic advising and building strong mentor relationships.

After completing all required coursework, typically at the end of the second year, students must take the Preliminary Exam.

After completing the required coursework and passing the Preliminary Exam, students defend their dissertation proposal. Upon a successful defense, students become PhD candidates.

A dissertation defense serves as the program’s final examination. Passing this defense completes all degree requirements.

Recent Awards & Honors

Federal research awards.

Shana Merrill

• American Board of Genetic Counseling, up to $50,000

Alexandra Schepens

• Ruth L. Kirschstein National Research Service Award (F31), National Institutes of Health, 9/1/2014 – 8/31/2017, $105,409
• Yoga Intervention for Substance Use and ART Adherence in Community Reentry.

National Research Honors

Michael L. Shier, PhD’15

• Received the Northeastern Association of Graduate Schools (NAGS) for the Doctoral Dissertation Award for 2015-2016. Each year NAGS recognizes an outstanding dissertation that has been produced by a PhD candidate at one of its member institutions. The $1,000 award is presented at the annual meeting.

Staci Perlman, MSW’01, PhD’10

• Selected by the American Psychological Association Section on Child Maltreatment to receive the Early Career Award in the Field of Child Maltreatment. This award recognizes individuals who have made substantial contributions to the field within eight years of receiving a terminal degree and who have demonstrated the potential to continue such contributions. One award is made each year to a practitioner or researcher whose work has demonstrated an influence on the field of child maltreatment.

Sara Wiesel-Cullen, PhD ‘11

• Awarded honorable mention for the best dissertation from the Society for Social Work Research. Her dissertation chair was Professor Phyllis Solomon. Washington, DC: January 2012.

Joanna Bisgaier, PhD ’11

• Received the 2012 Student Research Award for Social Work Research from GADE (Group for the Advancement of Doctoral Education). Shown are Jill Duerr Berrick, awards committee chair; Joanna Bisgaier; Karin Rhodes, Joanna’s dissertation chair; and Kia Bentley, Chair Elect of GADE. Washington, DC: January 2012.

The Hal Levin Award

Presented to a meritorious doctoral student who is continuing the process of completing coursework. All students enrolled in classes at the time of award nominations and who have passed their preliminary exams are eligible to be nominated. The recipient is chosen by nomination and voting of the SP2 faculty. Dr. Herman (Hal) Levin was a professor in the School of Social Work.

Recent Recipients

• 2022-2023: Samaita Jana and Codi Smith
• 2021-2022: John Gyourko
• 2020-2021: Jessica Cho Kim
• 2019-2020: Michelle Mullen
• 2018-2019: Viviana Chiu-Sik Wu
• 2017-2018: Allison Russell

Penn Healthcare Innovation Challenge

• Meagan Cusack, 2020

Frank R. Bruel Memorial Prize

Social Service Review recently announced that the 2022 Frank R. Bruel Memorial Prize has been awarded to Aaron Gottlieb and SP2 graduate Kalen Flynn MSW ’09, PhD ’18. The prize honors their article, “The Legacy of Slavery and Mass Incarceration: Evidence from Felony Case Outcomes.”

Presidential PhD Fellows

• Sandhya Jha
• Sharon Zanti
• Jessica Kim
• Rebecca Pepe
• Mira Phillips
• Christopher Wodicka

Career Success

Our PhD graduates go on to hold prestigious positions in academia, government, nonprofit organizations, think tanks, research firms, and more. Here are just some of the places where our recent graduates have found full-time employment:

• American Federation of Teachers
• Bill and Melinda Gates Foundation
• U.S. Department of Health & Human Services, Office of the Inspector General
• U.S. Department of Justice, Office of the United States Attorney
• U.S. Department of Veterans Affairs, National Center to End Homelessness
• Columbia University, School of Nursing
• Hebrew University of Jerusalem, School of Social Work
• Hong Kong University, Department of Social Work
• McGill University, School of Social Work
• National Institute on Poverty
• New York University, School of Social Work
• Rutgers University, School of Social Work
• Temple University, Graduate School of Social Work
• University of Massachusetts, School of Public Policy
• University of Pennsylvania, School of Medicine
• University of Pennsylvania, School of Social Policy & Practice
• University of Toronto, School of Social Work
• Yonsei University

FEATURED ALUMNI

Micheal shier, phd’14.

“SP2 provided a great opportunity to learn and collaborate with faculty during my PhD studies. I appreciated the research-intensive focus of the PhD program, and the skills that I learned have been influential in the work I currently undertake. The expert knowledge and skills I gained while training at SP2 have really shaped the type of researcher and social work educator I have become.”

Ready to join the PhD community?

Related news.

SP2 honors five accomplished social change agents at 2024 Alumni Hall of Fame Ceremony

Five distinguished alumni were celebrated at the 2024 SP2 Alumni Hall of Fame Induction Ceremony on Friday, May 17. The event marked the sixth year that the School has honored alumni through the SP2 Hall of Fame.

Faculty & Research

Exploring sustainable development & the human impact of natural disasters

What factors allow people to prepare for and recover from natural disasters? Dr. Chenyi Ma, a research assistant professor at Penn’s School of Social Policy & Practice (SP2), conducts interdisciplinary research that investigates the role of inequality in disasters’ impact and points to policy solutions.

