phd in social work 2021

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• Master of Social Work Program
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Our rigorous PhD program prepares researchers, scholars, and educators to advance the field of social welfare and social work practice.

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Deadline: Dec 1, 2023

Learning Outcomes

Research training is at the core of our program. Students develop mastery of:

A substantive area, providing the foundation for advanced social work research

Theoretical perspectives that furnish insight about social issues, social welfare, and social work practice

Research that identifies causes, dynamics, and outcomes of social work practice and interventions

Various research methods that enable the students to build and advance knowledge relevant to the field of social work and to excel as researchers and teachers at leading academic and social welfare institutions around the world

Teaching methods that actively engage the next generation of scholars and practitioners in building the social work knowledge base and in identifying effective, evidence-based practice

Communication skills that scholars use to raise awareness of important social issues and to disseminate findings of their own scholarship

• Mentorship is an important component of the doctoral program. Incoming students are matched with faculty members who share their research interests and can provide support in the areas of research, career preparation, and other areas throughout the doctoral program journey. 

Equity, Justice and Inclusion

• The program recruited the most diverse incoming class for 2021-22 with more than 83% AHANA students.
• BC has a monthly program designed to bring together and support doctoral students of color from across campus.
• The Pinderhughes Fellowship offers additional financial support to Black doctoral students.

Research Opportunities

• Students are encouraged and financially supported to submit abstracts to national research conferences. 63% of the doctoral students had papers accepted for presentation at SSWR in 2020. 
• Students have opportunities to participate in informal research groups with other SSW doctoral students across cohorts who share research interests.
• Students have co-authored articles and co-presented at conferences in areas such as immigration, aging, adoption, and food security.

Teaching Skills

• Students develop strong teaching skills through required teaching courses, teaching practicums, paid teaching assistantships, and adjunct teaching opportunities.
• Many of our doctoral students complete the Apprenticeship in College Teaching offered through BC’s Center for Teaching Excellence.

Class Profile

PhD students in BCSSW

AHANA Students  (African-American, Hispanic, Asian, and Native American)

Of our recent grads over the last five years have secured employment as assistant professors, researchers, or post-doctoral fellows within a year of graduation 

Countries of citizenship

PhD Curriculum Plan

• PhD in Social Work

The fulltime PhD in Social Work program typically takes four years. Each student is assigned a faculty mentor with similar research interests. Students spend two years gaining research skills, then two years conducting independent scholarly research.

Second Year

Fourth year, university-wide policy on dissertation submission requirements.

Management of dissertations at Boston College is online-only. The public dissemination of research fits with university social justice values supporting global access to scholarship. The University policy with regard to dissertations is as follows:

All final dissertations must be submitted and published online through ProQuest/UMI, as well as BC’s open access institutional repository, by the University required deadline.

The ProQuest ETD Administrator system is used for student submission, school administration approval, and library management of the process, as it is at the vast majority of Carnegie Tier 1 schools. BC also supports an institutional repository (IR) as its system of record, in which we are legally obligated to preserve all dissertations, and where materials are made available Open Access online according to Creative Commons licensing of the student’s choosing. For both repositories, embargoes may be placed for up to two years. Embargoes can be extended up to five years with school approval. Each system carries its own set of licenses, terms and options (e.g. ProQuest license, BC IR license.)

Exceptions to the requirement to submit digitally will be based on decisions made by individual schools or by the Provost. BC Libraries provide support, instruction, and infrastructure to enable the collection, approval, description, security, access and preservation of all Boston College dissertations and theses.

Meet Our Faculty

Accomplished and dedicated faculty members mentor students to understand and address complex social problems.

A culture of collaboration

"Doors are always open, faculty are always willing to engage with us."

                                                            Kerri Evans, PhD student

PhD Students, Candidates, and Recent Alumni

• current student

Financial Aid

Applicants are fully funded with a doctoral fellowship valued at more than $200,000 over the course of four years. 

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Recent Employers

Alberto Hurtado University in Chile

Boston Children’s Hospital 

Brown University 

Harvard University

The Ohio State University 

Umeå University, Sweden (2021)

Universidad Loyola del Pacífico

University of Maryland

University of Pittsburgh

University of Texas at San Antonio

University of Washington

Career Services

Student Updates

• Publication

PhD Student News

Doctoral candidate receives fellowship from the Grand Challenges for Social Work

Barbara Mendez Campos has received a fellowship from the Grand Challenges for Social Work.

Three doctoral candidates receive NIH grants to support dissertation research

Faculty and administrators at the University said the awards exemplify the strength of BC’s social work program and the tenacity of its doctoral scholars.

Over 200,000 people left Puerto Rico after Hurricane Maria. What factors determine whether they seek behavioral healthcare?

This question is driving J.C. Hodges’ doctoral dissertation, which is being supported by a three-year, $97,381 fellowship from the National Institute of Minority Health and Health Disparities.

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Msw program, research projects, equity, justice, & inclusion, facts & figures.

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.

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.

The Best Online Doctorate in Social Work Programs

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Updated October 20, 2023

TheBestSchools.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

Are you ready to discover your college program?

Online Doctorate Social Work Programs

If you want help make a positive impact on the lives of others, then consider pursuing a doctoral degree in social work online.

A social work degree can lead to specialized and high-level careers in social work, nonprofit management, community leadership, research, and academia.

Professionals with a Ph.D. or doctor of social work (DSW), state licensure, and many years of experience have a wide variety of career options available to them. They qualify for management positions within a company or organization, top research opportunities, and teaching jobs at postsecondary schools. Additionally, a strong demand for health and social services employees is driving employment in this sector; the Bureau of Labor Statistics projects that job growth for social workers will grow 7% by the year 2032—faster than the economy as a whole.

Featured Online PhD's Social Work Programs

The school and/or program descriptions below were drafted using natural language generation technology and have been edited for clarity and accuracy. The data is primarily sourced from government databases such as IPEDS – see sources section for more details.

We use datasets from sources like the National Center for Education Statistics to inform the data for these schools. TheBestSchools.org is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site. from our partners appear among these rankings and are indicated as such. All data is current as of the date this article was published. Program-specific information may vary.

#1 The Best Online Doctorate in Social Work Programs

Capella University

• Minneapolis, MN

The doctor of social work program at Capella University appeals to doctoral students seeking an online route to their degree. At the private institution, degree-seekers take doctoral classes in a flexible format. Enrollees participate in career advising and gain research skills.

After passing comprehensive examinations, degree-seekers spend 1-2 years researching and writing their dissertation. With a doctorate in social work, professionals can work in academia, research, and leadership roles.

Online doctoral students can pay for their degree with scholarships, fellowships, and other forms of financial aid. Contact the social work program for more information about doctoral admissions.

Capella University at a Glance:

Online Master's Programs: 78

Online Doctoral Programs: 60

Student-to-Faculty Ratio: 32-to-1

Graduate Tuition Rate: $14,767

#2 The Best Online Doctorate in Social Work Programs

Simmons University

• Online + Campus

Simmons University offers an online doctorate in social work. With flexible enrollment options, the private school helps degree-seekers earn a doctorate according to their schedule. Doctoral students also benefit from research support, career advising, and library access.

In the social work program, learners take 48 credits of doctoral-level coursework. After passing comprehensive examinations, learners propose a dissertation topic and conduct research in their specialty area. With a doctorate in social work, graduates can pursue academic, research, and industry roles.

Online doctoral students at the accredited institution qualify for several forms of financial aid. Contact the program to learn more about the application process and start dates.

Simmons University at a Glance:

Online Student Enrollment: 6,263

Online Master's Programs: 11

Online Doctoral Programs: 2

Student-to-Faculty Ratio: 9-to-1

Graduate Tuition Rate: $21,528

Accepts Transfer Credits: Not Accepted

#3 The Best Online Doctorate in Social Work Programs

Spalding University

• Louisville, KY

The doctor of social work program at Spalding University appeals to doctoral students seeking an online route to their degree. With its flexible format, the private university helps degree-seekers complete a doctorate at their pace. Doctoral students meet with career advisors and faculty mentors throughout their program.

The doctoral program incorporates advanced social work coursework. After passing comprehensive examinations, doctoral candidates complete an original dissertation that contributes to the field. As the terminal degree in social work, the doctoral program trains graduates for roles in academia, research, and industry.

Online doctoral students at the accredited institution can pay for their degree with scholarships, fellowships, and loans. Contact the program to learn more about financial aid opportunities, admission requirements, and start dates.

