SPR Features Contemporary Scholarship Advancing Diversity, Equity, and Inclusion

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Shane Jimerson

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Aug 23, 2021, 9:13:48 AMAug 23
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Dear School Psychology colleagues (students, practitioners, and faculty) (please forward to others to share this valuable resource),

Anyone seeking scholarship advancing diversity, equity, and inclusion to inform your activities as a school psychologist?
(e.g., professional responsibilities and specific actions to advance antiracism, research including diverse student populations, conceptual framework for critical school psychology, intersectional ecological framework, understanding and supporting culturally and linguistically diverse learners, supporting sexual and gender minority youth, centering equity in school reform efforts).

One step toward decolonizing the curriculum is to update your course syllabi this year to include diversity, equity, and inclusion related scholarship as well as featuring authors from historically underrepresented and/or marginalized backgrounds.

Are you trying to locate contemporary citations for a paper (or dissertation) you are writing related to advancing diversity, equity, and inclusion in the field of school psychology?

Good news - School Psychology Review has more than 30 articles that are already available! (some online first and some already in issues, see attached, and pasted below - more coming soon) #SPRBeTheChange

Hyperlinks are provided for easy access to each of the articles - Available to ALL NASP members! (and to others with institutional access, directly via the SPR website at T&F)

Considering that school psychologists are actively engaged in continuing professional development, this document identifies contemporary scholarship that may further inform practice, scholarship, and policy development.

Considering all faculty are responsible for developing courses / syllabi featuring contemporary scholarship we offer this simple resource that you can use to copy and paste those articles that you would like to feature in your course.

The School Psychology Review leadership team and editorial board members are committed to featuring scholarship to help school psychologists advance diversity, equity, and inclusion -- if you have scholarship to contribute, then submit to School Psychology Review.

School Psychology Review

Features Contemporary Scholarship

Advancing Diversity, Equity, and Inclusion

 

Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change

Shane R. Jimerson, Prerna Arora, Jamilia J. Blake, Gary L. Canivez, Dorothy L. Espelage, Jorge E. Gonzalez, Scott L. Graves, Francis L. Huang, Stacy-Ann A. January, Tyler L. Renshaw, Samuel Y. Song, Amanda L. Sullivan, Cixin Wang & Frank C. Worrell (2021). Advancing Diversity, Equity, and Inclusion in School Psychology: Be the Change, School Psychology Review, 50:1, 1-7, DOI: 10.1080/2372966X.2021.1889938

 

School Psychology Unified Antiracism Statement and Call to Action

Enedina García-Vázquez, Linda Reddy, Prerna Arora, Franci Crepeau-Hobson, Pamela Fenning, Clifford Hatt, Tammy Hughes, Shane Jimerson, Celeste Malone, Kathleen Minke, Kisha Radliff, Tara Raines, Sam Song & Kelly Vaillancourt Strobach (2020). School Psychology Unified Antiracism Statement and Call to Action, School Psychology Review, 49:3, 209-211, DOI: 10.1080/2372966X.2020.1809941

 

School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence

Dieu M. Truong, Marie L. Tanaka, Jennifer M. Cooper, Sam Song, Devadrita Talapatra, Prena Arora, Pamela Fenning, Elizabeth McKenney, Stacy Williams, Kasee Stratton-Gadke, Shane R. Jimerson, Lauren Pandes-Carter, David Hulac & Enedina García-Vázquez (2021). School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence, School Psychology Review, DOI: 10.1080/2372966X.2021.1949932

 

Use of Critical Theory to Develop a Conceptual Framework for Critical School Psychology

Sujay V. Sabnis & Sherrie L. Proctor (2021). Use of Critical Theory to Develop a Conceptual Framework for Critical School Psychology, School Psychology Review, DOI: 10.1080/2372966X.2021.1949248

 

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

G. Thomas Schanding Jr., Gerald G. Strait, Valerie R. Morgan, Rick Jay Short, MacKenzie Enderwitz, Jeeva Babu & Melissa A. Templeton (2021). Who’s Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature Over the Last Decade, School Psychology Review, DOI: 10.1080/2372966X.2021.1927831

 

Centering Race to Move Towards an Intersectional Ecological Framework for Defining School Safety for Black students

Elianny, E. (2021). Centering race to move towards an intersectional ecological framework for defining school safety for Black students. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2021.1930580

 

It Takes a Village: Understanding African American High School Students’ Self-Determination in School

