Who's Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature over the Last Decade

Autor/inn/en	Schanding, G. Thomas, Jr.; Strait, Gerald G.; Morgan, Valerie R.; Short, Rick Jay; Enderwitz, MacKenzie; Babu, Jeeva; Templeton, Melissa A.
Titel	Who's Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature over the Last Decade
Quelle	In: School Psychology Review, 52 (2023) 4, S.408-420 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schanding, G. Thomas, Jr.) ORCID (Strait, Gerald G.) ORCID (Morgan, Valerie R.) ORCID (Short, Rick Jay) ORCID (Enderwitz, MacKenzie) ORCID (Babu, Jeeva) ORCID (Templeton, Melissa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1927831
Schlagwörter	School Psychology; Social Justice; Inclusion; Racism; Social Bias; Minority Group Students; Student Diversity; Educational Research; Sampling; Disproportionate Representation; Socioeconomic Status; LGBTQ People; English Language Learners; Racial Differences; Ethnicity + Suchen Sie Ihr Suchwort? Schulpsychologie; Soziale Gerechtigkeit; Inklusion; Rassismus; Bildungsforschung; Pädagogische Forschung; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Ethnizität
Abstract	The field of school psychology continues to further embrace a social justice perspective to address systemic racism, privilege, prejudice, and discrimination. To accomplish this mission, school psychologists must ensure that there is a solid literature base that is inclusive and representative of students from minoritized backgrounds. A review of student sociodemographic characteristics was conducted of all articles in four of the primary journals of school psychology from 2010 to 2019 (n = 1,213 articles). Compared to national estimates of school-age sociodemographic distributions, researchers tended to include samples more representative of students identifying as White/Caucasian and underrepresentative of students from low-income backgrounds. Authors rarely included or described participants' sexual orientations and gender identities beyond the binary (female/male). We provide a discussion and recommendations for improving the inclusivity of students from minoritized backgrounds in future school psychology research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01