Increasing Diversity in School Psychology: Uniting the Efforts of Institutions, Faculty, Students, and Practitioners

Autor/inn/en	Grapin, Sally L.; Bocanegra, Joel O.; Green, Tonika Duren; Lee, Erica T.; Jaafar, Dounia
Titel	Increasing Diversity in School Psychology: Uniting the Efforts of Institutions, Faculty, Students, and Practitioners
Quelle	In: Contemporary School Psychology, 20 (2016) 4, S.345-355 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-016-0092-z
Schlagwörter	Student School Relationship; Teacher Student Relationship; Diversity (Institutional); Student Diversity; School Psychology; Disproportionate Representation; School Psychologists; College Faculty; Graduate Students; Student Recruitment; Minority Group Students; Barriers; School Holding Power + Suchen Sie Ihr Suchwort? Schüler-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Historically, practitioners from culturally diverse backgrounds, especially racial, ethnic, and linguistic (REL) minority backgrounds, have been significantly underrepresented in the field of school psychology. A lack of diversity in the workforce is problematic for a number of reasons and ultimately limits the range of talents, ideas, and perspectives represented in the profession. While some research has described potential strategies that university faculty can employ to address this problem, further clarification is needed regarding the roles of institutions, graduate students, and practitioners in promoting the diversification of the field. The purpose of this article is to describe the barriers that impede the recruitment and retention of REL minority graduate students in school psychology training programs. Moreover, this article provides targeted recommendations for postsecondary institutions, faculty, graduate students, and practitioners for increasing the presence of culturally diverse individuals in training programs. Ultimately, coordinated efforts among stakeholders in a variety of roles are likely to have a greater collective impact in increasing the representation of minority students in school psychology programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01