Janise S. Parker, Jasmine N. Garnes, Emily D. Oliver, Avery Amabile, & Ashwini Sarathy (2020). It Takes a Village: Understanding African American High School Students’ Self-Determination in School, School Psychology Review, 49:2, 111-129, DOI: 10.1080/2372966X.2020.1717371

 

Racial Fairness, School Engagement, and Discipline Outcomes in African American High School Students: The Important Role of Gender

Charity Brown Griffin, Isha W. Metzger, Colleen A. Halliday-Boykins & Claudia A. Salazar (2020). Racial Fairness, School Engagement, and Discipline Outcomes in African American High School Students: The Important Role of Gender, School Psychology Review, 49:3, 222-238, DOI: 10.1080/2372966X.2020.1726810

 

Effects of a Multifaceted Classroom Intervention on Racial Disproportionality

Cody Gion, Kent McIntosh & Sarah Falcon (2020). Effects of a Multifaceted Classroom Intervention on Racial Disproportionality, School Psychology Review, DOI: 10.1080/2372966X.2020.1788906

 

Culturally Appropriate Math Problem-Solving Instruction With English Language Learners

Carla Luevano & Tai A. Collins (2020) Culturally Appropriate Math Problem-Solving Instruction With English Language Learners, School Psychology Review, 49:2, 144-160, DOI: 10.1080/2372966X.2020.1717243

 

Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?

Colleen L. Eddy, Francis L. Huang, Daniel R. Cohen, Kirsten M. Baker, Krista D. Edwards, Keith C. Herman & Wendy M. Reinke (2020). Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?, School Psychology Review, 49:3, 239-255, DOI: 10.1080/2372966X.2020.1733340

 

The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents

Amy E. Fisher, Sycarah Fisher, Chelsea Arsenault, Rachel Jacob & Jessica Barnes-Najor (2020). The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents, School Psychology Review, 49:3, 291-305, DOI: 10.1080/2372966X.2020.1760690

 

Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors

Brittany Zakszeski, Robin L. Hojnoski, Bridget V. Dever, George J. DuPaul & Megan M. McClelland (2020). Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors, School Psychology Review, 49:2, 161-177, DOI: 10.1080/2372966X.2020.1717373

 

Integrating a Culturally Responsive Lens Into Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks

Isaiah B. Pickens (2021). Integrating a Culturally Responsive Lens Into Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks, School Psychology Review, DOI: 10.1080/2372966X.2021.1912389

 

Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children

Alisha Wackerle-Hollman, Lillian Durán, Alejandra Miranda, Carlos Chávez, Michael Rodriguez & Norma Medina Morales (2021). Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children, School Psychology Review, DOI: 10.1080/2372966X.2021.1906620

 

Understanding Protective Factors for Suicidality and Depression Among U.S. Sexual and Gender Minority Adolescents: Implications for School Psychologists

Matthew Rivas-Koehl, Alberto Valido, Dorothy L. Espelage, Luz E. Robinson, Jun Sung Hong, Tomei Kuehl, Sasha Mintz & Peter A. Wyman (2021). Understanding Protective Factors for Suicidality and Depression Among U.S. Sexual and Gender Minority Adolescents: Implications for School Psychologists, School Psychology Review, DOI: 10.1080/2372966X.2021.1881411

 

COVID-19 and School Psychology: Adaptations and New Directions for the Field

Samuel Y. Song, Cixin Wang, Dorothy L. Espelage, Pam Fenning & Shane R. Jimerson (2020). COVID-19 and School Psychology: Adaptations and New Directions for the Field, School Psychology Review, 49:4, 431-437, DOI: 10.1080/2372966X.2020.1852852

 

Evaluating English Learner Progress in Reading: How Much Growth Can We Expect?

Robert David Richardson, Louis Marshall Rocconi & Margaret Adams Crewdson (2020). Evaluating English Learner Progress in Reading: How Much Growth Can We Expect?, School Psychology Review, 49:4, 480-492, DOI: 10.1080/2372966X.2020.1787080

 

Examining Bridges in Mathematics and Differential Effects Among English Language Learners

Garret J. Hall, Patti Schaefer, Teri Hedges & Eric Grodsky (2021). Examining Bridges in Mathematics and Differential Effects Among English Language Learners, School Psychology Review, DOI: 10.1080/2372966X.2020.1871304

 

Suicidality and Exposure to School-Based Violence Among a Nationally Representative Sample of Asian American and Pacific Islander Adolescents

Sonali Rajan, Prerna Arora, Bryan Cheng, Olivia Khoo, & Helen Verdeli (2021). Suicidality and Exposure to School-Based Violence Among a Nationally Representative Sample of Asian American and Pacific Islander Adolescents, School Psychology Review, DOI: 10.1080/2372966X.2020.1832864

