Use of Critical Race Theory to Understand the Experiences of an African American Male During School Psychology Graduate Education

Abstract

Abstract This study used an exploratory case study approach to explore the race-related experiences of a Black male specialist level school psychology graduate student. We used the CRT tenets of racism as normal and permanent and intersectionality and antiessentialism to help us make sense of the findings. Findings revealed that race and racism did not negatively impact the case study participant’s experiences within his school psychology program at the university. However, racism was pervasive during his internship year, as it influenced interactions with white teachers and parents. Implications for school psychology graduate education are discussed, including the need for school psychologists to actively engage behaviors that disrupt systems of oppression like racism if the profession is to meet its antiracist aims. Impact Statement This case study uses Critical Race Theory to help us make sense of a Black male’s experiences in a school psychology program. Findings showed the participant did not perceive his race or racism as a barrier to relationships with program peers or faculty, but racism negatively impacted his experience at his field-based internship sites. Implications suggest the need for school psychology graduate programs to enroll students who are inclusive and open to engaging racial issues, faculty who engage culturally-responsive mentoring practices, and the presence of school psychologists of color as university professors and supervisors in PK–12 schools.