SP2 ranked #8 among Schools for Social Work by U.S News & World Report

SP2 has been named #8 among Schools for Social Work in the 2024 U.S. News & World Report Best Graduate Schools rankings. This marks SP2’s highest ranking ever, and the second time that the School has appeared in the list’s top 10.

Coordinator, PhD in Social Welfare Program

215 573 7268

eerich@upenn.edu

Related Links

TUITION & FEES >

PHD ADMISSIONS >

PHD RESOURCES >

PhD Student Handbook >

CURRENT PHD STUDENTS >

RECENT PHD GRADUATES >

2024 PhD in Social Welfare Graduates >

University of Michigan School of Social Work

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Joint phd program in social work and social science, joint phd program funding.

The Joint Program provides all incoming doctoral students with a multi-year funding package.

Read publications written by PhD students at the School of Social Work.

PhD Students on the Job Market

Curricula vitae and research summaries for doctoral students from the U-M SSW Joint Doctoral Program.

As a Joint PhD student, you will be a member of a select group of outstanding scholars and researchers who study, collaborate and work in an interdisciplinary environment. Joint PhD students earn an interdisciplinary degree in Social Work and one of four social science fields. Joint PhD students reflect the populations they serve and address society’s challenging issues through scientifically rigorous social and behavioral research.

Social Work/Social Science Joint PhD

Joint PhD students earn an interdisciplinary degree in Social Work and one of three social science fields:

• Anthropology

Top-Ranked Faculty

U-M faculty create a robust interdisciplinary culture and formulate solutions to serious worldwide problems. Together, Joint PhD students mentored by faculty tackle society’s most pressing problems- poverty, homelessness, mental illness, violence towards children and addiction to name a few. U-M faculty empower students to extend their reach, deepen their impact and create real social change.

Learn more about SSW faculty »

Social Work Joint PhD Program Offers

• Generous scholarships (minimum of 5 terms full scholarship)
• Funded teaching and research opportunities
• Opportunities for international collaborations and research
• Funded health care plan

Apply to the Joint PhD Program

Related My SSW Sections

• Joint PhD Program »

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PhD Office 1080 South University Room B660 Ann Arbor, MI 48109-1106

Phone: (734) 763-5768 Email: [email protected]

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Wayne State University

School of social work, doctoral program doctoral program, doctoral program.

For 86 years, the School of Social Work at Wayne State University has been recognized nationally as a leader in producing highly competent practitioners as well as for developing innovative models in social work practice and social work education. Building on this rich tradition, our PhD program equips social work scholars to engage in research on contemporary urban issues and problems for the advancement of social work practice and social welfare policy.  Our students  are prepared to assume leadership positions as social work educators, researchers and agency administrators. Known for being the best economic value in terms of money expended and quality of education received, our advanced training program enables graduates to assume positions of leadership in the social work profession locally, regionally, and nationally.

The School of Social Work offers personalized attention in its new state-of-the-art building where students can come together for scholarly activities, advisement and socialization. Classified as a "doctoral university: very high research activity" by the Carnegie Classification of Institutions of Higher Education, students are offered an intimate learning experience with the support of extensive resources only found at a large urban institution. Located in the heart of  Detroit , our diverse faculty, students, and environment support the development of relationships across a variety of cultural, religious, ethnic and economic boundaries. Our doctoral program is lead by service-oriented  faculty  who provide personalized advisement and support geared toward maximizing degree completion and success.

​The application deadline is December 1. Students start the following fall semester.

Degree options

The programs of study leading to a   PhD in Social Work are designed to prepare students for leadership in social work research, teaching, clinical scholarship, and social welfare policy. Students are offered full- and part-time program options with evening, weekend and online class options. Students will complete intensive courses in research and theory in a cognate that include coursework outside of the School of Social Work based on their area of interest (eg. Public Health, Criminal Justice, Political Science). Additionally, students have the option to select from dual-title or interdisciplinary degree options noted below.  Participation in a dual-title or interdisciplinary degree is not required. 

• Research PhD in Social Work
• Dual-title in Social Work and Gerontology
• Dual-title in Social Work and Infant Mental Health
• Social Work and Anthropology (SWAN) trans-disciplinary program

We also offer a  Graduate Certificate in Research and Evaluation for those interested in learning advanced research and evaluation skills, need additional time to prepare their doctoral program application or wish to "test the waters" prior to admission into a doctoral program.

Pre-requisites

Doctoral applicants must have a minimum graduate GPA of 3.0. An MSW is preferred, but in some cases, an applicant may apply to a joint MSW/PhD program. Two years post-Masters experience is preferred.  Application Information

Program requirements

The Doctoral Program leads to the Doctor of Philosophy in Social Work (PhD) research degree. A minimum of 90 credit hours is required for graduation. Students are required to achieve and maintain an overall GPA of 3.0 throughout the program.