Spalding University at a Glance:

Online Student Enrollment: 1,247

Online Master's Programs: 4

Online Doctoral Programs: 3

Student-to-Faculty Ratio: 11-to-1

Graduate Tuition Rate: $12,186

#4 The Best Online Doctorate in Social Work Programs

University of Pennsylvania

• Philadelphia, PA

The doctorate in clinical social work program at the University of Pennsylvania appeals to doctoral students seeking an online route to their degree. At the private institution, degree-seekers complete a doctorate in a flexible environment. Doctoral students work closely with faculty mentors and career advisors.

In the social work program, learners complete doctoral coursework and strengthen advanced skills. After passing comprehensive examinations, doctoral candidates propose a dissertation topic and conduct research in their specialty area. Graduates with a doctorate in social work can pursue roles in academia, research, and industry.

Doctoral students attending the accredited institution online often qualify for several forms of financial aid. Prospective applicants can contact the program to learn more about financial aid opportunities and the admissions process.

University of Pennsylvania at a Glance:

Online Student Enrollment: 22,488

Online Doctoral Programs: 1

Student-to-Faculty Ratio: 6-to-1

Graduate Tuition Rate: $37,678

#5 The Best Online Doctorate in Social Work Programs

Walden University

The online doctor of social work program at Walden University provides a flexible learning format. Doctoral students at the private institution can participate in career counseling and benefit from research support.

After passing comprehensive examinations, doctoral candidates complete an original dissertation that contributes to the field. As the terminal degree in social work, the program prepares graduates for academic, research, and industry positions.

Online doctoral students at the accredited institution can pay for their degree with scholarships, fellowships, and loans. Contact the social work program for more information about financial aid and the admissions process.

Walden University at a Glance:

Online Master's Programs: 38

Online Doctoral Programs: 19

Student-to-Faculty Ratio: 19-to-1

Graduate Tuition Rate: $10,272

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Here at TheBestSchools.org, we take the trust and welfare of our readers very seriously. When making our school and program rankings, our top priority is ensuring that our readers get accurate, unbiased information that can help them make informed decisions about online education. That's why we've developed a rigorous ranking methodology that keeps the needs of our readers front and center.

Our proprietary, multi-criteria ranking algorithm analyzes key data indicators — as collected by the federal government — for each school or program. What data we use depends on the focus of each specific ranking, but in all cases, our ranking methodology is impartial: Schools  cannot buy better rankings  at TBS.

While specific criteria under consideration can vary by ranking, there are a few data points that we value most highly. They are affordability, academic quality, and online enrollment. Below, we break down our algorithm to help you understand what you're getting when you use one of our rankings.

• Affordability
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Breakdown of Our Rankings Methodology

About our ranking factors.

Here at TBS, we value what you value: quality education, affordability, and the accessibility of online education. These factors guide all of our program rankings.

Each of these factors are further broken down into weighted subfactors. For example, retention rates are weighted more heavily than availability of program options because they are a better indicator of student success.

We chose the following factors for our rankings because of their influence on learning experiences and graduate outcomes. However, students should always balance our rankings against their personal priorities. For instance, a learner who needs a fully online program may prioritize online flexibility more than our rankings do. Our rankings are designed to help you make a decision — not to make a decision for you.

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Academics - 75%

Affordability - 15%, online enrollment - 10%.

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What is the Difference Between a Social Work Ph.D. and a DSW?

The difference between a social work Ph.D. and a doctor of social work (DSW) is that social work Ph.D. programs tend to be oriented towards research, while DSW programs tend to be oriented towards clinical practice. However, both degrees share significant overlap when it comes to their curriculum and educational requirements. Regardless of which degree is earned, the holder of the degree has a doctorate in the field of social work. If you are interested in the research-side of social work, then you might want to look at social work Ph.D. programs. If you are interested in leading social workers in a clinical setting, then consider a DSW.

What Can I Expect from an Online Doctorate in Social Work Program?

When researching online social work degrees , you may find that they are as unique as the schools that offer them. However, most curricula feature courses and topics common across all DSW and online Ph.D. in social work programs. Generally, Ph.D. students explore advanced theoretical concepts, while those earning a DSW online pursue more practical objectives through applied learning coursework.

Curriculum for an Online Doctorate in Social Work

• Advanced Research Methods and Statistics: Usually a requirement for earning a Ph.D. in social work online, this course emphasizes research over hands-on practice in the field. Coursework promotes advanced skills in data collection and analysis, research design, and problem formulation. Coursework stresses analytical thinking abilities, preparing students for their dissertation to conclude the degree.
• Social Science Theories: This course explores both traditional and contemporary theories of social science, primarily through professional publications on the practice of social work, field journals, and public policy literature. Students expand existing theories to influence policy reform and social justice in the public service field.
• Grant Writing: Successful grant writing is essential for productive social workers. Students in this course locate, draft, budget, track, and manage grant funding opportunities. This is especially valuable to aspiring nonprofit directors, community organizers, and top executives in any field.
• Teaching in Higher Education: This course combines universal skills in pedagogy, curriculum development, and instructional design with teaching methods specific to social work. Students learn to lead a college-level course in social work, and topics emphasize an industry-relevant curriculum aligned with evidence-based social work principles.
• Social Welfare Policy Analysis: A research-intensive course, social welfare policy analysis examines the current state of social welfare policy in the United States. Students conclude this course with an empirical policy study in which they pose questions and formulate hypotheses in a focus area of their choice.

How Long Does It Take to Get an Online Doctorate in Social Work?

Most students complete a doctorate in social work in two to three years. However, several factors can affect completion times, including whether a student attends full-time or part-time, how often classes are available, and how a program is structured.

Programs also differ by format. Students seeking maximum flexibility may prefer a self-paced program they can complete in their own time. Others may benefit from a cohort arrangement, which assembles students into groups to facilitate a collaborative learning environment.

Students enrolled in social work Ph.D. programs online typically complete 48-72 credit hours, culminating in a graduate thesis or dissertation. Like other doctoral programs, students may be eligible for independent study opportunities or can work with an advisor to customize their social work curriculum.

Paying for Your Online Doctorate in Social Work

Students should begin the financial aid process by completing the Free Application for Federal Student Aid (FAFSA), which is used by most schools and private lenders to determine eligibility for scholarships, grants, and loans. While many doctoral programs, including the online Ph.D. in social work, offer financial aid to graduate students, the FAFSA is still required to assess all funding options.

Among the nation's fastest-growing employment sectors, social workers need an advanced education to gain a competitive edge and qualify for top jobs in the marketplace. The demand for social workers increasingly requires scholarships, loans, grants, and work-study awards to fund a student's degree. The field often directs funding opportunities to students in various specialty areas of social work — such as school or healthcare — or targets underserved demographics.

Accreditation for Online Social Work

Prospective students wanting to enroll in a social work Ph.D. program online should first ensure their selected schools are accredited. As with any college degree, the school should hold accreditation from a regional agency, such as the Higher Learning Commission, Middle States Commission on Higher Education, or the New England Association of Schools and Colleges. Though accreditation is awarded through a regional or national agency, regionally accredited institutions usually undergo a more rigorous process to obtain accreditation and, therefore, are more common among colleges.

Transfer students should pay attention to the credit-transfer policy of their college of choice. It is not uncommon for nationally accredited institutions to accept credit from regionally or nationally accredited institutions, and for regionally accredited schools to only accept credits from other institutions that have regional accreditation.

The accreditation process in the United States is overseen by regional or national agencies that are recognized by the U.S. Department of Education (ED) and the Council for Higher Education Accreditation (CHEA), both of which oversee all postsecondary accreditation in the country. Some bachelor's and master's degrees in social work may also receive special program-specific accreditation from the Council on Social Work Education. Be sure to look for your school on the ED or CHEA website.

Employment Outlook for Social Work Graduates

Graduates of social work Ph.D. programs online are eligible for the field's most advanced employment opportunities. While many entry-level jobs in social work require only a bachelor's degree, Ph.D. or DSW graduates with licensure and experience qualify for executive positions that span social work, education, and management fields. Depending on whether a candidate holds a Ph.D. or DSW, they may also pursue a career in research or practice social work in various professional settings. Below are some of the most common careers for social workers:

Social Worker

Social workers advocate for and treat clients who need help with a range of employment-related, financial, and/or behavioral issues affecting the client's quality of life. These professionals may focus on child and family, school, healthcare, or mental health and substance abuse social work. Graduates of a social work doctoral program qualify for licensed clinical social worker (LCSW) status and are eligible for their choice of specialties in the field.

Community Service Manager

Social and community service managers oversee programs and workers that deliver social services to local communities. These professionals coordinate outreach and promotional efforts, recruit and hire staff, develop and implement new programs, and propose funding for community projects. Jobs in this area of management typically require an advanced degree in social work or a related field, and many years of work experience.

