An Analysis of the Workforce Pipeline in School Psychology

Autor/inn/en	Morrison, Julie Q.; Davies, Susan C.; Noltemeyer, Amity
Titel	An Analysis of the Workforce Pipeline in School Psychology
Quelle	In: Contemporary School Psychology, 26 (2022) 1, S.14-21 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Julie Q.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00319-4
Schlagwörter	School Psychology; School Psychologists; Counselor Training; Graduate Students; Outcomes of Education; Education Work Relationship; Internship Programs; Racial Differences; Gender Differences; Minority Group Students; Student Recruitment; Diversity + Suchen Sie Ihr Suchwort? Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernleistung; Schulerfolg; Berufspraktische Ausbildung; Rassenunterschied; Geschlechterkonflikt
Abstract	Shortage of school psychologists in the USA jeopardizes the capacity of schools to meet the needs of struggling students. The aim of the study was to evaluate the progression of school psychologists through the professional preparation--to practice pipeline for attracting, preparing, and retaining school psychologists. Descriptive research methods were used to retrospectively track three annual cohorts of graduate students from eight school psychology programs as they progressed through key milestones in their preparation and early professional practice. The results indicate that a large percentage of students completed their graduate program and continued to work in the field 1-, 3-, and 5-year post-internship for a sample that was predominately White and female. The implications of the study reinforce previous calls for graduate programs to engage in targeted, personalized efforts for recruiting graduate students with minoritized cultural identities to better meet the needs of students from culturally and linguistically diverse backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01