A lot to learn: internationally-trained social workers repeating graduate degrees at Ontario universities

Abstract

The purpose of this study is to examine the phenomenon of institutional credential devaluation and the impacts on internationally-trained social workers in Canada. International social workers are recruited to immigrate to Canada based on their credentials and experience but some discover after immigrating that their qualifications are devalued which limits or prohibits their ability to engage in professional practice. This experience is recognized within the literature in other professions; however, there has been insufficient attention given to it within social work itself and to the various stakeholders involved. Using critical theory and interpretative phenomenological analysis, semi-structured interviews were conducted with internationally-trained social workers to gain insight into their experiences of devaluation and graduate degree repetition in Ontario universities. Extensive exploration of the institutional stakeholders in credential assessment, the field of social work and universities was also undertaken and provides systemic context to the experiences of international social workers. While internationally-trained social workers have high views of Canada prior to immigrating, these perspectives change upon encountering systemic devaluation and discrimination post-immigration. They describe confusion, frustration and powerlessness as they navigate through social work systems in seeking to gain recognition of their credentials in order to practice. When they eventually decide to return to Ontario universities to obtain the recognition they need/deserve, they experience continued devaluation. Instead of identifying different or better social work education in Ontario, they describe repetition of what they learned in their countries of origin, raising questions about the similarities and differences in international social work education. The personal costs and psychological impacts of these experiences are shared by the participants. The practices of social work and post-secondary institutions in creating systemic barriers to internationally-trained social workers are examined with recommendations for further research and policy and practice changes that will lead to greater justice and equity.