Pub Date : 2022-07-04DOI: 10.1080/2372966X.2022.2105612
Jorge E. Gonzalez, Lillian Durán, Sylvia Linan-Thompson, S. Jimerson
Abstract With its emphasis on early identification, quality instruction, interventions for students at risk of educational failure, and use of data on student response to instruction, multitiered systems of support (MTSS) offer numerous advantages over a remedial approach. Leveraging the promise of MTSS will rely, however, on equitable distribution of the advantages of this approach, especially for culturally and linguistically diverse students (CLD). The articles in this special topic section address CLD student contexts and apply this knowledge to culturally responsive explorations of assessment and instruction with an emphasis on the role of English language proficiency and language of instruction. Recognizing the importance of early identification and progress monitoring, several studies focus on the adequacy of screeners and curriculum-based measurement (CBM) tools for CLD children within MTSS. Across the studies, several important themes emerge in unlocking the promise of MTSS for CLD students, including (a) the need for validated measures for use with CLD, especially those sensitive to levels of English proficiency; (b) the importance of English language proficiency (ELP) in understanding responsiveness to intervention; (c) the language of instruction holds important relationships to performance on screeners, CBM, and achievement outcomes; and (d) English language instruction did not appear to impede performance on outcomes. Implications for advancing practice are also discussed. Impact Statement This article provides a synthesis of articles in a special topic section focused on MTSS with CLD students. Key themes across articles highlight the challenges and opportunities to advance the science of MTSS and invite scholars to further examine challenges of MTSS with CLD, including implementation and policy implications.
{"title":"Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students: Advancing Science, Practice, and Equity","authors":"Jorge E. Gonzalez, Lillian Durán, Sylvia Linan-Thompson, S. Jimerson","doi":"10.1080/2372966X.2022.2105612","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2105612","url":null,"abstract":"Abstract With its emphasis on early identification, quality instruction, interventions for students at risk of educational failure, and use of data on student response to instruction, multitiered systems of support (MTSS) offer numerous advantages over a remedial approach. Leveraging the promise of MTSS will rely, however, on equitable distribution of the advantages of this approach, especially for culturally and linguistically diverse students (CLD). The articles in this special topic section address CLD student contexts and apply this knowledge to culturally responsive explorations of assessment and instruction with an emphasis on the role of English language proficiency and language of instruction. Recognizing the importance of early identification and progress monitoring, several studies focus on the adequacy of screeners and curriculum-based measurement (CBM) tools for CLD children within MTSS. Across the studies, several important themes emerge in unlocking the promise of MTSS for CLD students, including (a) the need for validated measures for use with CLD, especially those sensitive to levels of English proficiency; (b) the importance of English language proficiency (ELP) in understanding responsiveness to intervention; (c) the language of instruction holds important relationships to performance on screeners, CBM, and achievement outcomes; and (d) English language instruction did not appear to impede performance on outcomes. Implications for advancing practice are also discussed. Impact Statement This article provides a synthesis of articles in a special topic section focused on MTSS with CLD students. Key themes across articles highlight the challenges and opportunities to advance the science of MTSS and invite scholars to further examine challenges of MTSS with CLD, including implementation and policy implications.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"387 - 391"},"PeriodicalIF":3.0,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47099823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-06DOI: 10.1080/2372966x.2022.2064727
Anne Drescher, Alberto Valido, Ashley B. Woolweaver, Dorothy L. Espelage
Abstract
In the fall of 2020, many students and educators returned to school in person, despite the threat of the COVID-19 virus. Though safety measures such as masks and social distancing were put in place, educators remained concerned for their students’ health, well-being, and academic attainment. The current study examined teacher concern for students’ well-being amidst the COVID-19 pandemic in relation to classroom climate. Data were collected from third- to fifth-grade students (N = 1,022) and teachers (N = 52) across 11 elementary schools in the Great Plains region. Students and teachers attended school in person during data collection in the fall of 2020, despite rising COVID-19 numbers in the area. Structural equation modeling was used to determine whether student emotional problems and well-being had indirect effects on the association between teacher concerns and classroom climate. Findings suggest significant indirect effects of teacher concerns and classroom climate through student emotional problems and well-being. The results are important in the context of COVID-19, because teacher concern for students may indicate the overall health of the classroom environment.