Top Executive

Top executives manage all aspects of day-to-day operations for an organization or business. They may supervise -- or delegate to department heads -- various administrative, financial, legal, and HR tasks for the organization. Graduates of an online Ph.D. in social work may be especially well-suited to CEO or COO positions for nonprofit organizations or human advocacy groups.

Post-Secondary Teacher

Postsecondary teachers are not only qualified professors at universities, community colleges , and technical schools: they also conduct scholarly research and/or publish their findings in professional journals. Generally, postsecondary teachers need a Ph.D. in social work to teach in a four-year university.

School Social Worker

School social workers develop methods of improving a student's academic performance and help them maintain healthy social relationships within a school environment. School social workers usually have a graduate degree and at least two years of experience to qualify for LCSW certification in this specialty.

Doctorate in Social Work Salary

Graduates from Ph.D. in social work online programs can earn a range of salaries depending on their area of focus. While both Ph.D. and DSW holders are highly qualified in the basic principles of social work and its services, there are a wealth of job options across a variety of fields that offer ways for graduates to apply their skills. Licensed clinical social workers with a doctoral degree possess an edge on their competitors for social work jobs, while graduates with a doctor of social work may be uniquely prepared to apply their social work skills to a teaching or managerial position. As shown in the table below, most jobs in social work offer attractive compensation to students with advanced qualifications, especially nonprofit managers and college professors.

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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 doctor 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 Doctor of Social Work 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 Doctor of Social Work (DSW) student, you will complete 42 units of coursework focused on three areas:

• Problem definition within the 12 Grand Challenges for Social Work
• Innovative design
• Executive leadership in human service organizations and community contexts

The DSW degree may be completed along a Standard or Accelerated track.

The Standard Track (42 units):

• Complete in 9 semesters.
• Register for 2 courses (6 units) over 6 semesters.
• Enroll in the Capstone Project for the last 3 semesters.

The Accelerated Track (42 units):

• Complete in 7 semesters.
• Register for 3 courses (9 units) over 4 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 12 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, prototype 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 USC’s Doctor of Social Work prepares individuals for leadership and management roles within a variety of settings.

Related Online Graduate Programs

Best Schools for Social Work

Ranked in 2022, part of Best Health Schools

In an advanced social work curriculum, students will take

In an advanced social work curriculum, students will take courses in social welfare policy, human behavior and ethics, balanced with hands-on experience in clinical settings. These are the top social work programs. Each school's score reflects its average rating on a scale from 1 (marginal) to 5 (outstanding), based on a survey of academics at peer institutions. Read the methodology »

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Dear Students, Faculty, Staff and Friends,

I am pleased to present to you this Guide to our plans for the upcoming fall semester and reopening of our campuses. In form and in content, this coming semester will be like no other. We will live differently, work differently and learn differently. But in its very difference rests its enormous power. The mission of Yeshiva University is to enrich the moral, intellectual and spiritual development of each of our students, empowering them with the knowledge and abilities to become people of impact and leaders of tomorrow. Next year’s studies will be especially instrumental in shaping the course of our students’ lives. Character is formed and developed in times of deep adversity. This is the kind of teachable moment that Yeshiva University was made for. As such, we have developed an educational plan for next year that features a high-quality student experience and prioritizes personal growth during this Coronavirus era. Our students will be able to work through the difficulties, issues and opportunities posed by our COVID-19 era with our stellar rabbis and faculty, as well as their close friends and peers at Yeshiva. 

To develop our plans for the fall, we have convened a Scenario Planning Task Force made up of representatives across the major areas of our campus. Their planning has been guided by the latest medical information, government directives, direct input from our rabbis, faculty and students, and best practices from industry and university leaders across the country. I am deeply thankful to our task force members and all who supported them for their tireless work in addressing the myriad details involved in bringing students back to campus and restarting our educational enterprise. In concert with the recommendations from our task force, I am announcing today that our fall semester will reflect a hybrid model. It will allow many students to return in a careful way by incorporating online and virtual learning with on-campus classroom instruction. It also enables students who prefer to not be on campus to have a rich student experience by continuing their studies online and benefitting from a full range of online student services and extracurricular programs. In bringing our students back to campus, safety is our first priority. Many aspects of campus life will change for this coming semester. Gatherings will be limited, larger courses will move completely online. Throughout campus everyone will need to adhere to our medical guidelines, including social distancing, wearing facemasks, and our testing and contact tracing policies. Due to our focus on minimizing risk, our undergraduate students will begin the first few weeks of the fall semester online and move onto the campus after the Jewish holidays. This schedule will limit the amount of back and forth travel for our students by concentrating the on-campus component of the fall semester to one consecutive segment. Throughout our planning, we have used the analogy of a dimmer switch. Reopening our campuses will not be a simple binary, like an on/off light switch, but more like a dimmer in which we have the flexibility to scale backwards and forwards to properly respond as the health situation evolves. It is very possible that some plans could change, depending upon the progression of the virus and/or applicable state and local government guidance. Before our semester begins, we will provide more updates reflecting our most current guidance. Please check our website, yu.edu/fall2020 for regular updates. We understand that even after reading through this guide, you might have many additional questions, so we will be posting an extensive FAQ section online as well. Additionally, we will also be holding community calls for faculty, students, staff and parents over the next couple of months. Planning for the future during this moment has certainly been humbling. This Coronavirus has reminded us time and time again of the lessons from our Jewish tradition that we are not in full control of our circumstances. But our tradition also teaches us that we are in control of our response to our circumstances. Next semester will present significant challenges and changes. There will be some compromises and minor inconveniences--not every issue has a perfect solution. But faith and fortitude, mutual cooperation and resilience are essential life lessons that are accentuated during this period. And if we all commit to respond with graciousness, kindness, and love, we can transform new campus realities into profound life lessons for our future. Deeply rooted in our Jewish values and forward focused in preparing for the careers and competencies of the future, we journey together with you, our Yeshiva University community, through these uncharted waters. Next year will be a formative year in the lives of our students, and together we will rise to the moment so that our students will emerge stronger and better prepared to be leaders of the world of tomorrow.

Best Wishes, Ari Berman

Ph.D. in Social Welfare, Doctorate Program

Our Ph.D. in Social Welfare Program prepares students for careers in research, academia, leadership, policy, and administration.  Join the next generation of scholars, educators, and influencers in the field of social work.

Degree Flexibility

The Wurzweiler Difference

Variability and Flexibility : Classes are offered with spring and fall start terms at convenient times for working professionals. Choose full-time or part-time. Take classes in a virtual classroom format. 

Individualized: Close learning environment with a low teacher-student ratio (often eight to twelve students per class) and opportunities for one-to-one work with individual faculty for advanced study and dissertation preparation.

Personal Attention and Writing Support: Classes encourage close interaction with faculty, guest lecturers and peers. An on-site writing center for Wurzweiler students is available at no additional cost to assist with scholarly writing.

World-Renowned Educational Experience : Students and faculty come from all walks of life, enriching your learning experience. 

Diverse Student Body: Wurzweiler’s students come from diverse ethnic, religious, and generational backgrounds, and represent a broad spectrum of professional experience and levels of practice.

Full Program Breakdown

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Take the Next Step in Your Career

Take a leap in your academic and professional career. Have questions about the application process? Visit the admissions webpage for more information/points of contact. Have questions about the program layout? Contact Program Director  Dr. Mary Beth Morrissey  at [email protected] . 

At a Glance

We have been educating exceptional scholars and leaders for over 60 years.

Diverse student body representing a myriad of intersectional identities and professional, geographic, cultural, and religious backgrounds.

Assistance every step of the way for our doctoral students in their scholarly research and writing.

Impactful careers — our graduates go on to significant research and service positions around the world.

• Prospective Students
• Current Students

Doctoral Studies at WSSW

At WSSW we offer both a PhD in Social Welfare and a Doctorate in Social Work.  Which degree is right for you?  

Admissions Requirements:

Visit the admissions page for a breakdown of the application requirements.  

Program Plans: Road Maps

Policy Manual and Course Catalogue

Mary Beth Morrissey, PhD, JD, MPH PhD Program Director and Associate Professor Wurzweiler School of Social Work Yeshiva University [email protected]

Academic Materials  

Summer 2024 Summer 2024 PhD Course Schedule Summer 2024 PhD Monthly Calendar

Fall 2024 Fall 2024 PhD Course Schedule Fall 2024 PhD Monthly Calendar

Spring 2024 Spring 2024 PhD Course Schedule Spring 2024 PhD Monthly Calendar

Student Forms

• Application for Graduation
• Audit course form
• Drop-Add Form
• Readmission Form
• Graduate Registration Form
• Immunization Form
• Leave of Absence Form
• Withdrawal from School

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Study Postgraduate

Phd in social work (2021 entry).

