Student and Faculty Perceptions of Social Work Doctoral Mentoring: Navigating Academic, Non-academic and Diversity & Inclusion Issues

Purpose: The Group for the Advancement of Doctoral Education in Social Work (GADE) conducted an online survey of faculty and students in social work doctoral programs to explore and compare their perspectives on students' academic and non-academic needs and stressors, diversity and inclusion issues, and helpful mentoring practices. Method: The study collected data via Qualtrics from 183 doctoral students and 129 faculty members using a cross-sectional survey, and conducted descriptive statistics and tests comparing student and faculty responses. Results: Students were generally somewhat satisfied with their mentoring and students and faculty shared similar perceptions overall, though there were notable differences regarding perceptions of financial stress, nonacademic support, and interdisciplinary opportunities. Students generally felt safe and welcome in their programs, although 40% reported witnessing or experiencing discrimination in their doctoral program. Discussion and Conclusion: The findings highlight mentoring trends and practices, challenges faced in mentoring, and areas warranting additional attention.