Advancing Diversity, Equity, and Inclusion in School Psychology Science and Scholarship: Changing Training and Practice in the Field of School Psychology

IF 3.3 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Canadian Journal of School Psychology Pub Date : 2024-08-14 DOI:10.1177/08295735241266746
Shane R. Jimerson, Justin P. Allen, Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Caitlyn Chambers, Meiki Chan, Dorothy L. Espelage, Jorge E. Gonzalez, Matthew Gormley, Scott L. Graves, Shemiyah Holland, Francis L. Huang, Stacy-Ann A. January, Lakhvir Kaur, Eui Kyung Kim, Tamika LaSalle, Alessandra Mittelstet, Chavez Phelps, Amber Reinke, Tyler L. Renshaw, Samuel Y. Song, Amanda L. Sullivan, Cixin Wang, Frank C. Worrell, Chunyan Yang
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Abstract

The intentional and sustained actions to advance diversity, equity, and inclusion (DEI) in school psychology science and scholarship, will have reciprocal and dynamic influences on graduate preparation and practice. Herein, the School Psychology Review leadership team provides reflections on several of our intentional efforts, to date, to advocate for and advance DEI in school psychology scholarship, and the associated implications for graduate preparation and practice. Contemporary actions of the School Psychology Review leadership team have included; (a) establishing commitments to advocating for and advancing DEI as the foundation of our scholarship; (b) diversifying journal leadership and editorial board members to reflect the diverse student body school psychologists serve; (c) preparing future diverse journal leadership through mentored editorial fellowship programs, and a student editorial board with members from diverse backgrounds; (d) featuring special topics relevant to further understanding and supporting diverse and minoritized children, youth, families, and school communities; (e) providing professional-development opportunities and resources; (f) implementation of Open Science opportunities in the journal, (g) implementing triple anonymous peer review to reduce bias, and (h) implementing a journal action plan focused on advancing DEI. Collectively these efforts are aimed to influence positive change in advancing and sustaining DEI efforts in school psychology science, scholarship, graduate preparation and practice.
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促进学校心理学科学和学术的多样性、公平性和包容性:改变学校心理学领域的培训与实践
在学校心理学科学和学术研究中有意识地、持续地推进多样性、公平性和包容性 (DEI),将对研究生的培养和实践产生互惠和动态的影响。在此,《学校心理学评论》领导团队就我们迄今为止为倡导和推进学校心理学学术研究中的多样性、公平性和包容性(DEI)所做的几项有意识的努力,以及对研究生培养和实践的相关影响进行了反思。学校心理学评论》领导团队的当代行动包括:(a) 将倡导和推进 DEI 作为我们学术研究的基础;(b) 实现期刊领导层和编辑委员会成员的多元化,以反映学校心理学家所服务的多元化学生群体;(c) 通过指导性编辑奖学金计划和一个由来自不同背景的成员组成的学生编辑委员会,培养未来多元化的期刊领导层;(e) 提供专业发展机会和资源;(f) 在期刊中提供开放科学机会;(g) 实施三重匿名同行评审,以减少偏见;(h) 实施期刊行动计划,重点推进教育促进发展(DEI)。总之,这些努力旨在影响学校心理学科学、学术研究、研究生培养和实践中推进和保持 DEI 工作的积极变化。
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来源期刊
Canadian Journal of School Psychology
Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
4.30
自引率
0.00%
发文量
10
期刊介绍: The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.
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