Drivers of Homophily and Its Perceived Impact on Intercultural Skill Development Among International Social Work Students in Australia

Abstract

Cultural homophily, the tendency for individuals to associate with culturally similar peers, raises important concerns for intercultural skill development in social work education. This study aimed to explore the drivers of homophilic group formation and its perceived impact on intercultural learning among international master of social work students in Australia. Guided by Interpretative Phenomenological Analysis (IPA), the study engaged 14 international students (7 African, 7 Asian) who consistently self-formed culturally homogeneous groups during academic tasks. Data were collected through semi-structured interviews and analysed thematically using MAXQDA. The findings revealed two superordinate themes: Drivers of Homophily (emotional refuge, academic survival, linguistic intimacy) and Implications for Intercultural Learning (narrowed exposure, delayed professional readiness, and normalisation of cultural clustering). While homophilic groups offered safety and peer support, they also limited opportunities for intercultural engagement, critical reflection, and transformative learning, which are key outcomes in social work education. The study concludes that without intentional pedagogical intervention, cultural diversity alone does not guarantee intercultural competence. It recommends structured group allocation, reflective tasks, and facilitated dialogues to enhance intercultural readiness. These findings carry significant implications for social work educators in designing inclusive learning environments that balance psychological safety with professional preparedness.