Geremy Grant, Ph.D., Taylor Martin del Campo, Ed.S., Aleah Hayes M.S., and Lindsay Fallon, Ph.D.
School psychology scholarship has long-been a predominantly white space (Malone, 2024) with limited research centering the strengths, ideas, lived experiences, cultures, traditions, and values of individuals holding racially and ethnically minoritized identities. With much of school psychology research grounded in positivist principles (Sabnis & Proctor, 2022), there has been little valuing (and subsequently opportunities to publish) research centering epistemologies and methods that veer from this tradition. This has implications for the ability of school psychology scholarship to advance the practice of school psychology meaningfully; put simply, the field’s scholarship represents some but certainly not all.
Creating a more inclusive and welcoming profession for school psychology scientists and practitioners must first come with naming barriers that researchers and trainees with minoritized identities experience in school psychology training programs. Leveraging this knowledge to then implement strategies to support recruiting and retaining racially and ethnically minoritized scholars can promote a stronger, more vibrant workforce. Much of this work starts within training programs and practica sites, and may include actively dismantling long-standing barriers to access and reimagining training spaces to center the needs and experiences of minoritized individuals.
Recently, the Early Career Forum co-hosted a virtual panel on this topic with APA’s Division 16. The authors herein participated on the panel (Panel: Grant, Martin del Campo, Hayes; Moderator: Fallon), and below, challenges and opportunities discussed in this session are presented below.
Challenges
The panelists discussed several challenges, many of which highlight systemic issues in training programs and higher education.
- Lack of Visibility: The underrepresentation of minoritized school psychologists leads to a general lack of awareness regarding their role and impact, making it difficult for potential students of color to see themselves in the profession. This disconnect can discourage interested individuals from pursuing a career in school psychology.
- Imposter Syndrome: Minoritized students may struggle with feelings of inadequacy and self-doubt, questioning whether they truly belong in the field. This can be triggered by negative experiences in predominantly white spaces or a lack of representation in fieldwork and academia.
- Limited Access to Resources: Financial barriers often restrict access to current research and professional development opportunities, making it challenging for individuals to access training in school psychology. This lack of access can hinder their ability to provide effective support to students, particularly those from marginalized backgrounds.
- Tokenism: In efforts to increase diversity, minoritized individuals may find themselves only being recognized superficially, without being given real or meaningful opportunities to highlight their individual strengths. This can create frustration and a sense of being exploited instead of being genuinely valued within their institution.
- Professional Development Gaps: Professional development offerings may not adequately address the unique challenges faced by minoritized school psychologists, leaving them along with other staff members without the tools necessary to navigate their environments effectively. This gap can lead to feelings of disconnect and inadequacy in their roles.
- Disproportionate Workloads: School psychologists of color may be tasked with additional responsibilities related to diversity initiatives or disciplinary actions, often without proper training, recognition, or compensation. This can create a sense of imbalance and unfairness in the workplace, contributing to burnout.
- Limited Mentorship: The absence of mentors from similar cultural backgrounds can result in a lack of guidance and support for minoritized students. This can impede their professional growth and decrease their confidence in navigating academic and career pathways.
- Systemic Barriers: Institutional policies and practices may not consider or support the specific needs of minoritized students, leading to environments that can be unwelcoming or hostile. These systemic barriers may hinder students’ academic success and overall well-being.
Opportunities
The panelists also described opportunities, naming specific action steps to take to address the aforementioned challenges.
- Enhance Visibility: Programs should actively promote the successes and contributions of minoritized school psychologists through outreach initiatives, social media, community engagement, and inclusion of their work in coursework/curricula. Highlighting diverse role models in educational settings can inspire prospective students of color to consider a career in school psychology.
- Mentorship Programs: Establishing formal mentorship programs pairing experienced school psychology researchers and practitioners with students of color can provide valuable support. These programs can help mentees navigate academic challenges, build confidence, and develop a professional network that fosters growth. It is of the utmost importance that all mentors embody the principles of social justice, adopt a stance of cultural humility, and engage in lifelong intentional efforts towards cultural competence.
