School Psychology Graduate Education Retention Research Characteristics: Implications for Diversity Initiatives in the Profession

Autor/inn/en	Proctor, Sherrie L.; Owens, Courtney
Titel	School Psychology Graduate Education Retention Research Characteristics: Implications for Diversity Initiatives in the Profession
Quelle	In: Psychology in the Schools, 56 (2019) 6, S.1037-1052 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Proctor, Sherrie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22228
Schlagwörter	School Psychologists; Minority Groups; Ethnic Groups; Race; Counselor Characteristics; Graduate Students; Periodicals; Databases; Search Strategies; School Holding Power; School Psychology; Undergraduate Students; Cultural Pluralism; Mentors; Networks; Counselor Training + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Ethnische Minderheit; Ethnie; Rasse; Abstammung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Datenbank; Suchstrategie; Schulpsychologie; Kulturpluralismus
Abstract	Lack of racial and ethnic diversity in the school psychology workforce has been a concern since the profession's inception. One solution is to graduate more racially and ethnically diverse individuals from school psychology programs. This structured review explored the characteristics of studies published from 1994 to 2017 that investigated graduate student retention and school psychology. An electronic search that included specified databases, subject terms, and study inclusion criteria along with a manual search of 10 school psychology journals yielded two published, peer-reviewed studies focused primarily on graduate student retention and school psychology over the 23-year span. Two researchers coded the studies using a rigorous coding process with high inter-rater reliability. Findings suggest that mostly Black and White individuals served as participants, undergraduate students represented the largest group sampled, and key school psychology stakeholders' views were missing. Additionally, programs interested in retaining racially and ethnically diverse students should have a commitment to multicultural issues, expose students to diverse professional networks and mentorship, and cultivate an inclusive program environment. Implications point to a need for more studies focused on school psychology graduate student retention in general and in specific relation to retaining racial and ethnic minoritized students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01