The Doctoral Program requires rigorous training in qualitative and quantitative research methods; advanced coursework in social work theory; completion of a cognate area in another discipline; mastery of specialized content areas; and the completion of a PhD dissertation. Full-time students may complete the degree requirements in four years. The part-time program permits students to meet the degree requirements within a five-year period.  All students have a seven-year time limit to complete all requirements for the PhD degree.  The seven-year period begins with the end of the semester during which the student was admitted to doctoral study.  Learn more

• Full-time program : The first two years of graduate study for full-time students are focused on core coursework in statistics, research methods, and social work theory at the micro, mezzo and macro levels. Students also complete at least nine credit hours in coursework in a cognate discipline (e.g., psychology, sociology, education, health, gerontology) associated with their area of research. These courses provide a foundation for PhD-level knowledge and skills and are assessed through qualifying exams in these core curricular areas. During the third and fourth years of the program, students will complete a one-credit Dissertation Seminar, any remaining elective courses and all of their dissertation credits. 
• Part-time program : All required courses in social work and the student's cognate area are completed within the first three years of the part-time program. In year three, students will take the Research Practicum in the fall semester. The Comprehensive Qualifying Examinations are taken after completion of relevant coursework. During the fourth and fifth years of the program, students will complete a one-credit Dissertation Seminar, any remaining elective courses and all of their dissertation credits.

Stella Resko, PhD PhD Program Director and Professor [email protected]

Doctoral Program

Phd-phs in social and behavioral sciences.

Prospective doctoral students interested in the Department of Social & Behavioral Sciences should apply to the Doctor of Philosophy ( PhD ) Program in  Population Health Sciences  and choose  Social & Behavioral Sciences as their Field of Study.

The PhD in Population Health Sciences is offered under the aegis of the Harvard Graduate School of Arts and Sciences (GSAS) and is awarded by the Faculty of Arts and Sciences. Students in this program will gain broad, interdisciplinary knowledge in quantitative and qualitative methods of enquiry for understanding the health of populations, and developmental approaches to population health science. In addition, students will belong to one of the following Fields of Study associated with the departments of: Environmental Health , Epidemiology , Global Health and Population , Nutrition , or Social and Behavioral Sciences .

For further details on the PhD program, please visit this website .

Curriculum Guide

2023-24 SBS-PhD Curriculum Guide

What are the admission requirements for the PhD program?

For applicants that are applying into the PhD in Population Health Sciences check out this admission requirement  checklist .

I’m applying to the PhD program in Population Health Sciences, do I need to secure an advisor? Do faculty make advising commitments before applying to the program?

Advisors for PhD students in the PHS program are chosen after we know who will be joining us in the new cohort. Generally, the assignment takes place in early to mid-May. An essential part of the PhD admissions process is the consideration of appropriate mentoring faculty for the applicant. Therefore applicants do not get prior advising commitments from a potential faculty mentor prior to applying to the program. We recommend listing up to three faculty members of interest in your personal statement, articulating how your current research interests align with the faculty listed.

I’m applying to the PhD program in Population Health Sciences, do I need to have prior quantitative coursework?

Our program has a strong emphasis on quantitative methods so showing preparation in this area is strongly recommended. The doctoral program in SBS is very quantitative-focused and we do require students to take a year of Quantitative Research Methods in Population Health Sciences (PHS 2000 A + B). Although the committee looks at the application holistically, some emphasis is placed on how well applicants do in specific course areas such as Biostats, EPI and the social sciences.

It’s always helpful to the admissions committee to be able to assess quantitative skills in an applicant’s background and that is usually demonstrated through coursework, professional experiences and letters of recommendation.

What are you looking for in applicants to the PhD program?

While applications are looked at holistically, the admissions committee does place an emphasis on prior coursework in biostatistics, epidemiology and the social sciences, so highlighting these types of courses in your application will be useful.  Additionally, it could be helpful if one of your recommenders is a professor from your last degree program who can comment positively on your quantitative abilities.  Your statement of purpose is a chance for you to tell the committee about your motivation for pursuing doctoral work in SBS and to describe yourself as a researcher. A key part of the admissions review process is making sure there is appropriate mentorship, so we suggest naming up to three SBS faculty whose interests align with your own. You can read about the faculty here .

You may find the information on this page helpful as you prepare your application.

Will graduate course work from my master’s degree be accepted for some of the coursework required in the PhD (e.g. statistics courses etc.)?

You can submit a substitution form with the course syllabus for courses you have taken in your Master’s program. Substitution requests are carefully reviewed by the instructor of the required HSPH course to determine if the course is truly equivalent.

Where can I find out more information on the research in the SBS department?

You can get some information on faculty research by viewing their profiles on the department website.

You can read about the research areas of current students here .

News from the School

From public servant to public health student

Exploring the intersection of health, mindfulness, and climate change

Conference aims to help experts foster health equity

Building solidarity to face global injustice

University of South Florida

School of Social Work

College of Behavioral and Community Sciences

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Ph.d. in social work, ph.d. program overview.

The School of Social Work offers a full-time interdisciplinary program leading to a Ph.D. in Social Work. The Ph.D. program provides a course of study to prepare graduates for academic and research careers, to provide leadership in research and education committed to excellence in social work practice and to provide leadership in the development of program and services for diverse, vulnerable and underserved populations. Unique to this program is the strategic emphasis on topic areas that align with the strengths of the College, USF, and forecasted direction of the profession. These are: (1) Societal Change and Innovation, (2) Global Issues, (3) Health, (4) Behavioral Health, and (5) Leadership and Business. These courses and focus directly lead to the preparation of future scholars and educators to advance social justice and vulnerability issues.

