A Qualitative Study of School Psychologists' Perceptions of Social Justice

Autor/inn/en	Shriberg, David; Nygaard, Malena A.; Carlock, Kane; Wood, Maureen; Brahm, Anna; Flores, Helena; Melfi, Elizabeth P.
Titel	A Qualitative Study of School Psychologists' Perceptions of Social Justice
Quelle	In: School Psychology Review, 52 (2023) 4, S.464-477 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shriberg, David) ORCID (Nygaard, Malena A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1960125
Schlagwörter	School Psychologists; Social Justice; Attitudes; Experience; Barriers; Responsibility; Modeling (Psychology); Political Issues; Professional Development; Beliefs; Social Bias; Equal Education; Values; Role; Individual Development; Florida; Indiana; Texas + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Soziale Gerechtigkeit; Attitude; Einstellung; Verhalten; Erfahrung; Verantwortungsübernahme; Zuständigkeit; Modeling; Modelling; Modellierung; Politischer Faktor; Belief; Glaube; Wertbegriff; Rollen; Individuelle Entwicklung
Abstract	Social justice is a term that has grown in prominence in school psychology over the past several years. This increased emphasis on social justice heightens the need for empirical research that speaks to the application of social justice principles to school psychology practice. In this study, nine school psychologists across three states were interviewed regarding their views and experiences as related to social justice. Key findings include an emphasis on equity both at the individual and systemic levels. Participants indicated a personal commitment to social justice, but indicated mixed success in translating this practice to their work, noting several barriers both in terms of their own knowledge and skills as well as institutional barriers. Results highlighted: (a) the importance of taking personal responsibility for bringing social justice principles into practice, (b) modeling what one preaches, (c) educating others, (d) navigating political structures within schools, and (e) a call for greater professional development opportunities oriented towards social justice, beginning with graduate studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01