Impact Statement
The current study can assist school psychology practitioners in understanding the need to support teacher and student well-being in the context of the COVID-19 pandemic.
The findings emphasize the need for school policymakers and administrators to elevate teacher voices throughout the COVID-19 pandemic. Considering teacher concern for student well-being may assist in improving classroom climate and supporting students as the pandemic continues.
{"title":"Teacher Concern During COVID-19: Associations With Classroom Climate","authors":"Anne Drescher, Alberto Valido, Ashley B. Woolweaver, Dorothy L. Espelage","doi":"10.1080/2372966x.2022.2064727","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2064727","url":null,"abstract":"<p><b>Abstract</b></p><p>In the fall of 2020, many students and educators returned to school in person, despite the threat of the COVID-19 virus. Though safety measures such as masks and social distancing were put in place, educators remained concerned for their students’ health, well-being, and academic attainment. The current study examined teacher concern for students’ well-being amidst the COVID-19 pandemic in relation to classroom climate. Data were collected from third- to fifth-grade students (<i>N</i> = 1,022) and teachers (<i>N</i> = 52) across 11 elementary schools in the Great Plains region. Students and teachers attended school in person during data collection in the fall of 2020, despite rising COVID-19 numbers in the area. Structural equation modeling was used to determine whether student emotional problems and well-being had indirect effects on the association between teacher concerns and classroom climate. Findings suggest significant indirect effects of teacher concerns and classroom climate through student emotional problems and well-being. The results are important in the context of COVID-19, because teacher concern for students may indicate the overall health of the classroom environment.</p><p><b>Impact Statement</b></p><p>The current study can assist school psychology practitioners in understanding the need to support teacher and student well-being in the context of the COVID-19 pandemic.</p><p>The findings emphasize the need for school policymakers and administrators to elevate teacher voices throughout the COVID-19 pandemic. Considering teacher concern for student well-being may assist in improving classroom climate and supporting students as the pandemic continues.</p>","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"111 ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/2372966X.2022.2072693
Scott L. Graves, Yixi Wang
Abstract The suspension of Black boys from school is a longstanding issue that places them at increased risk for negative academic and social–emotional outcomes. While risk factors for suspension are often documented, concurrently examining protective factors such as school belonging and self-esteem occurs infrequently. The purpose of this study was to examine the relationships between Body Mass Index (BMI), school belonging, self-esteem, race, gender, and school suspension. Results from the National Longitudinal Study of Adolescent to Adult Health (Add Health) indicated that BMI was a significant predictor of school suspension overall, but not for Black boys. Furthermore our hypotheses were not supported in that regardless of the levels of school belonging for Black boys, their levels of school suspension were not impacted as was the case with their peers. So it was not that they were big, just that they were Black as it relates to school suspension and Black boys. Implications are discussed in terms of the improving outcomes of Black boys. Impact Statement Black boys are suspended from school at higher rates than any group. Large body size is thought to be a risk factor for negative outcomes based on societal perceptions. For Black boys, body mass index does not predict school suspension.