The Ph.D. program requires a minimum of 42 credit hours post-MSW/master's degree. In accordance with university policy requiring a minimum of 72 hours post-baccalaureate for a Ph.D., a minimum of 30 credit hours from the MSW/master's degree can be applied to this degree. No credit hours for fieldwork/internship will be counted towards the required credit hours for the Ph.D.

All inquiries regarding the Ph.D. in Social Work are to be addressed to the program chair, Dr. Sondra Fogel . Dr Fogel can be reached via email at [email protected]  or via telephone at 813-974-8416. 

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Phd program, phd program in social welfare.

The UW School of Social Work doctoral program stands out among advanced social welfare programs by offering an array of academic resources available at one of the nation’s premier research universities. Transdisciplinary opportunities and faculty mentorship enrich the learning experience and help to shape a viable career path in social justice teaching, research or public service. It’s one of the key reasons our graduates find work in highly regarded social work programs throughout the country.

Is a doctoral education in your future? Find answers to some of your questions at  FAQ About the PhD Program .

For more information about the application process, refer to Apply to PhD .

About the PhD Program

Read program director Roberto Orellana's vision for delivering a world-class advanced degree in social welfare.

PhD Degree Requirements

Find out what you need to know about required and elective courses as well as additional course expectations.

Doctorate in Social Work Degrees: Search the Best DSW Programs for You

Are you a licensed social worker interested in advancing your career in administration, policy advocacy, advanced clinical practice, or college-level teaching? Earning a doctorate in social work may be the right move for you.

Explore these rankings to help you choose the right Ph.D. or DSW program for your personal and professional needs. Our degree guide explains what to look for when comparing different doctoral programs in social work, and what you can do with your degree after graduation.

Key Factors for Selecting a Doctorate in Social Work Program

What should you look for when choosing the best Ph.D. or DSW program for you? Before enrolling in any program, investigate several options, noting the program’s academic reputation, curriculum requirements and available specializations, and faculty areas of expertise.

Accreditation

Consider social work programs offered by schools with regional accreditation from an agency recognized by the U.S. Department of Education. While the Council on Social Work Education (CSWE) currently only accredits BSW and MSW programs, the CSWE’s Commission on Accreditation has begun a DSW pilot accreditation program.

Specializations

If you want to work in a particular area of social work, look for DSW or Ph.D. programs that offer specializations or concentration paths that align with your interests and career goals.

Faculty Research Areas

The best colleges and universities hire faculty with strong research reputations who bring their expertise into the classroom. When comparing doctoral programs, check out faculty profiles to find out about their research interests and publications.

Featured Online Social Work Degrees

The best doctorate in social work programs.

Our rankings of the best schools for doctoral degrees make it easier for you to see how one program differs from another. You can compare curriculum, learning formats, costs, and other factors that matter most to you.

We use a data-driven methodology to determine the best bachelor’s in social work programs based on four primary factors: academic quality, overall cost, reputation, and accessibility.

University of California-Los Angeles

For over a century, the University of California-Los Angeles has garnered a reputation for academic excellence. UCLA boasts 16 Nobel Laureates, 15 MacArthur Fellows, 11 National Medal of Science winners, and two Pulitzer Prize winners among its faculty.

The Ph.D. in social welfare, offered by the Luskin School of Public Affairs, integrates personalized instruction and applied research with an interdisciplinary focus. Coursework includes nursing, public health, psychology, and sociology. Most applicants hold an MSW degree, but the program accepts students with a master’s in related fields, such as public policy or sociology.

Full-time students enroll in 12 units each quarter, completing two years of coursework prior to their dissertation research. Students can complete the program in four years.

University of North Carolina at Chapel Hill

Established in 1795, the University of North Carolina at Chapel Hill is the oldest public university in the nation. The university enrolls over 35,000 students in 95 bachelor’s, 104 master’s, and 65 doctoral degrees.

The Ph.D. in social work, organized around the theme of social intervention, comprises nine core courses, a professional development seminar, a teaching seminar/practicum, a dissertation seminar, and additional electives. Students must complete 45 credits prior to beginning their doctoral dissertation.

Applicants for the doctorate in social work need an MSW from a program accredited by the Council on Social Work Education and two years of work experience in human services. A master’s in a related field may also be considered.

University of California-Berkeley

One of the most prestigious public universities in the nation, the University of California-Berkeley , offers over 10,000 undergraduate and graduate courses through over 300 degree programs.

Berkeley’s top-ranked Ph.D. in social welfare admits students who have completed a master’s in social work or social welfare, or a comparable degree in a related field. The doctorate takes a minimum of three years to complete, including two years of full-time coursework and one year for the dissertation.

The social welfare Ph.D. provides doctoral students with a generous financial package that includes tuition, health insurance, and an allowance for living expenses, funded jointly through fellowships and salary as a graduate student instructor or researcher.

Florida State University

Based in Florida’s capital city of Tallahassee, Florida State University administers close to 300 undergraduate, graduate, and professional programs, including a doctorate in social work.

FSU’s Ph.D. in social work emphasizes hands-on training in research and teaching. The curriculum comprises core methods and theory courses, specialized social work research methods courses, statistics courses, and cognates taken outside of the social work department related to the student’s areas of interest. Students typically complete the program in 4-5 years.

Admission requirements include an MSW from a program accredited by the Council on Social Work Education, a minimum 3.0 GPA, and GRE scores taken within the previous five years.