- Resource Centers: Campus cultural resource centers should be leveraged to provide tailored support, mentorship, and resources specifically for students of color. Often, these centers facilitate workshops, networking events, and social gatherings to create a sense of community and belonging. School psychology faculty should learn about these opportunities and share resources with prospective and incoming students.
- Climate Surveys: Regularly conducting climate surveys and facilitating town hall meetings allows institutions to gather feedback from the experiences of program members. This input can help identify areas for improvement, promote transparent discussions between faculty and students, and ensure that the environment of academia is supportive and inclusive for all students.
- Community Building: Institutions should prioritize creating safe spaces and forums where students of color can connect with each other. These spaces may include support groups, social events, and online platforms to facilitate ongoing dialogue and relationship-building among peers. Programs should also utilize existing organizations to broaden students’ support networks beyond the institution they are enrolled in (e.g., the Black School Psychologists Network; APA Division 45- Society for the Psychological Study of Culture, Ethnicity and Race; NASP’s Multicultural Affairs Committee and Diversity Communities; Association of Black Psychologists; Society of Indian Psychologists; National Latinx Psychological Association; Asian American Psychological Association; AMENA Psychological Association)
- Intentional Marketing: Graduate programs must clearly articulate their commitment to belonging and justice in their marketing materials. This includes showcasing faculty work on these topics and actively promoting the program’s inclusive values and action-oriented work to attract prospective students.
- Celebrate Achievements: Institutions and programs should create celebratory events to acknowledge student and faculty accomplishments, big and small. Recognizing milestones fosters a sense of value and belonging, motivating individuals to continue striving for success.
- Open Access Resources: Advocacy for open access journals is essential to ensure that all school psychologists, regardless of funding, can access current research. Encouraging institutions to support this model can help bridge the gap in resources available to practitioners.
- Training and Professional Development: All faculty and staff should receive training in cultural competence and inclusivity to better support minoritized students. This approach ensures that the entire academic community is equipped to create an inclusive environment that recognizes and values diversity.
- Collaborative Initiatives: Institutions should focus on building coalitions with other organizations to share resources, exchange best practices, and develop unified initiatives aimed at supporting diversity.
Enhancing the field’s scholarship begins with active, meaningful efforts to redesign training environments to welcome and value individuals with racially and ethnically minoritized identities. Below we share additional resources to continue engaging with this topic and taking action to create such professional spaces.
References and Additional Scholarly Resources
Aguilar, L. N., Mojica, K., Lim, H. S., Ruiz-Montoya, M. D., Palmer, J. T. S., Serratos, C. B., & Soto, J. M. (2024). Surviving and thriving in school psychology through community building and storytelling: A collaborative autoethnography. School Psychology International, 45(3), 280-318.
Graves, S. L., Newell, M., Harrell, F., & Wells, T. (2021). A mixed data analysis of graduate student mentoring for faculty careers in school psychology. Contemporary School Psychology, 25(1), 99-108.
Kim, E. K., Jackson, K., Han, K., & Cummings-Barkley, B. (2024). Recruitment and retention strategies to diversify school psychology graduate programs: A systematic review. School Psychology Review, https://doi.org/10.1080/2372966X.2024.2391731
Malone, C. M. (2024). Moving School Psychology Beyond the Clouds of Injustice: A Blue Sky Discussion. School Psychology Review, 53(3), 324-340.
Parker, J. S., Haskins, N., Coleman-Chatman, T., Duru, C., Ramirez, D., Chae, N., … Nortey, A. (2023). Dismantling the imposter syndrome: A case study of early career women of color in school mental health fields. The Journal for Specialists in Group Work, 49(1), 3–24. https://doi.org/10.1080/01933922.2023.2281670
Proctor, S. L., & Romano, M. (2016). School psychology recruitment research characteristics and implications for increasing racial and ethnic diversity. School Psychology Quarterly, 31(3), 311-326.
Sabnis, S. V., & Proctor, S. L. (2022). Use of critical theory to develop a conceptual framework for critical school psychology. School Psychology Review, 51(6), 661-675.
Sabnis, S. V., Tanaka, M. L., Beard, K., & Proctor, S. L. (2023). Women of color and the hidden curriculum of school psychology doctoral programs. Journal of School Psychology, https://doi.org/10.1016/j.jsp.2023.02.004