Immigration in Social Work Education: Student Knowledge and Perception of Risk of Detention and Deportation

ABSTRACT

Exclusionary immigration policies associated with family separation, detention, and deportation are linked to elevated stress and trauma. Social workers are well-positioned to address the detrimental effects of immigration enforcement–related harm. This study explores social work students’ knowledge and perceptions of stressors, needs, and services with immigrants at risk of detention and deportation, assessing students’ (n = 149) knowledge and perceptions across six categories. Regression models indicated that engagement in direct service provision, advocacy, and non-social work preparedness predict knowledge of immigrant issues; age predicts knowledge of service barriers; and advocacy, age, and graduate education predict motivation. Findings point to recommendations to infuse social work education with immigration-related content across the social work curriculum and through opportunities outside of the classroom.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ We refer readers to Drachman (2014) and the following resources for more information: https://esperanzaunited.org/en/knowledge-base/content-type/what-is-immigration-status/ and https://www.americanimmigrationcouncil.org/research/how-united-states-immigration-system-works

Additional information

Notes on contributors

Laurie Cook Heffron

Laurie Cook Heffron is Associate Professor at St. Edward’s University, School of Behavioral and Social Sciences.

Mary Lehman Held

Mary Lehman Held is Associate Professor at the University of Tennessee, Knoxville College of Social Work.

Melody Huslage

Melody Huslage is Assistant Professor at the University of Nevada, Reno, School of Social Work.