University of Chicago

The University of Chicago in Hyde Park ranks among the top U.S. and global research institutions. The Crown Family School, one of the nation’s first schools of social work, has played a seminal role defining the profession.

The Ph.D. in social work requires a minimum of 15 courses, including one on the history of social work, five on statistics and research methods, and nine additional courses that include three taken in other departments. Students take 4-5 years to complete their degree.

Admission to the Ph.D. program is highly selective. Of the approximately 100 applications received annually, the program admits only eight students. Enrollees receive a substantial financial aid package that includes a stipend, health insurance, tuition, and fees.

University of Georgia

Established over 235 years ago in Athens, Georgia, the University of Georgia is the state’s oldest institution of higher education.

The 60-credit Ph.D. in social work provides students with an interdisciplinary curriculum and certificate opportunities in gerontology, women’s studies, qualitative studies, quantitative methods, and nonprofit management and leadership. The program supports students with four years of financial assistance through teaching and research assistantships.

The Ph.D. program admits MSW-holders who have at least two years of post-MSW professional experience, an overall 3.0 undergraduate GPA, and a 3.5 MSW GPA. Applicants must submit GRE scores from within the last five years.

University of Washington-Seattle Campus

Consistently ranked among the top U.S. public universities, the University of Washington-Seattle Campus receives more federal research funding than any other public university. The campus hosts a student population of close to 30,000.

The Ph.D. in social welfare focuses on prevention/intervention research that addresses topics in health/mental health, promotion and disparities, aging, child and adolescent services, family-based practice, interpersonal violence, substance abuse, income distribution, and issues related to gender, communities of color and other underrepresented groups. An optional statistics track provides students with advanced quantitative training relevant to their areas of specialization.

The program offers four years of financial support, including teaching or research assistantships or fellowships, tuition, and health benefits.

The University of Texas at Austin

Established in 1883, the University of Texas at Austin has grown into a leading research university. As the main campus for the University of Texas system, UT Austin supports 52,000 students and 3,000 teaching faculty across 18 colleges and schools.

The Ph.D. in social work offers an interdisciplinary approach to the field with an emphasis on advanced research methodology and statistics. Minimum requirements for admission include an MSW from a Council on Social Work Education-accredited or related field and extensive experience in human services. Applicants must have a 3.0 GPA or above in upper-division undergraduate courses and in any completed graduate work.

University of South Florida

A relatively young university founded in 1956, Tampa Bay’s University of South Florida enrolls over 50,000 students across 13 colleges.

Based in the College of Behavioral and Community Sciences, the Ph.D. in social work emphasizes five topic areas that reflect the strengths of the college and the forecasted direction of the profession. These five areas cover societal change and innovation, global issues, health, behavioral health, and leadership and business.

Admission is typically limited to individuals who hold an MSW from a Council on Social Work Education-accredited program or international equivalent, with an overall 3.5 GPA. Applicants without an MSW may be considered on a case-by-case basis.

Florida International University

Florida International University is a public research university in Miami, offering bachelor’s, master’s, and doctoral degrees to over 56,000 students. The university emphasizes research as a major component in its mission.

The Ph.D. in social welfare boasts one of the fastest completion rates and highest retention rates among U.S. social work doctoral programs. Students typically complete the program in as little as three years.

Admission to the program is selective. Requirements include an MSW from a Council on Social Work Education-accredited school of social work or a master’s in a closely related field, at least a 3.0 undergraduate GPA and a 3.5 graduate GPA, and GRE scores. Preference is given to applicants with prior social work experience.

Advantages of Earning a Doctorate in Social Work

If you are already working as a licensed social worker, you may wonder why you should invest the time and money into earning a doctorate in social work. Today, the need for highly trained social workers in advanced practice and leadership roles has never been greater, and earning a Ph.D. or DSW comes with many advantages.

Salary Potential

A doctoral degree expands your career opportunities in administrative roles, with salaries significantly higher than master’s-level positions. According to a report from the National Association of Social Workers , DSWs earn $20-$25,000 more than MSWs.

Opportunities in Academia

The increased enrollment in social work programs has resulted in the need for more social work educators to train the next generation of professionals. Most college-level teaching positions in social work require a doctorate. Postsecondary social work teachers employed at colleges, universities, or professional schools earn an annual average salary of over $78,000 a year.

Increased Credibility

As the most advanced practice-focused degree in the field, a doctorate provides you with a high level of expertise and the credibility to address complex social work issues, formulate social policy, and bring about social change. A doctorate in social work establishes you as a “thought leader” and critical thinker with the insight and skills to make significant contributions to the field.

How to Apply to a Doctorate in Social Work Program

Required application materials for DSW or Ph.D. programs vary by institution. Most often, schools request official transcripts, 2-3 letters of recommendation from teachers and supervisors, and a current resume. Be prepared to submit a personal essay outlining why you are seeking the degree, what you hope to accomplish with it, and why you have chosen to apply to this program.

Admission requirements also vary by program. In general, applicants must hold a master’s in social work from a CSWE-accredited program and at least two years of post-MSW practice experience. Some programs may admit individuals who have earned a graduate degree in a related field, such as counseling or psychology.

The best DSW programs look for candidates with strong undergraduate academic records, requiring a minimum 3.0 GPA. A growing number of programs no longer require GRE scores for admission.

What Can I Do with a Doctorate Degree in Social Work?

