A Systematic Review of Indigenous Representation in School Psychology Research

Autor/inn/en	Golson, Megan E.; Benallie, Kandice J.; Roanhorse, Tyus T.; Haverkamp, Cassity R.; Ficklin, Erica; McClain, Maryellen Brunson; Aguilar, Lisa N.
Titel	A Systematic Review of Indigenous Representation in School Psychology Research
Quelle	In: Canadian Journal of School Psychology, 38 (2023) 3, S.225-251 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Golson, Megan E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/08295735221143820
Schlagwörter	School Psychology; Educational Research; Youth; Research Needs; Research Reports; Power Structure; Evaluation; Disproportionate Representation; Journal Articles; School Psychologists; Foreign Countries; Indigenous Populations; Canada + Suchen Sie Ihr Suchwort? Schulpsychologie; Bildungsforschung; Pädagogische Forschung; Jugend; Jugendlicher; Jugendalter; Forschungsbedarf; Research report; Forschungsbericht; Evaluierung; Journal article; Zeitschriftenaufsatz; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Ausland; Sinti und Roma; Kanada
Abstract	Indigenous youth comprise a significant and diverse collection of populations. School psychologists are uniquely placed to serve Indigenous students and improve their long-term outcomes. However, in the face of longstanding colonial practices and systemic oppression, which have resulted in poor educational outcomes for Indigenous students, school psychology research broadly underrepresents Indigenous students. This proves problematic considering research informs practice. The goal of this review is to evaluate the current standing of school psychology research focused on Indigenous youth and identify areas of need. The current systematic review yielded 57 articles focusing on Indigenous youth from 10 indexed school psychology journals. A significant portion of the articles were published in the 1980s, with fewer than three publications per year in the two decades following. The articles demonstrated a preference for assessment and related topics, with limited research focused on intervention, culture, and equity. This focus on assessment to compare Indigenous youth with youth of other racial and ethnic backgrounds serves to support the systems of oppression in place. These findings highlight the need for school psychology research to exert a concentrated effort toward Indigenous-focused research with more varied topics beyond assessment. Implications for trainers, researchers, and school psychology journals are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01