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Scant literature exists on the topic of academic entitlement in the social work discipline, especially within the context of social work experiential learning, also known as field education. This dearth of literature prompted the present exploratory study examining the prevalence and identifying predictors of academic entitlement through the lens of field education. This study collected data via online surveys completed by master of social work (MSW) students and field supervisors. The total sample size, 288, comprised 141 students and 147 field supervisors. Central measures of the study empirically assessed academic entitlement and anxiety. The results indicated significance in the following variables relative to students: parental income, year in the graduate program, and field satisfaction. Among field supervisors, the data yielded no significant levels for predicting variables, indicating solidarity. Implications from this study encourage field educators to examine policies and training procedures offered to students and supervisors accounting for the influence of academic entitlement. Consistent and evidence-informed responses to students and supervisors may increase satisfaction of all parties involved in field education. It is intended to build a more supportive network of collaborative resources for students experiencing challenges in field education through a strengths-based infrastructure.

Examining academic entitlement through the lens of field education