{"title":"It’s Not That They Are Big, It’s Just That They Are Black: The Impact of Body Mass Index, School Belonging, and Self Esteem on Black Boys’ School Suspension","authors":"Scott L. Graves, Yixi Wang","doi":"10.1080/2372966X.2022.2072693","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2072693","url":null,"abstract":"Abstract The suspension of Black boys from school is a longstanding issue that places them at increased risk for negative academic and social–emotional outcomes. While risk factors for suspension are often documented, concurrently examining protective factors such as school belonging and self-esteem occurs infrequently. The purpose of this study was to examine the relationships between Body Mass Index (BMI), school belonging, self-esteem, race, gender, and school suspension. Results from the National Longitudinal Study of Adolescent to Adult Health (Add Health) indicated that BMI was a significant predictor of school suspension overall, but not for Black boys. Furthermore our hypotheses were not supported in that regardless of the levels of school belonging for Black boys, their levels of school suspension were not impacted as was the case with their peers. So it was not that they were big, just that they were Black as it relates to school suspension and Black boys. Implications are discussed in terms of the improving outcomes of Black boys. Impact Statement Black boys are suspended from school at higher rates than any group. Large body size is thought to be a risk factor for negative outcomes based on societal perceptions. For Black boys, body mass index does not predict school suspension.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"279 - 291"},"PeriodicalIF":3.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47207544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/2372966x.2022.2043127
Margaret Crewdson, Robert D. Richardson, Kristen Fowler, C. Skinner, Shelby Wright, David F. Cihak
{"title":"Supplementing Social Skills Training With Tootling to Simultaneously Enhance First-Grade Students’ Performance of Two Social Skills","authors":"Margaret Crewdson, Robert D. Richardson, Kristen Fowler, C. Skinner, Shelby Wright, David F. Cihak","doi":"10.1080/2372966x.2022.2043127","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2043127","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47679667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/2372966x.2022.2067736
W. Ford, Keith C. Radley, D. Tingstrom, Evan H. Dart, Brad A. Dufrene
{"title":"Evaluation of the Good Behavior Game Using ClassDojo in Secondary Classrooms","authors":"W. Ford, Keith C. Radley, D. Tingstrom, Evan H. Dart, Brad A. Dufrene","doi":"10.1080/2372966x.2022.2067736","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2067736","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47374750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.1080/2372966X.2022.2075710
Nadin Abu Khalaf, Ashley B. Woolweaver, Roslyn Reynoso Marmolejos, Grace A. Little, Katheryn Burnett, D. Espelage
Abstract Despite the rise in anti-Islamic sentiment, Muslim youth’s experiences of religious discrimination are under researched. The goal of this paper is to better understand the complexities associated with religious discrimination for youth and adolescents and how to mitigate the harm caused by these discriminatory experiences. This mixed methods systematic review consists of 44 qualitative and quantitative studies from 34 journals, discussing experiences of religious discrimination for participants ages 4–25 both in the United States and internationally. This review discussed student experiences, the context of school as a conduit for discrimination, how students responded to these instances, including protective factors and recommendations for future research and policy. Impact Statement This article systematically examined experiences of discrimination faced by Muslim students in Pre-K–12 and university settings. The results have implications for researchers, policymakers, and school staff on how to mitigate discriminatory acts toward Muslim students to create a safe and inclusive school environment for all students. Educators and school staff must work on reducing their individual and classroom biases through cultural competence training and a more inclusive curriculum. Policymakers should work to create inclusive practices that promote equity for Muslim students, and researchers should conduct additional projects to better understand the scope and outcomes associated with Islamophobia in schools.
{"title":"The Impact of Islamophobia on Muslim Students: A Systematic Review of the Literature","authors":"Nadin Abu Khalaf, Ashley B. Woolweaver, Roslyn Reynoso Marmolejos, Grace A. Little, Katheryn Burnett, D. Espelage","doi":"10.1080/2372966X.2022.2075710","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2075710","url":null,"abstract":"Abstract Despite the rise in anti-Islamic sentiment, Muslim youth’s experiences of religious discrimination are under researched. The goal of this paper is to better understand the complexities associated with religious discrimination for youth and adolescents and how to mitigate the harm caused by these discriminatory experiences. This mixed methods systematic review consists of 44 qualitative and quantitative studies from 34 journals, discussing experiences of religious discrimination for participants ages 4–25 both in the United States and internationally. This review discussed student experiences, the context of school as a conduit for discrimination, how students responded to these instances, including protective factors and recommendations for future research and policy. Impact Statement This article systematically examined experiences of discrimination faced by Muslim students in Pre-K–12 and university settings. The results have implications for researchers, policymakers, and school staff on how to mitigate discriminatory acts toward Muslim students to create a safe and inclusive school environment for all students. Educators and school staff must work on reducing their individual and classroom biases through cultural competence training and a more inclusive curriculum. Policymakers should work to create inclusive practices that promote equity for Muslim students, and researchers should conduct additional projects to better understand the scope and outcomes associated with Islamophobia in schools.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"206 - 223"},"PeriodicalIF":3.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44885348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/2372966X.2022.2069958