• Department website
• How to apply
• Course Code
• Course Type
• Postgraduate Research
• Qualification
• Full-time: 3-4 years
• Part-time: up to 7 years
• Department of Study
• Centre for Lifelong Learning

Tailor your PhD in Social Work to your interests, choosing from a diverse range of areas. The University of Warwick's Centre for Lifelong Learning provides a rich and supportive transdisciplinary academic environment for PhD study.

Course Overview

This PhD spans a diverse range of areas reflecting the multi-disciplinary strengths of our staff. We welcome applications to study in the following areas:

• Gender violence, child abuse, safety and well-being
• Domestic violence
• Violence against women and ‘race’/ethnicity
• Disability and violence
• Children and violence
• Child abuse and feminist perspectives on child abuse and child protection
• Working with parents and children in public care
• Child contact and post-separation violence
• Child homicide in the context of domestic violence
• Images of child abuse and new information and communication technologies
• ‘Race’, ethnicity, gender, and migration
• Migrant communities in Europe
• Diversity and multicultural politics in Europe
• Gender and policy
• Men, masculinity, health

Find a Supervisor

Research proposal guidance

Research Themes

Social work (with a focus on domestic violence, child abuse, safety and well-being; men, masculinity and health; migration, race and ethnicity; political and civic engagement)

Teaching and Learning

We provide a pleasant PhD study room and dedicated personal tutor support in addition to the supervisory team. A combined staff and student seminar programme provides a collegiate forum for sharing and discussing current topics and ideas.

Entry Requirements

Entry requirements 2:i undergraduate degree (or equivalent) in a relevant subject; a Masters level degree in Social Work, Social Policy, Sociology or other cognate subject

English language requirements Band B IELTS overall score of 7.0, minimum component scores of two at 6.0/6.5 and the rest at 7.0 or above

International Students We welcome applications from students with other internationally recognised qualifications. For more information please visit the international entry requirements page .

Fees, Funding and Scholarships

For up-to-date information concerning fees, funding and scholarships for Home, EU and Overseas students please visit Warwick's Fees and Funding webpage .

Related Research Courses

PhD in Adult Education and Lifelong Learning

PhD in Social Policy and Social Work

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.

Student Life

SP2 and National Education Equity Lab launch high school course in social work and social policy

This spring, underserved high school students engaged in the National Education Equity Lab will have the opportunity to learn about career paths in social work and social policy from experts at SP2.

Faculty & Research

SP2’s Dr. Tamara J. Cadet named to 2024 class of Fellows of the Society for Social Work and Research

SP2 is pleased to announce that Associate Professor Tamara J. Cadet, PhD, LICSW, MPH, has been welcomed to the 2024 class of Fellows of the Society for Social Work and Research.

PhD in Social Welfare Program waives GRE requirement

The PhD in Social Welfare Program at SP2 no longer requires Graduate Record Examination (GRE) General Test scores as part of its application process as of Fall 2023, following discussion and a vote by the School’s faculty.

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 >

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PhD in Social Work

About the program phd in social work.

The PhD in Social Work Program is committed to educating doctoral level leaders in the areas of research, practice, organizational administration and management, and the preparation of the next generation of BSW and MSW social work practitioners. Organized around a developmentally integrated curriculum that attends to both methodological rigor and issues of social justice, students are prepared to engage in independent research and scholarship that informs social work practice at multiple levels. Students will demonstrate skill at conceptually and theoretically framing, investigating, and analyzing complex systems, social problems, human behaviors, and intervention outcomes through a trauma-informed lens. The goals of the program further strive to assure the promotion of social justice in ways that assist individuals, families, groups, communities, and larger societies in maximizing their potential and well-being.

Within the broad goal of preparing advanced social work scholars, practitioners, and agency leaders, the educational objectives of the doctoral program are to prepare our students to:

• Demonstrate comprehensive mastery of a substantive area of social work.
• Exhibit expertise in producing independent research that informs social work practice, service delivery, advocacy, and system change.
• Integrate the values and ethics of the social work profession in teaching, scholarship, and service.
• Conceptualize, critically evaluate, and construct theory to advance social work knowledge, education, and practice.
• Demonstrate the capacity for leadership and advocacy focused on promoting social justice.

Barry’s PhD program is a part-time program that is convenient for working professionals.

Mitch Rosenwald, PhD, LCSW Director

Thank you for your interest in the PhD Program at Barry University’s School of Social Work!

“We pride ourselves on providing students with a rigorous, social justice-oriented curriculum that links theory, research methods, policy, organizations and education. Students are prepared for careers in academic settings, research consulting, and agency leadership. ”

Top Stories

Barry Grad to Serve as State Representative February 15, 2022

Barry University School of Social Work graduate Daryl Campbell (MSW ’17) will be spending a lot more time in Tallahassee!

The Center for Human Rights and Social Justice: Annual Report 2020 August 04, 2021

The Center for Human Rights and Social Justice (CHRSJ), as part of the School of Social Work, has released its Annual Report for 2020.

How Dr. Mitch Rosenwald Is Using His Social Work Skills To Impact Local Policy June 22, 2021

As a clinical social worker and veteran professor in Barry’s School of Social Work, Dr. Mitch Rosenwald has long championed the benefits of bringing social work perspectives to government policy.

With New Research Social Work Students And Professor Advocate For Gender-Affirming Care March 15, 2021

A new paper published in the peer-reviewed journal Psychology of Sexual Orientation and Gender Diversity is giving voice to members of the trans community who suffer from gender dysphoria.

Admissions Overview Getting Started

Congratulations on taking the first step to pursue your passion, advance your career, and make a difference in your community. We are committed to assist each student through the admission process.

Whether you transition straight from undergraduate studies to a graduate program or have been out of school for some time, we offer a welcoming and professional environment for graduate study.

With small class sizes, there is a considerable amount of personalized attention from your faculty and opportunities to build strong relationships with fellow classmates.

Financial Aid Affordable for you.

At BarryU, our tuition is competitive, affordable and still promises all the perks of a private school education. Our cost per credit is in-line with other institutions, but we offer a mission-driven educational experience and provide our students with small class sizes, personalized attention, and academic excellence. Scholarships, graduate assistantships, and financial aid can also be explored to help offset overall costs.

Barry University participates in the full array of federal and state financial aid programs. At Barry, we are committed to doing all we can to help you finance your education.

Barry University's Financial Aid staff will assist you through the financial aid application process.

Tuition for the PhD program is $1,125.00 per credit hour.

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2021-2022 Graduate Course Catalog > Programs of Study > School of Social Work > Ph.D. in Social Work

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Ph.D. in Social Work

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Description

The Ph.D. in Social Work program is designed for practitioners to develop scientific research skills so that they can engage in scholarship that improves the health and wellbeing of individuals, groups, and communities. We train clinical practitioners to become researchers and social scientists. Our research courses are rigorous with an applied focus. We emphasize using empirical evidence to effect social change and promote social justice. PhD program faculty mentor students to develop academic and professional careers that include research, teaching, and leadership roles. The DEIPAR (Diversity, Equity, Inclusion, Intersectionality, Power & Anti-Racists) framework, that underlies all School of Social Work programs, is infused across PhD programming.

Learning Outcomes

The Ph.D. program advances student scholarship and research competencies through coursework in qualitative and quantitative research methods, statistical analysis, epistemology, theory, and social welfare policy. Students are required to take eleven research-focused courses. In addition, students have opportunities to participate in research initiatives through practice and assistantships. The Ph.D. program prepares students to become skilled and effective educators. They receive formal training in the pedagogy of adult learning — in courses and through a teaching practicum — and are offered opportunities to teach with our professors in our on-ground and online platforms.

Requirements for Entry into the Program

Applicants must hold a bachelor’s degree from an accredited institution, with an appropriate distribution of liberal arts courses. In addition, they must hold a master’s degree from a program in social work accredited by the Council on Social Work Education (CSWE) or master’s degree or higher in a related discipline with a minimum GPA of 3.0, a minimum of 2 years of experience working in the social work or related field. Application materials include academic transcripts, 3 recommendation letters, a personal statement of academic intent, a writing sample, and an interview with the program director. In recognition of the empirical evidence of the limited ability of GRE scores to predict program performance, the PhD program does not require the GRE for admission.