A doctorate provides a respected credential to advance in clinical practice and to move into leadership positions. Doctorate-level graduates find employment in social service agencies, educational organizations, nonprofits, and governmental agencies. This degree can prepare graduates to take on administrative and managerial roles at the macro level; developing and implementing organizational policy; and supervising, teaching, and guiding clinical practitioners.

Employment prospects in social work remain strong. The U.S. Bureau of Labor Statistics (BLS) projects a 9% increase in social work positions between 2021 and 2031, exceeding the national average for all occupations.

When considering whether to pursue a DSW, keep in mind that educational attainment impacts salaries in almost all professions. According to a 2021 BLS report , doctoral degree-holders make $400 a week more than individuals with only a bachelor’s degree. Social workers with a DSW can expect to earn the highest salaries in the field.

Your Next Career Path: Is a Doctorate in Social Work Right for Me?

Earning a DSW or Ph.D. in social work can lead to significant professional advancement, but keep in mind that the expanded career opportunities and higher salaries also come with increased responsibilities. When choosing a DSW program, evaluate how the curriculum can help you acquire the skills needed to achieve your professional goals.

Does the program offer specializations and electives that reflect your interests? Does it prepare you to move into a leadership role in your organization or conduct research that informs policy change? Will you get the training needed to teach, supervise, and mentor the next generation of social work practitioners?

Besides the academic preparation you receive in a doctoral program, you must develop the needed “soft skills” to take on these new roles and obligations, such as perseverance, perceptiveness, and listening skills.

Frequently Asked Questions About Doctorate in Social Work Programs

What is the difference between a dsw and phd.

The DSW focuses on advanced training for clinical practice, leadership, and applied research for policy advocacy and professional practice. The Ph.D. emphasizes theoretical and methodological perspectives and research to build knowledge in the field.

How long does it take to get a DSW?

Earning your doctorate in social work takes 3-5 years, depending on whether you enroll full or part time. Some programs offer accelerated two-year options.

Can you complete DSW or Ph.D. in social work online?

Yes, though students enrolled in an online DSW or Ph.D. will need to attend local fieldwork. See our roundup of online Ph.D. in social work programs to learn more.

Where do DSW graduates work?

DSW graduates pursue careers as social work administrators, community or social service managers, policy analysts, educators, and nonprofit directors. They work in a variety of settings, including social service agencies, healthcare facilities, schools, and government offices.

Note: The ranking list and school descriptions on this page were created and reviewed independently by our Rankings Team.

Take the next step toward your future in social work.

Explore schools offering programs and courses tailored to your interests, and start your learning journey today.

Doctor of Social Work online

The online Doctor of Social Work (DSW) program at the USC Suzanne Dworak-Peck School of Social Work offers an advanced practice degree in social change and innovation for agency and community leaders and entrepreneurs.

The program prepares experienced professionals with the skills to develop practical, applied solutions to large-scale social challenges that directly impact vulnerable, marginalized or otherwise disadvantaged populations.

As a student in our online DSW program, you will develop characteristics of both practitioners and scholars. By adopting the disciplinary habits of scholars through rigorous inquiry and use of methodological tools associated with leading and managing innovation and change, you will become an effective social change leader.

Program Overview

As a DSW student, you will complete 42 units of coursework focused on three areas:

• Problem definition within the Grand Challenges for Social Work
• Innovative design
• Executive leadership in human service organizations and community contexts

The DSW program can be completed in nine semesters, or 36 months. Students focus on the Capstone Project for the last three semesters.

The curriculum includes Design Laboratory for Social Innovation I and II, where you will incorporate models from your courses to address one or more of the 14 Grand Challenges in Social Work, as defined by the American Academy of Social Work and Social Welfare.

• Strategic Innovations for the Grand Challenges
• Leading and Managing Large Complex Systems
• Data-Driven Decision Making in Social Services
• Leading Public Discourse
• Communication and Influence for Social Good
• Design Laboratory for Social Innovation I
• Financial Management for Social Change
• Design Laboratory for Social Innovation II
• Application of Implementation Science
• Executive Leadership
• Capstone Project

As a student, you will complete a capstone project that demonstrates your abilities and results in a prototype — such as a business plan, large contract proposal, or organizational redesign plan — that is ready for public communication and implementation. This project will require you to demonstrate and apply social innovation in the context of the diverse knowledge and skills you have acquired throughout the program.

Similar to a dissertation, the capstone provides you with a guided opportunity to demonstrate the knowledge, skills and understanding that you have acquired throughout your course of study. You are expected to identify a problem of importance connected to the Grand Challenges and develop an innovative proposal for an immediately actionable social change effort in that challenge area.

Career Outcomes

Completion of the DSW program at USC prepares individuals for leadership and management roles within a variety of settings. Read more about the social innovators graduating from this program and their diverse professional backgrounds in business, military, health care and public policy.