D. Espelage, Rhonda C. Boyd, Tyler L. Renshaw, S. Jimerson
Abstract Youth suicide continues to be a significant public health issue, with especially elevated levels of suicide thoughts and behaviors experienced by marginalized students across race/ethnicity, gender, sexual orientation, and age demographics. This article highlights the importance of contemporary research informing and advancing professional efforts and also introduces a special topic section including eight articles that focus on key gaps in the literature related to mitigating suicide risk among youth in schools. Four survey studies and one systematic review aim to identify risk and protective factors for marginalized and understudied populations, with strong emphasis on cultural considerations around youth suicide; two studies center on the development and evaluation of school-based suicide prevention programs, with a focus on warning signs, professional development, and social validity; and the final paper focuses on learning from student perspectives to improve postvention. This special topic section represents the complexity of youth suicide prevention and postvention and offers school psychologists knowledge and strategies to prevent and intervene to reduce youth suicide. The introduction closes with several recommendations for further advancing science, practice, and policy related to mitigating suicide risk among youth in schools. IMPACT STATEMENT Prevention of youth suicide requires contemporary research and program development. School psychologists can play a critical role in preventing youth suicide through culturally relevant studies, evidence-based training and curriculum, and postvention strategies. Collectively, articles in this special series strengthen the literature for guiding school psychologists in mitigating suicide risk among youth in schools.
{"title":"Addressing Youth Suicide Through School-Based Prevention and Postvention: Contemporary Scholarship Advancing Science, Practice, and Policy","authors":"D. Espelage, Rhonda C. Boyd, Tyler L. Renshaw, S. Jimerson","doi":"10.1080/2372966X.2022.2069958","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2069958","url":null,"abstract":"Abstract Youth suicide continues to be a significant public health issue, with especially elevated levels of suicide thoughts and behaviors experienced by marginalized students across race/ethnicity, gender, sexual orientation, and age demographics. This article highlights the importance of contemporary research informing and advancing professional efforts and also introduces a special topic section including eight articles that focus on key gaps in the literature related to mitigating suicide risk among youth in schools. Four survey studies and one systematic review aim to identify risk and protective factors for marginalized and understudied populations, with strong emphasis on cultural considerations around youth suicide; two studies center on the development and evaluation of school-based suicide prevention programs, with a focus on warning signs, professional development, and social validity; and the final paper focuses on learning from student perspectives to improve postvention. This special topic section represents the complexity of youth suicide prevention and postvention and offers school psychologists knowledge and strategies to prevent and intervene to reduce youth suicide. The introduction closes with several recommendations for further advancing science, practice, and policy related to mitigating suicide risk among youth in schools. IMPACT STATEMENT Prevention of youth suicide requires contemporary research and program development. School psychologists can play a critical role in preventing youth suicide through culturally relevant studies, evidence-based training and curriculum, and postvention strategies. Collectively, articles in this special series strengthen the literature for guiding school psychologists in mitigating suicide risk among youth in schools.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"51 1","pages":"257 - 265"},"PeriodicalIF":3.0,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46967463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-19DOI: 10.1080/2372966X.2022.2029218
I. T. Ten Bokkel, D. Roorda, Marlies Maes, K. Verschueren, H. Colpin
Abstract This meta-analysis synthesizes evidence about the associations of affective teacher–student relationships with bullying perpetration and peer victimization. A systematic database search resulted in 65 primary studies (k) that met the inclusion criteria. The final sample included 185,881 students from preschool to high school. Separate multilevel analyses were conducted for bullying perpetration (k = 25, N = 97,627) and peer victimization (k = 57, N = 151,653). Results showed small to medium, negative overall correlations between teacher-student relationship quality and both bullying perpetration (r = −.17, 95% CI [−.21, −.14]) and peer victimization (r = −.14, 95% CI [−.17, −.11]). Teacher-student relationship quality was also related to less subsequent peer victimization (b = −0.05, 95% CI [−0.08, −0.02]). Associations between teacher-student relationship quality and bullying were stronger for ethnic minority students and when the same informant reported about both variables. Associations with peer victimization were stronger for negative (e.g., conflict) than for positive (e.g., closeness) relationship indicators and when the same informant was used for both variables. Generally, findings demonstrate that higher-quality teacher-student relationships are related to less bullying perpetration and less peer victimization. Hence, promoting positive and minimizing negative teacher-student relationships may help to tackle school-based bullying and peer victimization. Impact Statement The current meta-analysis examined the link between affective teacher-student relationships and two persistent problems in schools: bullying perpetration and peer victimization. Results including 65 primary studies demonstrated that higher-quality teacher-student relationships were related to less bullying perpetration and less peer victimization. Thus, promoting positive and minimizing negative teacher–student relationships may be important targets in bullying prevention and intervention efforts in schools.