Delivery Modes Available

The Ph.D. program is offered on a part-time basis across three academic semesters per year (fall, spring and summer). Most coursework is offered on Thursdays during the fall and spring academic semesters. The summer semester is a 7-week accelerated term with courses offered once or twice a week. Students take a minimum of 6 credits per semester. All required coursework is completed in 2 years. The PhD program is piloting an online course delivery format in 2021-2022. 

Other Degree Options

PhD students may obtain a four-course teaching certificate through the Simmons Health Professions Educational Doctorate degree program.

Degree Requirements

Phd courses, supplemental courses.

Students can take elective courses at any time during their tenure in the program.

Qualifying Exam for Candidacy

Upon successful completion of required coursework, students will take a written and oral exam on curricular content. In order to qualify for candidacy students must pass both the written and oral exam, and also submit an empirical manuscript to a scientific peer-reviewed journal approved by the faculty. Upon meeting these requirements, the student will move into candidacy, and be eligible to begin the dissertation process.

The Dissertation

Successful completion of the dissertation will demonstrate the candidate's ability to join the academy as an independent scholar. Specifically, the candidate will demonstrate empirical and conceptual knowledge, the ability to apply rigorous scientific methodology to a substantive area of study, and the capacity to articulate the applied relevance of the findings to the field. The doctoral candidate has the option to complete a traditional dissertation or three-paper dissertation.

Graduate research methods in social work

(2 reviews)

Matt DeCarlo, La Salle University

Cory Cummings, Nazareth University

Kate Agnelli, Virginia Commonwealth University

Copyright Year: 2021

ISBN 13: 9781949373219

Publisher: Open Social Work Education

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Laura Montero, Full-time Lecturer and Course Lead, Metropolitan State University of Denver on 12/23/23

Graduate Research Methods in Social Work by DeCarlo, et al., is a comprehensive and well-structured guide that serves as an invaluable resource for graduate students delving into the intricate world of social work research. The book is divided... read more

Comprehensiveness rating: 4 see less

Graduate Research Methods in Social Work by DeCarlo, et al., is a comprehensive and well-structured guide that serves as an invaluable resource for graduate students delving into the intricate world of social work research. The book is divided into five distinct parts, each carefully curated to provide a step-by-step approach to mastering research methods in the field. Topics covered include an intro to basic research concepts, conceptualization, quantitative & qualitative approaches, as well as research in practice. At 800+ pages, however, the text could be received by students as a bit overwhelming.

Content Accuracy rating: 5

Content appears consistent and reliable when compared to similar textbooks in this topic.

Relevance/Longevity rating: 5

The book's well-structured content begins with fundamental concepts, such as the scientific method and evidence-based practice, guiding readers through the initiation of research projects with attention to ethical considerations. It seamlessly transitions to detailed explorations of both quantitative and qualitative methods, covering topics like sampling, measurement, survey design, and various qualitative data collection approaches. Throughout, the authors emphasize ethical responsibilities, cultural respectfulness, and critical thinking. These are crucial concepts we cover in social work and I was pleased to see these being integrated throughout.

Clarity rating: 5

The level of the language used is appropriate for graduate-level study.

Consistency rating: 5

Book appears to be consistent in the tone and terminology used.

Modularity rating: 4

The images and videos included, help to break up large text blocks.

Organization/Structure/Flow rating: 5

Topics covered are well-organized and comprehensive. I appreciate the thorough preamble the authors include to situate the role of the social worker within a research context.

Interface rating: 4

When downloaded as a pdf, the book does not begin until page 30+ so it may be a bit difficult to scroll so long for students in order to access the content for which they are searching. Also, making the Table of Contents clickable, would help in navigating this very long textbook.

Grammatical Errors rating: 5

I did not find any grammatical errors or typos in the pages reviewed.

Cultural Relevance rating: 5

I appreciate the efforts made to integrate diverse perspectives, voices, and images into the text. The discussion around ethics and cultural considerations in research was nuanced and comprehensive as well.

Overall, the content of the book aligns with established principles of social work research, providing accurate and up-to-date information in a format that is accessible to graduate students and educators in the field.

Reviewed by Elisa Maroney, Professor, Western Oregon University on 1/2/22

With well over 800 pages, this text is beyond comprehensive! read more

Comprehensiveness rating: 5 see less

With well over 800 pages, this text is beyond comprehensive!

I perused the entire text, but my focus was on "Part 4: Using qualitative methods." This section seems accurate.

As mentioned above, my primary focus was on the qualitative methods section. This section is relevant to the students I teach in interpreting studies (not a social sciences discipline).

This book is well-written and clear.

Navigating this text is easy, because the formatting is consistent

Modularity rating: 5

My favorite part of this text is that I can be easily customized, so that I can use the sections on qualitative methods.

The text is well-organized and easy to find and link to related sections in the book.

Interface rating: 5

There are no distracting or confusing features. The book is long; being able to customize makes it easier to navigate.

I did not notice grammatical errors.

The authors offer resources for Afrocentricity for social work practice (among others, including those related to Feminist and Queer methodologies). These are relevant to the field of interpreting studies.

I look forward to adopting this text in my qualitative methods course for graduate students in interpreting studies.

Table of Contents

• 1. Science and social work
• 2. Starting your research project
• 3. Searching the literature
• 4. Critical information literacy
• 5. Writing your literature review
• 6. Research ethics
• 7. Theory and paradigm
• 8. Reasoning and causality
• 9. Writing your research question
• 10. Quantitative sampling
• 11. Quantitative measurement
• 12. Survey design
• 13. Experimental design
• 14. Univariate analysis
• 15. Bivariate analysis
• 16. Reporting quantitative results
• 17. Qualitative data and sampling
• 18. Qualitative data collection
• 19. A survey of approaches to qualitative data analysis
• 20. Quality in qualitative studies: Rigor in research design
• 21. Qualitative research dissemination
• 22. A survey of qualitative designs
• 23. Program evaluation
• 24. Sharing and consuming research

Ancillary Material

About the book.

We designed our book to help graduate social work students through every step of the research process, from conceptualization to dissemination. Our textbook centers cultural humility, information literacy, pragmatism, and an equal emphasis on quantitative and qualitative methods. It includes extensive content on literature reviews, cultural bias and respectfulness, and qualitative methods, in contrast to traditionally used commercial textbooks in social work research.  

Our author team spans across academic, public, and nonprofit social work research. We love research, and we endeavored through our book to make research more engaging, less painful, and easier to understand. Our textbook exercises direct students to apply content as they are reading the book to an original research project. By breaking it down step-by-step, writing in approachable language, as well as using stories from our life, practice, and research experience, our textbook helps professors overcome students’ research methods anxiety and antipathy.  

If you decide to adopt our resource, we ask that you complete this short  Adopter’s Survey  that helps us keep track of our community impact. You can also contact  [email protected]  for a student workbook, homework assignments, slideshows, a draft bank of quiz questions, and a course calendar. 

About the Contributors

Matt DeCarlo , PhD, MSW is an assistant professor in the Department of Social Work at La Salle University. He is the co-founder of Open Social Work (formerly Open Social Work Education), a collaborative project focusing on open education, open science, and open access in social work and higher education. His first open textbook, Scientific Inquiry in Social Work, was the first developed for social work education, and is now in use in over 60 campuses, mostly in the United States. He is a former OER Research Fellow with the OpenEd Group. Prior to his work in OER, Dr. DeCarlo received his PhD from Virginia Commonwealth University and has published on disability policy.

Cory Cummings , Ph.D., LCSW is an assistant professor in the Department of Social Work at Nazareth University. He has practice experience in community mental health, including clinical practice and administration. In addition, Dr. Cummings has volunteered at safety net mental health services agencies and provided support services for individuals and families affected by HIV. In his current position, Dr. Cummings teaches in the BSW program and MSW programs; specifically in the Clinical Practice with Children and Families concentration. Courses that he teaches include research, social work practice, and clinical field seminar. His scholarship focuses on promoting health equity for individuals experiencing symptoms of severe mental illness and improving opportunities to increase quality of life. Dr. Cummings received his PhD from Virginia Commonwealth University.

Kate Agnelli , MSW, is an adjunct professor at VCU’s School of Social Work, teaching masters-level classes on research methods, public policy, and social justice. She also works as a senior legislative analyst with the Joint Legislative Audit and Review Commission (JLARC), a policy research organization reporting to the Virginia General Assembly. Before working for JLARC, Ms. Agnelli worked for several years in government and nonprofit research and program evaluation. In addition, she has several publications in peer-reviewed journals, has presented at national social work conferences, and has served as a reviewer for Social Work Education. She received her MSW from Virginia Commonwealth University.

