Why do Chinese students lack identification with social work? An explanatory sequential design study

• Summary: This study investigates factors influencing professional identity among social work students in Mainland China through an explanatory sequential mixed-methods design. Despite rapid government expansion of social work programs, low professional identity persists, resulting in significant graduate departure from the field. Our investigation employs hierarchical regression analysis of survey data (n = 414) followed by content analysis of in-depth interviews (n = 15) to identify barriers to professional identity development.
• Findings: Key determinants include gender disparities, career aspirations favoring government roles, university prestige, teacher–student relationship, and internship quality. Female students exhibited stronger professional identity, while male students faced tensions between traditional masculinity norms and the characteristics of social work. Students aspiring to government careers perceived social work as peripheral due to systemic marginalization in governance hierarchies. Elite university students struggled with incongruence between institutional prestige and the field's undervalued market position. Inconsistent ethical modeling by educators undermined students’ trust in professional values. Internships emphasized administrative tasks over clinical engagement, eroding practical applicability and weakening identity formation.
• Applications: These findings necessitate multilevel reforms in education and policy. Professional training should incorporate indigenous case studies reflecting China's unique governance context to enhance relevance. Implementing dual mentorship models pairing academics with field practitioners would strengthen theory-practice integration. Internships require redesign to prioritize client-centered experiences. At the policy level, addressing systemic barriers, including rigid civil service classifications, is essential for enhancing social work's professional legitimacy. Collectively, these interventions could cultivate practitioners with contextual adaptability and sustained career commitment to the field.
© The Author(s) 2025.