{"title":"The Role of Affective Teacher–Student Relationships in Bullying and Peer Victimization: A Multilevel Meta-Analysis","authors":"I. T. Ten Bokkel, D. Roorda, Marlies Maes, K. Verschueren, H. Colpin","doi":"10.1080/2372966X.2022.2029218","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2029218","url":null,"abstract":"Abstract This meta-analysis synthesizes evidence about the associations of affective teacher–student relationships with bullying perpetration and peer victimization. A systematic database search resulted in 65 primary studies (k) that met the inclusion criteria. The final sample included 185,881 students from preschool to high school. Separate multilevel analyses were conducted for bullying perpetration (k = 25, N = 97,627) and peer victimization (k = 57, N = 151,653). Results showed small to medium, negative overall correlations between teacher-student relationship quality and both bullying perpetration (r = −.17, 95% CI [−.21, −.14]) and peer victimization (r = −.14, 95% CI [−.17, −.11]). Teacher-student relationship quality was also related to less subsequent peer victimization (b = −0.05, 95% CI [−0.08, −0.02]). Associations between teacher-student relationship quality and bullying were stronger for ethnic minority students and when the same informant reported about both variables. Associations with peer victimization were stronger for negative (e.g., conflict) than for positive (e.g., closeness) relationship indicators and when the same informant was used for both variables. Generally, findings demonstrate that higher-quality teacher-student relationships are related to less bullying perpetration and less peer victimization. Hence, promoting positive and minimizing negative teacher-student relationships may help to tackle school-based bullying and peer victimization. Impact Statement The current meta-analysis examined the link between affective teacher-student relationships and two persistent problems in schools: bullying perpetration and peer victimization. Results including 65 primary studies demonstrated that higher-quality teacher-student relationships were related to less bullying perpetration and less peer victimization. Thus, promoting positive and minimizing negative teacher–student relationships may be important targets in bullying prevention and intervention efforts in schools.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"110 - 129"},"PeriodicalIF":3.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43223628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-19DOI: 10.1080/2372966X.2022.2036077
Sherrie L. Proctor, Kathrynne Li, Natasha Chait, Sehrish Gulfaraz
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.
{"title":"Use of Critical Race Theory to Understand the Experiences of an African American Male During School Psychology Graduate Education","authors":"Sherrie L. Proctor, Kathrynne Li, Natasha Chait, Sehrish Gulfaraz","doi":"10.1080/2372966X.2022.2036077","DOIUrl":"https://doi.org/10.1080/2372966X.2022.2036077","url":null,"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.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"52 1","pages":"372 - 388"},"PeriodicalIF":3.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42004439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-14DOI: 10.1080/2372966x.2022.2034475
Ashley B. Woolweaver, Jessica C. Barbour, D. Espelage
{"title":"An Exploratory Analysis of Financial Status and Risk Factor Interactions for Bullying Victimization","authors":"Ashley B. Woolweaver, Jessica C. Barbour, D. Espelage","doi":"10.1080/2372966x.2022.2034475","DOIUrl":"https://doi.org/10.1080/2372966x.2022.2034475","url":null,"abstract":"","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45575172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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