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Recent PhD in Social Work Graduates

Enoch Azasu PhD in Social Work Graduated May 2023

Sara Beeler-Stinn PhD in Social Work Graduated 2021

William Byansi PhD in Social Work Graduated

Shih-ying Cheng PhD in Social Work Graduated 2021

Flora Cohen PhD in Social Work Graduated Summer 2023

Christina Drymon Research Scientist (Public Health) of Norc at the University of Chicago PhD in Social Work Graduated 2020

Darejan Dvalishvil PhD in Social Work Graduated December 2022

Lashawnda Fields Assistant Professor, University of Arkansas at Fayetteville PhD in Social Work Graduated 2020

Carlos Andres Gallegos PhD in Social Work Graduated

Michael Galvin PhD in Social Work Graduated 2021

Mark Hawes PhD in Social Work Graduated Summer 2023

Ashley Jackson PhD in Social Work Graduated Summer 2023

Alexandra Morshed Research Project Manager, Prevention Research Center in St. Louis PhD in Social Work Graduated 2020

Robert Motley PhD in Social Work Graduated 2021

Kyle Pitzer PhD in Social Work Graduated December 2022

Erin Stringfellow Substance Abuse Research Scientist, Missouri Institute of Mental Health PhD in Social Work Graduated 2019

Sicong Sun PhD in Social Work Graduated 2021

Christopher Weatherly PhD in Social Work Graduated Summer 2023

Maya Williams PhD in Social Work Graduated 2021

Yingying Zeng PhD in Social Work Graduated May 2023

Yiqi Zhu PhD in Social Work Graduated 2021

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• Social Workers Forum

Fall 2021 PhD in Social Work!

By ArchieJones November 10, 2020 in Social Workers Forum

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• ArchieJones

Didn't see a thread so thought I would start one!

Anyone applying for a PhD in social work? Joint MSW/PhD programs? What is your story?

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February 8, 2021

Just got the notification I was accepted at UNC. Hope folks start hearing back soon! 

AReelExpert

February 15, 2021

GOT INTO COLUMBIA TODAY!!!!!!!!! BC acceptance last week.    HOPING GOOD NEWS FOR ALL, I am shaking with excitement 

February 10, 2021

Update I  just found out I got into BC !

Yes! I've been accepted to the PhD program at the University of Denver for Fall 2021. They had a very early application deadline this year. I'll be moving from Philly to Denver next summer with my partner!

• SOCW_Noel and harpert1

Hello! I'm for social work PhD programs, finishing a joint MBA/MSW and applied to 8 schools, so now we're just waiting to see! I don't have much social work experience and want to study something that most people study in a different subject, so finding potential advisors has been a struggle, but I'm hoping that strong parts of my application (GRE and GPA for sure, hopefully SOP and recs) can make up for me potentially needing to argue why I think an advisor's expertise applies to my work. Outside of work in grad school, I don't have any social work research experience, so I'm hoping that what I'm doing now makes up for it!

I am curious to see how this turns out, but am generally a stress-ball, so who knows!

On 11/10/2020 at 4:00 PM, AlexSW said: Yes! I've been accepted to the PhD program at the University of Denver for Fall 2021. They had a very early application deadline this year. I'll be moving from Philly to Denver next summer with my partner!

Wow congrats!I got an interviewthis week and anxious. May I ask you some advice? what kindof questions will they ask？ Thank you！

13 minutes ago, Sephora said: Wow congrats!I got an interviewthis week and anxious. May I ask you some advice? what kindof questions will they ask？ Thank you！

Thank you! The interview was quite brief, but the faculty were very down-to-earth and fun to talk with. They wanted to hear how a social justice orientation would be applicable to my proposed area of research. Be prepared to talk about how a PhD will be crucial for your career goals. Just be yourself! Best of luck to you!

Greetings all,

Current Social Welfare PhD student here. Joined the University of Pennsylvania’s School of Social Policy & Practice in Fall 2020, so I’m now in the very first semester of my doctoral studies.

During last year’s app cycle, I remember all too vividly the constant anxiety of waiting for status updates, interview invitations, etc. I checked the gradcafe forum every. single. day, looking for any news to help me piece together realistic university response timeframes and better understand my chances for admission. If you are now going through the same kinds of things: You are definitely, absolutely not alone.   

Anyway, I’m coming back to this thread now, when I’m on the other side of the whole PhD app process, to (hopefully) provide some useful info for applicants currently in the mix, and for folks who might be considering the doctoral track but who haven’t yet applied.   

Some background: I applied to 4 doctoral programs (UPenn; VCU; U of Maryland; UNC Chapel Hill) for Fall 2020 admission. I was accepted w full funding to Penn and U of Maryland, and ultimately chose Penn, as I’ve mentioned. (For anyone interested: I had a 3.67 / 4.0    undergrad / graduate gpa; 154 quant, 170 verbal, 5.5 writing scores for the GRE;  one “publication” [first-author poster presentation @ SSWR 2020 conference];  and several years of clinical & macro social work experience, mostly in child welfare. I applied to PhD programs shortly before I earned my MSW, so although I had plenty of work experience in general, I did not have the 2 years post-MSW experience some places want you to show.)   

In no particular order, here are a few things I wish I’d known about, or better understood, as I navigated the PhD application, interview, and selection processes. 

(a) Your faculty match matters above all else, usually - even more than your publications, grades, test scores, etc. As long as those other elements aren’t abysmally low, you’ll be fine... but the faculty match is key. When you reach out to prospective faculty mentors & express your interest in the university/program, you’re giving yourself a massive advantage. Having an advocate to support your application makes all the difference - especially given the low doctoral program admission rates most applicants face today.  Gaining a faculty ally at any university can seem like a pretty daunting challenge, for sure. I’ve found, though, that many faculty members are delighted when a prospective PhD student cold-emails them out of the blue — IF the message is well-crafted, that is. Avoid sending boilerplate nondescript “express my interest in the program at [name] for the upcoming academic year” messages. Those are quickly forgotten and may even be somewhat detrimental for your application. Instead, just be sure to personalize your message even a little bit. This does not need to be overly lengthy or complex — in fact, brevity is usually very much appreciated. But tie in your research interests to those of the potential faculty mentor. Mention a specific journal article or project of theirs and briefly explain how you hope to learn from & engage in that kind of work.   (B) Most, if not all, Social Work / Social Welfare doctoral programs will have a PhD Program Coordinator. This person is your lifeline if anything goes wrong with your app, if you need to check on the status of a certain letter of rec, etc. Establish contact with this person & schedule a brief consultation call, even though you (probably at this point) already know all the basic program details. This is well worth your time because you’ll be creating another point of familiarity within that program’s horizon. The more people who know your name the better. Also, and superimportantly, the PhD prog. coord. who knows your name, has exchanged emails w you & spoken to you over the phone, etc., is much more likely to help you w technical snags and cut you some slack if needed.   

(C) Regarding your chances of program admission: a lot of this depends not so much on your personal/academic achievements, your test scores, or your publications & research experience — but rather depends quite a lot on program-specific factors that are completely beyond your control. For example, you’ve identified and possibly already established relationships with potential faculty mentors at each school to which you’ve applied (or plan to apply). And that’s certainly a prerequisite for success—it shows that you’re serious about doctoral work, that you’re committed to the application process, & that you take initiative. But even if those faculty members actively support your application, you’ll still be at the mercy of academia’s internal clocks and scorecards. Your particular faculty match needs to have availability (& willingness, of course) to take on a new doctoral student, and it needs to be their “turn.” At most schools there is a rotating timetable for faculty-student mentoring assignments such that faculty members do not take on new PhD students in rapid succession (I.e., one after another, with a seamless transition from one student’s dissertation defense in May to a new student entering their first doctoral semester in August the same year.  (D) If you’re wondering about app status timelines & interviews: I submitted most of my apps by 1/15/20, and I received replies by late March/early April. The two acceptances & two rejections I received were communicated directly: I didn’t ever receive any interview invitations. Each of my two offers included a stipend (25k vs 30.5k), health insurance, and a research assistantship. 

Anyway—my apologies for rambling. I hope this was at least somewhat useful for some of you guys. There’s a lot more to consider (personal statement, letters of rec, CV structure, etc) and there’s a lot more I’d like to say, but time runs short. If you want to connect individually, I’m happy to arrange that. (PhD students were very generous with their time when I was a prospective student, and I’d really like to pay that forward—so please feel free to ask / reply to this post.)