Related Online Graduate Programs

The Ohio State University

PhD Program

We have what you need to discover your extraordinary potential at Ohio State

• Translational Research Curriculum
• Internationally Known Faculty and Supportive Doctoral Student Community
• Competitive Funding Support
• Vibrant City with a Reasonable Cost of Living

Doctoral faculty are studying:

• Child maltreatment and child well-being
• Children of immigrant families and social adjustment
• Community food security and community-based research
• Culturally competent policy, practice, and research
• Educational disparities
• Environmental Justice
• Geographic Information Systems
• Health Disparities
• Human trafficking
• Immigrant and refugee well-being and inclusion
• Implementation research in child welfare and evidence-based practices
• Integrated primary care and behavioral health services
• Integrative body-mind spirit practices
• Intimate partner violence among women and college students
• Information and communication technologies used in social work practice
• Intergenerational strategies on individual and community development
• LGBTQ+populations
• Mental health disparities and inequities among diverse populations
• Older adults and community-based interventions and services
• Grandparents raising grandchildren
• Policy research and advocacy
• Positive youth development and youth sport
• Poverty and anti-poverty policies and programs
• School mental health, school social work, school-family-community partnerships
• Social determinants of health and health equity
• Strengths-based integrative family and systems treatment for at-risk children and adolescents
• Substance abuse prevention, service access, and mutual-aid based interventions
• Trauma-informed care

For questions about the PhD Curriculum, please contact Dr. Mo Yee Lee, PhD Program Director, [email protected] .

For questions about the PhD and MSW+PhD applications or general questions, please contact Jennifer Nakayama, PhD Coordinator, at [email protected] or 614-292-6188 .

School of Social Work

The Salem State University School of Social Work welcomes you to our website! The mission of our school is to provide students with the knowledge, values and skills required for excellence as social work practitioners. Students learn from outstanding faculty who are deeply committed to social work education and to supporting the development of students as social work professionals.  

Martine Geary-Souza

“I’m heading up a research project with Boston Children’s Hospital...The goal is to actually create a hands-on, discussion-based training program for medical professionals to implement trauma-informed care.”

"I have learned a lot more about social work and really felt connected to it and found a shared passion between myself and the field.”

Keyla Romero-Velasquez '22

"That's what I love about social work: the vulnerability that we all share with each other and how close we feel."

Stephanie Rodriguez '22

"I want to make a difference. I want to build trust in relationships. And I want to be able to say that I helped someone.” 

Lamont Simmons, faculty

"My hope is that students become engaged in learning experiences that challenge them, and that they’re open to new experiences and ideas that allow them to think differently about the world."

Degree Programs

Undergraduate degrees and concentrations, social work, undergraduate.

The bachelor of social work (BSW) program at Salem State prepares you to be a catalyst for social change, founded in the values of social justice, inclusion, diversity, and cultural humility. You’ll receive a thorough background in the theories of social work, research skills, and learn how social policies impact individuals, families, organizations, and communities. A senior year internship will provide an opportunity to learn to apply these skills in the field, preparing you for a career in social work.

299 Learn more about the BSW in Social Work.

Students minoring in social work are not eligible for state licensing upon graduation but may find this preparation helpful in selecting a career direction or in considering graduate school in social work.

All students may enroll in certain courses offered to non-majors on a space available basis. Non-majors who wish advising regarding clustering courses to reach individual learning goals should consult with the BSW program coordinator.

Graduate Degrees

The Salem State University MSW Program offers students a comprehensive MSW experience focused on integrated practice for health and behavioral health. This is a flexible program that offers students the opportunity to create a unique MSW experience through their choices of electives and field placements. Students can complete the program in two or more years. Options available include an Online Program ,  Advanced Standing option available for those with a BSW degree, and our Fall Start Program which has flexible completion times.

292 Learn more about the MSW in Social Work.

Social Work News and Events

Please visit our commencement page to watch the 2024 ceremony and view the Class of 2024 Name Book

Fall 2024 On-Campus MSW Application FINAL Deadline: July 16, 2024

MSW Graduate is a Warrior for Community Change

Since she was 15 years old, Mayra Zaragoza, MSW ’24, has been helping youth find connection and a sense of belonging. Born and raised in the North San Fernando Valley of Los Angeles, where gang life was prevalent within her community and in her own family, she is now a graduate of the USC Suzanne Dworak-Peck School of Social Work .

Zaragoza decided early on that the path of so many of her peers and family members was not the life she wanted. Instead, with a wisdom that few adolescents possess, she turned her focus on how she could create change for her community.  

At the age of 12, one of her cousins, who was more like a brother, was incarcerated. An active gang member who always dissuaded her from becoming involved, his loss to the incarceration system, where he still remains today, impacted her greatly. Zaragoza was determined to become a person that could help others in her community from falling into the same destructive pattern — to be someone that could have changed the trajectory of her cousin’s life.

She started participating in youth programs, including one at her church. 

“What I noticed was that not a lot of them were really focused on helping young people explore other ways to connect to themselves, apart from spiritually,” Zaragoza said. “There was still something missing there. It didn't feel fully connected.”

So, in 2007, at only 16, Zaragoza began Young Warriors , a mentoring program for youth that focuses on healing for self-empowerment. When she started the program, she was just gathering peers on a weekly basis as an alternative to other support groups. She had no idea that mentorship would be key to its evolution.  

She created the meetings as a space for peers to talk about things going on at home, create art together and explore where they might fit in the world. Their motto: Every youth is a warrior of their own struggle.

“If we didn't fit in with the academic or the sports folks, or the gangs or the drugs, we didn't know where we belonged,” Zaragoza said. 

