Objectives: Drawing on the social science literature, this study aims to contextualize the racial disparities in social work licensing exam outcomes as educational inequality stemming from cumulative lifetime (dis)advantages. Method: It conducts descriptive analyses of the 2022 ASWB Clinical (N = 25,088) and Masters (N = 26,550) licensing examinees and tests three hypotheses to identify indicators of lifetime disadvantages of examinees from historically minoritized groups. Results: Significantly higher percentages of examinees from marginalized groups began their postsecondary education with an associate degree. They, particularly Black examinees, earned their educational degrees and took their first licensing exam at significantly older ages than their White counterparts. They had more years of work experience, typically in non-direct service positions, than their White counterparts. Conclusions: The educational and training paths of the marginalized groups were negatively affected by cumulative lifetime disadvantages before they took their first ASWB exams, calling for a structured perspective to understand the racial disparities.
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