• SOCW_Noel and ArchieJones

23 hours ago, JohnnyBlue said: Greetings all, Current Social Welfare PhD student here. Joined the University of Pennsylvania’s School of Social Policy & Practice in Fall 2020, so I’m now in the very first semester of my doctoral studies. During last year’s app cycle, I remember all too vividly the constant anxiety of waiting for status updates, interview invitations, etc. I checked the gradcafe forum every. single. day, looking for any news to help me piece together realistic university response timeframes and better understand my chances for admission. If you are now going through the same kinds of things: You are definitely, absolutely not alone.    Anyway, I’m coming back to this thread now, when I’m on the other side of the whole PhD app process, to (hopefully) provide some useful info for applicants currently in the mix, and for folks who might be considering the doctoral track but who haven’t yet applied.    Some background: I applied to 4 doctoral programs (UPenn; VCU; U of Maryland; UNC Chapel Hill) for Fall 2020 admission. I was accepted w full funding to Penn and U of Maryland, and ultimately chose Penn, as I’ve mentioned. (For anyone interested: I had a 3.67 / 4.0    undergrad / graduate gpa; 154 quant, 170 verbal, 5.5 writing scores for the GRE;  one “publication” [first-author poster presentation @ SSWR 2020 conference];  and several years of clinical & macro social work experience, mostly in child welfare. I applied to PhD programs shortly before I earned my MSW, so although I had plenty of work experience in general, I did not have the 2 years post-MSW experience some places want you to show.)    In no particular order, here are a few things I wish I’d known about, or better understood, as I navigated the PhD application, interview, and selection processes.    (a) Your faculty match matters above all else, usually - even more than your publications, grades, test scores, etc. As long as those other elements aren’t abysmally low, you’ll be fine... but the faculty match is key. When you reach out to prospective faculty mentors & express your interest in the university/program, you’re giving yourself a massive advantage. Having an advocate to support your application makes all the difference - especially given the low doctoral program admission rates most applicants face today.  Gaining a faculty ally at any university can seem like a pretty daunting challenge, for sure. I’ve found, though, that many faculty members are delighted when a prospective PhD student cold-emails them out of the blue — IF the message is well-crafted, that is. Avoid sending boilerplate nondescript “express my interest in the program at [name] for the upcoming academic year” messages. Those are quickly forgotten and may even be somewhat detrimental for your application. Instead, just be sure to personalize your message even a little bit. This does not need to be overly lengthy or complex — in fact, brevity is usually very much appreciated. But tie in your research interests to those of the potential faculty mentor. Mention a specific journal article or project of theirs and briefly explain how you hope to learn from & engage in that kind of work.   (B) Most, if not all, Social Work / Social Welfare doctoral programs will have a PhD Program Coordinator. This person is your lifeline if anything goes wrong with your app, if you need to check on the status of a certain letter of rec, etc. Establish contact with this person & schedule a brief consultation call, even though you (probably at this point) already know all the basic program details. This is well worth your time because you’ll be creating another point of familiarity within that program’s horizon. The more people who know your name the better. Also, and superimportantly, the PhD prog. coord. who knows your name, has exchanged emails w you & spoken to you over the phone, etc., is much more likely to help you w technical snags and cut you some slack if needed.    (C) Regarding your chances of program admission: a lot of this depends not so much on your personal/academic achievements, your test scores, or your publications & research experience — but rather depends quite a lot on program-specific factors that are completely beyond your control. For example, you’ve identified and possibly already established relationships with potential faculty mentors at each school to which you’ve applied (or plan to apply). And that’s certainly a prerequisite for success—it shows that you’re serious about doctoral work, that you’re committed to the application process, & that you take initiative. But even if those faculty members actively support your application, you’ll still be at the mercy of academia’s internal clocks and scorecards. Your particular faculty match needs to have availability (& willingness, of course) to take on a new doctoral student, and it needs to be their “turn.” At most schools there is a rotating timetable for faculty-student mentoring assignments such that faculty members do not take on new PhD students in rapid succession (I.e., one after another, with a seamless transition from one student’s dissertation defense in May to a new student entering their first doctoral semester in August the same year.  (D) If you’re wondering about app status timelines & interviews: I submitted most of my apps by 1/15/20, and I received replies by late March/early April. The two acceptances & two rejections I received were communicated directly: I didn’t ever receive any interview invitations. Each of my two offers included a stipend (25k vs 30.5k), health insurance, and a research assistantship.  Anyway—my apologies for rambling. I hope this was at least somewhat useful for some of you guys. There’s a lot more to consider (personal statement, letters of rec, CV structure, etc) and there’s a lot more I’d like to say, but time runs short. If you want to connect individually, I’m happy to arrange that. (PhD students were very generous with their time when I was a prospective student, and I’d really like to pay that forward—so please feel free to ask / reply to this post.)

this was so helpful thank you

I'm applying for my PhD in either Social Work or Social Policy (at LSE) for 2021. By the time Fall 2021 rolls around I'll have two years of post MSW experience. 

I’m applying to UNC, UMB, and University of Utah for the fall 2021 cycle. Have you all gotten a sense of how the pandemic is impacting funding opportunities? 

Hi everyone,

Hope you're staying sane. I just finished applications and submitting last minute documents. Now comes the waiting period... ?

Bless you all and good luck!

Anybody else still coping with the fact that you spent a significant amount of time on doctoral applications and have to wait up till January or February to hear back from schools?  I'm not good at waiting...the suspense!

• 2 weeks later...

wodislah142

On 11/19/2020 at 8:22 AM, JohnnyBlue said: Greetings all, Current Social Welfare PhD student here. Joined the University of Pennsylvania’s School of Social Policy & Practice in Fall 2020, so I’m now in the very first semester of my doctoral studies. During last year’s app cycle, I remember all too vividly the constant anxiety of waiting for status updates, interview invitations, etc. I checked the gradcafe forum every. single. day, looking for any news to help me piece together realistic university response timeframes and better understand my chances for admission. If you are now going through the same kinds of things: You are definitely, absolutely not alone.    Anyway, I’m coming back to this thread now, when I’m on the other side of the whole PhD app process, to (hopefully) provide some useful info for applicants currently in the mix, and for folks who might be considering the doctoral track but who haven’t yet applied.    Some background: I applied to 4 doctoral programs (UPenn; VCU; U of Maryland; UNC Chapel Hill) for Fall 2020 admission. I was accepted w full funding to Penn and U of Maryland, and ultimately chose Penn, as I’ve mentioned. (For anyone interested: I had a 3.67 / 4.0    undergrad / graduate gpa; 154 quant, 170 verbal, 5.5 writing scores for the GRE;  one “publication” [first-author poster presentation @ SSWR 2020 conference];  and several years of clinical & macro social work experience, mostly in child welfare. I applied to PhD programs shortly before I earned my MSW, so although I had plenty of work experience in general, I did not have the 2 years post-MSW experience some places want you to show.)    In no particular order, here are a few things I wish I’d known about, or better understood, as I navigated the PhD application, interview, and selection processes.    (a) Your faculty match matters above all else, usually - even more than your publications, grades, test scores, etc. As long as those other elements aren’t abysmally low, you’ll be fine... but the faculty match is key. When you reach out to prospective faculty mentors & express your interest in the university/program, you’re giving yourself a massive advantage. Having an advocate to support your application makes all the difference - especially given the low doctoral program admission rates most applicants face today.  Gaining a faculty ally at any university can seem like a pretty daunting challenge, for sure. I’ve found, though, that many faculty members are delighted when a prospective PhD student cold-emails them out of the blue — IF the message is well-crafted, that is. Avoid sending boilerplate nondescript “express my interest in the program at [name] for the upcoming academic year” messages. Those are quickly forgotten and may even be somewhat detrimental for your application. Instead, just be sure to personalize your message even a little bit. This does not need to be overly lengthy or complex — in fact, brevity is usually very much appreciated. But tie in your research interests to those of the potential faculty mentor. Mention a specific journal article or project of theirs and briefly explain how you hope to learn from & engage in that kind of work.   (B) Most, if not all, Social Work / Social Welfare doctoral programs will have a PhD Program Coordinator. This person is your lifeline if anything goes wrong with your app, if you need to check on the status of a certain letter of rec, etc. Establish contact with this person & schedule a brief consultation call, even though you (probably at this point) already know all the basic program details. This is well worth your time because you’ll be creating another point of familiarity within that program’s horizon. The more people who know your name the better. Also, and superimportantly, the PhD prog. coord. who knows your name, has exchanged emails w you & spoken to you over the phone, etc., is much more likely to help you w technical snags and cut you some slack if needed.    (C) Regarding your chances of program admission: a lot of this depends not so much on your personal/academic achievements, your test scores, or your publications & research experience — but rather depends quite a lot on program-specific factors that are completely beyond your control. For example, you’ve identified and possibly already established relationships with potential faculty mentors at each school to which you’ve applied (or plan to apply). And that’s certainly a prerequisite for success—it shows that you’re serious about doctoral work, that you’re committed to the application process, & that you take initiative. But even if those faculty members actively support your application, you’ll still be at the mercy of academia’s internal clocks and scorecards. Your particular faculty match needs to have availability (& willingness, of course) to take on a new doctoral student, and it needs to be their “turn.” At most schools there is a rotating timetable for faculty-student mentoring assignments such that faculty members do not take on new PhD students in rapid succession (I.e., one after another, with a seamless transition from one student’s dissertation defense in May to a new student entering their first doctoral semester in August the same year.  (D) If you’re wondering about app status timelines & interviews: I submitted most of my apps by 1/15/20, and I received replies by late March/early April. The two acceptances & two rejections I received were communicated directly: I didn’t ever receive any interview invitations. Each of my two offers included a stipend (25k vs 30.5k), health insurance, and a research assistantship.  Anyway—my apologies for rambling. I hope this was at least somewhat useful for some of you guys. There’s a lot more to consider (personal statement, letters of rec, CV structure, etc) and there’s a lot more I’d like to say, but time runs short. If you want to connect individually, I’m happy to arrange that. (PhD students were very generous with their time when I was a prospective student, and I’d really like to pay that forward—so please feel free to ask / reply to this post.)

