Conceptualizing and Dismantling White Privilege in School Psychology Research: An Ecological Model

Autor/inn/en	Grapin, Sally L.; Fallon, Lindsay M.
Titel	Conceptualizing and Dismantling White Privilege in School Psychology Research: An Ecological Model
Quelle	In: School Psychology Review, 52 (2023) 5, S.504-517 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grapin, Sally L.) ORCID (Fallon, Lindsay M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1963998
Schlagwörter	Whites; Racism; Ecology; Models; School Psychology; Educational Research; Research and Development; Theory Practice Relationship; School Psychologists; Influences + Suchen Sie Ihr Suchwort? White; Weißer; Rassismus; Ökologie; Analogiemodell; Schulpsychologie; Bildungsforschung; Pädagogische Forschung; Forschung und Entwicklung; Theorie-Praxis-Beziehung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Influence; Einfluss; Einflussfaktor
Abstract	A considerable body of literature has explored the impact of individual and structural racism on the work of school psychologists; however, less research has focused on White privilege specifically. Moreover, much of school psychology's current scholarship on White privilege has focused on issues in training and practice, with relatively less literature exploring its intersection with research activities. In this article, we describe the emergence of Whiteness studies and their relevance for school psychology. We outline an ecological model for conceptualizing White privilege across four stages of the research process: (a) research inputs, (b) transformations, (c) research outputs, and (d) applications of research to practice. We also describe macrolevel and microlevel influences that shape school psychologists' research activities at each of these stages. Finally, we outline recommendations for dismantling White privilege across all stages of the research process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01