ABSTRACT

With increasing numbers of international students entering Australian social work programs, research has focused on the challenges of teaching these students due to perceived cultural differences and language comprehension. However, limited research has examined their experiences when transitioning to practice. Semi-structured interviews were conducted with 15 international MSW graduates originating from 10 countries and residing across three Australian states. Participants’ transition to practice involved similar challenges to those described in research for the broader cohort of newly qualified social workers. However, for the current cohort, initial concerns are equally focused on “fitting in”, due to a learned perspective that their cultural and linguistic difference would inhibit practice. Drawing on ecological systems theory, belonging was influenced by contextual factors relating to levels of cultural diversity within workplaces; co-worker support; and participants’ sense of preparedness from their education. For all participants, these feelings of difference lessened over time, with some later reflecting that their cultural difference and lived experience was beneficial to their practice. Findings suggest that the strengths of these diverse students could be more readily recognised during education and the field, for improving preparedness for practice, and inclusivity in Australian social work.

IMPLICATIONS

• Problematising international social work students and focusing on their perceived deficits can erode graduates’ confidence when first transitioning to the field.

• The need for cross-cultural learning opportunities for educators, students, and field education agencies is highlighted for recognising the benefits of diversity and for improved preparation of early career social workers for the current professional field.

• Advances in training and education are needed in organisations where more culturally diverse graduates are securing employment, to ensure that international graduates are supported in early practice, and that diversity is valued in workplaces.

摘要

随着越来越多的国际学生进入澳大利亚社会工作项目，研究重点关注由于感知到的文化差异和语言理解而导致的这些学生的教学挑战。然而，有限的研究考察了他们在过渡到实践时的经验。对来自 10 个国家、居住在澳大利亚三个州的 15 名国际 MSW 毕业生进行了半结构化访谈。参与者向实践的过渡涉及与针对更广泛的新合格社会工作者群体的研究中描述的类似挑战。然而，对于当前的群体来说，最初的担忧同样集中在“融入”上，因为人们普遍认为他们的文化和语言差异会阻碍实践。借鉴生态系统理论，归属感受到与工作场所文化多样性水平相关的背景因素的影响；同事的支持；以及参与者从教育中获得的准备感。对于所有参与者来说，这些差异感随着时间的推移而减弱，一些人后来反映他们的文化差异和生活经历对他们的实践有益。研究结果表明，这些多元化学生的优势可以在教育和实践中更容易得到认可，从而提高澳大利亚社会工作的实践准备和包容性。一些人后来反映，他们的文化差异和生活经历对他们的实践有益。研究结果表明，这些多元化学生的优势可以在教育和实践中更容易得到认可，从而提高澳大利亚社会工作的实践准备和包容性。一些人后来反映，他们的文化差异和生活经历对他们的实践有益。研究结果表明，这些多元化学生的优势可以在教育和实践中更容易得到认可，从而提高澳大利亚社会工作的实践准备和包容性。

影响

• 对国际社会工作学生提出问题并关注他们所感知到的缺陷可能会削弱毕业生在第一次过渡到该领域时的信心。

• 强调教育工作者、学生和现场教育机构需要跨文化学习机会，以认识到多样性的好处，并改善早期职业社会工作者为当前专业领域做好的准备。

• 在更多文化多元化的毕业生获得就业的组织中，需要在培训和教育方面取得进步，以确保国际毕业生在早期实践中得到支持，并在工作场所重视多样性。