Looks Matter: Are U.S. Schools of Social Work Representing Diversity on Their Websites?

This article examines how schools of social work in the United States represent diversity on their websites, focusing on the relationship between passive diversity (demographic representation) and active diversity (policies, programs, and leadership roles promoting inclusion). Analyzing 31 randomly selected Council on Social Work Education (CSWE)-accredited programs, the study found that common passive diversity indicators included tenure-track faculty of color and images of diverse individuals, while active diversity indicators frequently involved not requiring the GRE for admission, having female deans/directors, and offering scholarships. Significant positive correlations emerged between having deans/directors of color and tenured faculty of color, as well as between faculty conducting diversity-focused research and tenured faculty of color, suggesting that visible demographic diversity may support inclusive policies and career advancement. The authors recommend that schools of social work strategically use their websites to communicate diversity efforts and leadership representation to attract and support historically marginalized groups, while noting limitations such as the cross-sectional website review and the absence of student demographic data.