Understanding Socialization of Teachers and Social Workers: Groundwork for Collaboration in the Schools

Abstract

Collaboration between social workers and teachers is critical in order to maximize students' achievement in school. These professional groups share attributes including their status in professions where women predominate, whose practice occurs in a bureaucratic setting and whose professionals hold a service orientation. Despite these similarities, differences occur in the socialization of the two professions in relation to: the processes of self-selection to the profession; education and training; and in their orientation to and experiences within the organization of the school. This article articulates these differences and similarities and examines their impact on the processes of collaboration between social workers and teachers. In addition, strategies for bridging the differences are presented and illustrated with examples of successful interdisciplinary collaboration in schools.