Individual,Institutional,and Community-Level Determinants of Professional License Exam Outcome

Abstract

Objectives: This study reviews the extent and determinants of racial disparities in licensing exam outcomes in regulated professions to contextualize the disparities in social work. Methods: It reviews the empirical literature of ten regulated professions, discussing individual, institutional, and community-level determinants of exam outcomes. Results: All 10 reviewed professions report significant racial disparities in exam outcomes. The groups more likely to pass licensing exams include examinees who (a) are younger, maintain high GPAs, excel on admission tests, promptly take exams, and dedicate ample study time; (b) attend institutions with selective admissions, strong faculty, and well-resourced programs; and (c) reside in socioeconomically integrated communities. Although historically marginalized groups face greater adverse impacts from individual, institutional, and community factors, the net effect of race on exam passage diminishes when these adverse effects are controlled for. Conclusions: The social work profession needs similar evidence on its licensing exam disparities to inform effective interventions.

Keywords

ASWB exam social work race and ethnicity licensure disparity

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