Thanks for sharing. Also a 2020 fall fellow here. Happy to share experiences or answer any questions. 

Briefly, I applied for 3 different schools and was admitted by all of them with full funding (UW/UCLA/Columbia). 

My only suggestion is to find the advisor who fits your research interest and can provide you research platforms and opportunities. 

On 12/14/2020 at 8:29 PM, wodislah142 said: Thanks for sharing. Also a 2020 fall fellow here. Happy to share experiences or answer any questions.  Briefly, I applied for 3 different schools and was admitted by all of them with full funding (UW/UCLA/Columbia).  My only suggestion is to find the advisor who fits your research interest and can provide you research platforms and opportunities. 

Would you mind sharing your stats?

What kind of questions should we expect during the interview?

Boston University sent out an email saying we should hear back in 4 to 6 weeks of the deadline date (Jan. 15). If you applied there, sending good vibes your way!

Hey everyone! Did anyone apply to UChicago SSA? There's no interview process which is quite odd in my opinion, but just wanted to post and see if anyone else received any correspondence from them?

hopefulPHDtobe

8 hours ago, selamat123 said: Hey everyone! Did anyone apply to UChicago SSA? There's no interview process which is quite odd in my opinion, but just wanted to post and see if anyone else received any correspondence from them?

Hi! I applied and have not heard anything apart from the automated email after submitting. Have you?

On 11/10/2020 at 3:00 PM, AlexSW said: Yes! I've been accepted to the PhD program at the University of Denver for Fall 2021. They had a very early application deadline this year. I'll be moving from Philly to Denver next summer with my partner!

Congratulations on this acceptance to Denver!!!  This is such exciting news! 

Hey everyone, I am sending positive vibes all your way. I know that the waiting game is tough, but I am hopeful that in a few months we will all get some good news!

20 hours ago, latteart2020 said: Hi! I applied and have not heard anything apart from the automated email after submitting. Have you?

I haven't, fingers crossed we'll hear something soon!

8 hours ago, selamat123 said: I haven't, fingers crossed we'll hear something soon!

Yes, fingers crossed!! 

Hello all! Similar to mister Johnnyblue, I went through this last year and just completed the first semester in my PhD program. I would be happy to offer any support or advice to anyone who needs it in this stressful COVID time! For those curious, quick stats: 3.4 undergrad GPA, 4.0 MSW GPA, 156 V, 146 Q, 5.5 AW. Had 2 small publications second author at the time of application and some awards. I didn't have the beeeeeeeest stats (have always been an anxious test taker and had a rough time in undergrad) but I feel like the school I am now attending was a really good fit. As Johnny mentioned, fit with faculty is of supreme importance. There were quite a few faculty doing work in my speciality area and that really helped my application. I applied to University at Buffalo and Case Western. I am now at UB and was rejected from Case after my interview (with 28k stipend). If I could be of any help to anyone please reach out! 

On 1/2/2021 at 12:01 PM, Clabarr55 said: Hello all! Similar to mister Johnnyblue, I went through this last year and just completed the first semester in my PhD program. I would be happy to offer any support or advice to anyone who needs it in this stressful COVID time! For those curious, quick stats: 3.4 undergrad GPA, 4.0 MSW GPA, 156 V, 146 Q, 5.5 AW. Had 2 small publications second author at the time of application and some awards. I didn't have the beeeeeeeest stats (have always been an anxious test taker and had a rough time in undergrad) but I feel like the school I am now attending was a really good fit. As Johnny mentioned, fit with faculty is of supreme importance. There were quite a few faculty doing work in my speciality area and that really helped my application. I applied to University at Buffalo and Case Western. I am now at UB and was rejected from Case after my interview (with 28k stipend). If I could be of any help to anyone please reach out! 

Did University of Buffalo require an interview?

They did not. 

Hey all! I contacted UChicago SSA's admissions team to ask for a general timeline and they're currently going through first round of interviews. Second round will be towards the end of January and the hope is to send out offers mid February-late February. I hope that helps for all applying there!

• ArchieJones and HOP

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AT&T resets account passcodes after millions of customer records leak online

Us telco giant takes action after 2019 data spill.

Phone giant AT&T has reset millions of customer account passcodes after a huge cache of data containing AT&T customer records was dumped online earlier this month, TechCrunch has exclusively learned.

The U.S. telco giant initiated the passcode mass-reset after TechCrunch informed AT&T on Monday that the leaked data contained encrypted passcodes that could be used to access AT&T customer accounts.

A security researcher who analyzed the leaked data told TechCrunch that the encrypted account passcodes are easy to decipher. TechCrunch alerted AT&T to the security researcher’s findings.

In a statement provided Saturday, AT&T said: “AT&T has launched a robust investigation supported by internal and external cybersecurity experts. Based on our preliminary analysis, the data set appears to be from 2019 or earlier, impacting approximately 7.6 million current AT&T account holders and approximately 65.4 million former account holders.”

“AT&T does not have evidence of unauthorized access to its systems resulting in exfiltration of the data set,” the statement also said.

TechCrunch held the publication of this story until AT&T could begin resetting customer account passcodes. AT&T also has a post on what customers can do to keep their accounts secure .

AT&T customer account passcodes are typically four-digit numbers that are used as an additional layer of security when accessing a customer’s account, such as calling AT&T customer service, in retail stores, and online.

This is the first time that AT&T has acknowledged that the leaked data belongs to its customers, some three years after a hacker claimed the theft of 73 million AT&T customer records. AT&T had denied a breach of its systems , but the source of the leak remains inconclusive.

AT&T said Saturday that “it is not yet known whether the data in those fields originated from AT&T or one of its vendors.”

In 2021, the hacker claiming the AT&T breach posted only a small sample of records, making it difficult to check if the data was authentic. Earlier in March, a data seller published the full 73 million alleged AT&T records online on a known cybercrime forum, allowing for a more detailed analysis of the leaked records. AT&T customers have since confirmed that their leaked account data is accurate .

The leaked data includes AT&T customer names, home addresses, phone numbers, dates of birth and Social Security numbers.

Security researcher Sam “Chick3nman” Croley told TechCrunch that each record in the leaked data also contains the AT&T customer’s account passcode in an encrypted format. Croley double-checked his findings by looking up records in the leaked data against AT&T account passcodes known only to him.

Croley said it was not necessary to crack the encryption cipher to unscramble the passcode data.

Croley took all of the encrypted passcodes from the 73 million dataset and removed every duplicate. The result amounted to about 10,000 unique encrypted values, which correlates to each four-digit passcode permutation ranging from 0000 to 9999, with a few outliers for the small number of AT&T customers with account passcodes longer than four digits.

According to Croley, the insufficient randomness of the encrypted data means it’s possible to guess the customer’s four-digit account passcode based on surrounding information in the leaked dataset.

It’s not uncommon for people to set passcodes — particularly if limited to four digits — that mean something to them. That might be the last four digits of a Social Security number or the person’s phone number, the year of someone’s birth, or even the four digits of a house number. All of this surrounding data is found in almost every record in the leaked dataset.

By correlating encrypted account passcodes to surrounding account data — such as customer dates of birth, house numbers, and partial Social Security numbers and phone numbers — Croley was able to reverse-engineer which encrypted values matched which plaintext passcode.

AT&T said it will contact all of the 7.6 million existing customers whose passcodes it reset, as well as current and former customers whose personal information was compromised.

AT&T won’t say how its customers’ data spilled online