Reckoning with Ourselves: A Critical Analysis of White Women's Socialization and School Psychology

Autor/in	McKenney, Elizabeth L. W.
Titel	Reckoning with Ourselves: A Critical Analysis of White Women's Socialization and School Psychology
Quelle	In: School Psychology Review, 51 (2022) 6, S.710-725 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKenney, Elizabeth L. W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1956856
Schlagwörter	School Psychology; Barriers; Intervention; Middle Class; Whites; Females; Racism; Identification (Psychology); Social Behavior; Social Justice; Socialization; Student Diversity; Cultural Differences; Power Structure; Gender Bias; School Culture + Suchen Sie Ihr Suchwort? Schulpsychologie; Mittelschicht; White; Weißer; Weibliches Geschlecht; Rassismus; Social behaviour; Soziales Verhalten; Soziale Gerechtigkeit; Socialisation; Sozialisation; Kultureller Unterschied; Geschlechterstereotyp; Schulkultur; Schulleben
Abstract	The future of school psychology requires us to examine present challenges, our capacity to address them, and how we might better prepare ourselves for what lies ahead. This piece raises the question of whether school psychology is not only demographically but structurally oriented to the norms of middle-class White women, especially those who demonstrate gender normative identities. Our dependence on the social norms of White women, although having conferred benefits to date, may be limiting the impact of school psychology, especially in the effort to achieve and sustain systemic changes in education. Evidence cited in support of the points made here ranges from literature in social psychology and organizational psychology, to education and Black feminism, to school psychology scholarship and professional standards. The crux of this thesis is not that the feminization of our profession is to blame for the yet unrealized potential of our leadership within education. Rather, as a product of structural, patriarchal racism, the race by gender socialization process creates particular vulnerabilities in White women's social identities that affect the values and behaviors of the profession in ways that may be hindering school psychology from achieving its stated goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01