International Conference on Global Diversity and Inclusion in
Higher Education (ICGDI)

Title: Grand Challenges: Student readiness to engage in efforts to reduce racial and
economic inequality
Author 1: Christine M. Rine, MSW, PhD
Affiliation: Associate Professor
Department of Social Work
Hendricks Hall G- 37
Edinboro University of Pennsylvania
235 Scotland Rd.
Edinboro, PA 16444
Tel: 814-732-1681
crine@edinboro.edu

FULL ABSTRACT
Purpose: The Grand Challenges for Social Work establish a comprehensive and action
oriented agenda that positions practitioners as leaders of change in efforts to achieve
large-scale differences in defining and strengthening the social safety net of society.
This initiative brings opportunities to strengthen our commitment and contributions to
addressing complex social problems across fields of practice (Barth, 2018). This sizable
undertaking calls for innovative, research-based, and applied macro approaches that
require a breadth and depth of professional competency with which social work students
must be equipped. The overarching purpose of this study is to explore means to assess,
support, and improve social work student preparedness to lead change efforts through
the Grand Challenges (Flynn, 2017; Gehlert, Hall, & Palinkas, 2017).
Design/methodology/approach: Since the Grand Challenges position practitioners as
leaders of change, assessing if and how they acquire the knowledge and skills needed
to address these goals is fundamental. Thus, this study explores social work student
preparedness to address these challenges with particular attention to reducing racial
and economic inequality. An instrument titled ‘Student Grand Challenges Skills
Assessment’ was developed to capture acquisition of knowledge, values, skills, and
meta-competencies needed to engage in social change efforts outlined in the Grand
Challenges for Social Work. This self-rating survey was administered to students
(n=354) at two points in time within a large MSW program. Items ask respondents to
indicate their current level of ability and the extent to which the program’s curriculum
and field experience facilitates such. Data specific to ability to reduce racial and
economic inequality are explored.
Findings: Findings indicate significant differences in cumulative scores; items related to
racial inequality alone suggest that students were best prepared for these tasks. In fact,
they were notably higher than both individual and average scores among all challenges

variables. However, those related to economic inequality, without racial dimensions, had
the lowest discrete and average scores among all challenges.
Originality/value: Although a limited number of scholars have examined the
implementation of the Grand Challenges in professional degree programs, it remains
unclear if social work education is adequately preparing students to meet them.
Regardless of the intersectionality between racial and economic inequality, students
reported better preparation to engage in efforts to reduce racial inequality without
economic considerations. This suggest that students need increased support in
appreciating intersectionality, particularly in field settings. Means to improve students’
ability to appreciate and implement related practices are highlighted.
Key words: social work education; Grand Challenges; racial and economic inequality

References
Barth, R. P., Lubben, J. E., & Fong, R. (2018). Grand challenges for social work and
society. New York, NY : Oxford University Press, 2018. Retrieved from
http://search.ebscohost.com.proxyedinboro.klnpa.org/login.aspx?direct=true&db=cat06294a&AN=edin.9972881717
03561&site=eds-live

Flynn, M. L. (2017). The grand challenges concept: Campus strategies for
implementation. Journal of the Society for Social Work and Research, 8(1), 53–
62. https://doi-org.proxy-edinboro.klnpa.org/10.1086/690564
Gehlert, S., Hall, K. L., & Palinkas, L. A. (2017). Preparing our next-generation scientific
workforce to address the Grand Challenges for Social Work. Journal of the
Society for Social Work & Research, 8(1), 119–136. https://doi-org.proxyedinboro.klnpa.org/10.1086/690659