Framing a social problem related to social work practice can result a study with outcomes related to the theoretical concepts framing the problem because the theory guides the practice, the evaluation, and the outcomes that are measured. You will do this when you design your capstone study for the DSW program.
Your final paper is an opportunity to integrate what you have learned about framing social issues with theory and creating change. As you choose a social problem related to social work practice, determine which epistemology and theory frames your issue best. Then discuss the theoretical concepts that you could measure to assess the change. Finally, discuss what the outcomes would be for the change in your social problem.
Instructions
Identify a problem in your organization or community that social workers may solve. Discuss the problem. Which epistemology best explains the problem? Identify an appropriate theory for the problem, given the epistemology. Discuss the theory’s major concepts related to this problem. Discuss how the theory and its concepts frame the problem. How can the theory and its concepts be used in a study that leads to solutions for the problem? What are the expected outcomes given the theoretical concepts?
Additional Requirements
To achieve a successful assignment outcome, you are also expected to meet the following requirements.
- Font and font size: Times New Roman, 12-point font, double-spaced.
- Page length: 3–4 typed pages. Include a title page, but do not include an abstract. Note that the title page and reference list are not counted in the page requirements.
- References: You must support your statements with at least 5–7 scholarly sources (which may include your text and required readings).
- APA Style: Use current APA style in-text and in the reference list at the end of the paper.
I am a SCHOOL SOCIAL WORKER. For my final paper, I will focus on the problem of educational inequities experienced by students from marginalized backgrounds within public schools, particularly how systemic barriers such as poverty, racial discrimination, and inadequate access to mental health resources affect their academic achievement and social-emotional well-being. As a future school social worker, addressing these inequities is central to supporting students’ holistic development.
To frame this problem, I will draw on social constructivism as a school of epistemology. Social constructivism emphasizes that knowledge is not merely transmitted from teacher to student but is actively constructed through social interactions, cultural context, and lived experiences (Vygotsky, 1978). This framework is especially relevant to school social work, as it recognizes how students’ learning and development are shaped by their environments, including the systemic challenges they face.
In addition, I will use Critical Race Theory (CRT) as my guiding theoretical framework. CRT examines how racism is embedded within social structures and policies, which makes it highly applicable to understanding educational inequities. For example, disparities in school funding, disciplinary practices, and access to mental health resources are not accidental but often reflect broader structural inequities (Delgado & Stefancic, 2017). By applying CRT, I can analyze how systemic racism impacts students’ educational opportunities while also considering ways school social workers can advocate for equity and inclusion.
Combining social constructivism with Critical Race Theory provides a powerful lens for addressing educational inequities. Social constructivism helps highlight the role of environment and relationships in knowledge development, while CRT exposes the structural barriers that undermine equitable learning opportunities. Together, these approaches support a school social work perspective that centers both the individual and the systems shaping their lives.
References
- Delgado, R., & Stefancic, J. (2017). Critical Race Theory: An Introduction (3rd ed.). NYU Press.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.