The power of mentorship

As a teen, Zaragoza participated in a college preparatory program where she met her first two mentors, Fernando Rejon, executive director of the Urban Peace Institute and Lucia Torres, executive director of Las Fotos Project, who learned how committed Zaragoza was to creating new opportunities for youth in her community. Rejon and Torres introduced her to Luis J. Rodriguez, co-founder of Tia Chuchas Cultural Centro and author of “Always Running: La Vida Loca, Gang Days in L.A.,” a 1993 autobiographical book in which Rodriguez recounts his days as a member of a street gang in Los Angeles. Zaragoza was a fan, and Rodriguez’s mentorship helped her to better understand the culture of gangs and outreach, and reshape what Young Warriors could offer to the community.

Zaragoza led Young Warriors for 15 years, from 2007 until 2022. She assisted community youth with college applications and navigating through higher education. However, while she was helping her peers to change their lives through education, Zaragoza was hesitant to apply herself. She struggled with a fear of failure and had no role models in her family whom she could turn to for advice.

Thankfully, her mentees stepped in, challenging her, urging her to not let the opportunity pass her by. She finally gave them her word that she would apply, and became the first in her family to attend college.

During her undergraduate studies, Zaragoza continued her work with youth through Young Warriors, helping them build social emotional confidence and self-esteem. 

“I help young people understand that no one is going to come and save you,” Zaragoza explained. “You have to be the ones who make those changes. If you want to be more confident, you have to be around people that are confident. If you want to be the cycle breaker in your family, you have to be willing and courageous enough to be different.”

A winding road to USC

Zaragoza was first introduced to the idea of attending USC through Robert Hernandez , assistant teaching professor at USC Social Work. 

“I was 18 years old and Robert told me I belonged at USC,” Zaragoza said. “That was the first time someone told me I belonged in such a prestigious school and deep down, I believed it.” 

Hernandez, an expert in vulnerable youth populations, learned about the work Zaragoza was doing with Young Warriors through Rodriguez. According to Zaragoza, Hernandez was instrumental in mentoring her and the youth in Young Warriors to understand how environmental injustice plays a role in the formation of gangs.

“Mainly, how we end up falling on those tracks, not because it’s something that we want to do but rather because it’s what we have access to in our communities,” Zaragoza said. 

Hernandez continued to urge Zaragoza to consider a graduate degree in social work from USC. Initially, she was resistant to pursuing social work because it carries a stigma within her community. But the more she worked with Hernandez, she began to see that she needed to fully understand the systems that held her community back before she could actively transform them. She realized that social work had chosen her.  

After a decade of encouragement from Hernandez, she finally decided she was ready for USC. In 2021, Zaragoza began the Master of Social Work program.

“Mayra is a champion,” Hernandez said. “She is the definition of resilience. She models what a leader is, not forgetting about her community, challenging herself by placing herself out of her comfort zone to be what Ghandi instructs, ‘the change she would like to see in this world.’”

Zaragoza spent her MSW-required practicum placement with the Los Angeles County Department of Children and Family Services (LA DCFS). She qualified for the federally-funded LA DCFS stipend program , which provided funding toward her USC tuition and a staff position for a minimum of one year after receiving her degree.  

“To properly know how to best guide people in the systems involved, I really wanted to understand that world of DCFS,” Zaragoza said. “No system is perfect, all systems need work, but they're there for a reason. They have a critical function.”

Zaragoza feels she can now mentor young people to understand why support systems are in place, and how important it is for these systems to be involved in ensuring the overall safety of children and adolescents. 

Combining all of her past experience with her new position at LA DCFS, Zaragoza is now focused on how to improve the systems that are in place to help vulnerable youth. She wants to ensure people understand that the only way to break unhealthy and unsafe cycles is at the community level.

“Obtaining her MSW from the USC School of Social Work brings her a step closer in realizing her dreams of pursuing youth justice where all youth have a chance to flourish,” Hernandez said.

After completing her next year with LA DCFS, Zaragoza hopes to parlay her experience into joining the Los Angeles County Department of Youth Development (DYD), established in 2022, as a development program manager. She has also set her sights on continuing her education with a Doctor of Social Work from USC and perhaps, one day, open a private practice. But everything always circles back to improving the community, finding ways to lift people up and transform the environments they live in and which influence their decisions.  

“Our communities are a reflection of ourselves,” Zaragoza said. “If we want to care more for ourselves, then we have to find it in nature and in other ways that allow us to see the beauty that we all carry inside.”

To reference the work of our faculty online, we ask that you directly quote their work where possible and attribute it to "FACULTY NAME, a professor in the USC Suzanne Dworak-Peck School of Social Work” (LINK: https://dworakpeck.usc.edu)

California Title IV-E Program

Supporting california's next generation of child welfare social workers.

California's Title IV-E Program provides professional education and monetary support to undergraduate and graduate social work students who intend to pursue or continue a career in the field of public child welfare.

The goals of the Title IV-E Program:

• To increase the number of public child welfare (PCW) workers in California with BASW and MSW degrees
• To prioritize the enrollment of current state/county/Tribal social services staff
• To prioritize the enrollment of students who reflect the diversity of California’s child welfare population
• To provide specific program support through the provision of monetary support to students
• To provide specific program support through a specialized competency-based child welfare curriculum

For Prospective Students

For Title IV-E Faculty and Staff

Title IV-E Evaluation and Research

Title IV-E Summit