Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/6192
DC FieldValueLanguage
dc.contributor.authorDr. LIU Chi Pun, Benen_US
dc.date.accessioned2021-02-05T06:14:13Z-
dc.date.available2021-02-05T06:14:13Z-
dc.date.issued2017-
dc.identifier.citationJournal of Social Work, Mar. 2017, vol. 17(2), pp. 226-242.en_US
dc.identifier.issn1468-0173-
dc.identifier.issn1741-296X-
dc.identifier.urihttp://hdl.handle.net/20.500.11861/6192-
dc.description.abstractThe study reviews the records of 671 social work students and graduates including the seven intakes from the first cohort in 2003/2004 to the intake in 2010/2011 to examine the interacting effect of learning difficulties, ethnicity and gender on the completion of social work training at a university in the South East of England.en_US
dc.language.isoenen_US
dc.relation.ispartofJournal of Social Worken_US
dc.titleIntersectional impact of multiple identities on social work education in the UKen_US
dc.typePeer Reviewed Journal Articleen_US
dc.identifier.doi10.1177/1468017316637220-
item.fulltextNo Fulltext-
crisitem.author.deptDepartment of Social Work-
Appears in Collections:Social Work - Publication
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