 

Parenting and Teacher–Student Relationship as Protective Factors for Chinese Adolescent Adjustment During COVID-19

Yijun Ye, Cixin Wang, Qianyu Zhu, Minxuan He, Mazneen Havawala, Xuefeng Bai & Tian Wang (2021). Parenting and Teacher–Student Relationship as Protective Factors for Chinese Adolescent Adjustment During COVID-19, School Psychology Review, DOI: 10.1080/2372966X.2021.1897478

 

Understanding Disproportionate Suspension Practices for Black Students in Elementary, Middle, and High Schools

Rebecca L. Fix, Cindy M. Schaeffer, Jill H. Bohnenkamp & Sharon Hoover (2021). Understanding Disproportionate Suspension Practices for Black Students in Elementary, Middle, and High Schools, School Psychology Review, DOI: 10.1080/2372966X.2021.1881819

 

In-School and Out-of-School Suspension: Behavioral and Psychological Outcomes in a Predominately Black Sample of Middle School Students

Daniel R. Cohen, Crystal Lewis, Colleen L Eddy, Lauren Henry, Caroline Hodgson, Francis L. Huang, Wendy M. Reinke & Keith C. Herman (2021). In-School and Out-of-School Suspension: Behavioral and Psychological Outcomes in a Predominately Black Sample of Middle School Students, School Psychology Review, DOI: 10.1080/2372966X.2020.1856628

 

Student Engagement among High School English Learners with Reading Comprehension Difficulties

Kelly J. Williams, Leticia R. Martinez, Anna-Mária Fall, Jeremy Miciak & Sharon Vaughn (2021). Student Engagement among High School English Learners with Reading Comprehension Difficulties, School Psychology Review, DOI: 10.1080/2372966X.2020.1868948

 

Good Intentions are Not Enough: Centering Equity in School Discipline Reform

Gregory, A., Osher, D., Bear, G. G., Jagers, R. J., & Sprague, J. R. (2021). Good intentions are not enough: Centering equity in school discipline reform. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2020.1861911

 

Unequally Safe: Association Between Bullying and Perceived School Safety and the Moderating Effects of Race/Ethnicity, Gender, and Grade Levels

Yang, C., Lin, X., & Stomski, M. (2021). Unequally safe: Association between bullying and perceived school safety and the moderating effects of race/ethnicity, gender, and grade level. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2020.1860427

 

Associations Between Community-level Racial Biases, Office Discipline Referrals, and Out-of-School Suspensions

Girvan, E. J., McIntosh, K. & Santiago-Rosario, M. R. (2021). Associations between community-level racial biases, office discipline referrals, and out-of-school suspensions. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2020.1838232

 

An Intersectional Examination of the Effects of Race/Ethnicity and Immigrant Status on School Victimization in Predominantly Hispanic/Latino High Schools

Yang, C., Manchanda, S., Lin, X. & Teng, Z. (2021). An intersectional examination of the effects of race/ethnicity and immigrant status on school victimization in predominantly Hispanic/Latinx high schools. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2020.1840262

 

School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege among African American Students

Knox, J., Gibson, S., Gönültaş, S., & Mulvey, K. L. (2021). School connectedness and bystander intervention: The moderating role of perceived exclusion and privilege among African American students. School Psychology Review, 50, ppp-ppp. DOI: 10.1080/2372966X.2020.1846459

 

Use of English Language Proficiency Data to Better Assess Reading Growth for English Language Learners

Heath Marrs, Melissa De Leon & Timothy Lawless (2021). Use of English Language Proficiency Data to Better Assess Reading Growth for English Language Learners, School Psychology Review, DOI: 10.1080/2372966X.2021.1917971

 

Factors That May Influence Social Communication Questionnaire (SCQ) Scores: An Examination of the Spanish and English SCQ in School-Aged Students

N. M. Reyes, E. Moody, K. Hightshoe, S. Davidon, S. Rosenberg, E. Dahl & L. F. Kubicek (2021). Factors That May Influence Social Communication Questionnaire (SCQ) Scores: An Examination of the Spanish and English SCQ in School-Aged Students, School Psychology Review, DOI: 10.1080/2372966X.2021.1927830

 

Preparing Social Justice Advocates Through Undergraduate Service Learning in School Psychology

Sally L. Grapin, DeVanté J. Cunningham & Melissa Sital (2021). Preparing Social Justice Advocates Through Undergraduate Service Learning in School Psychology, School Psychology Review, DOI: 10.1080/2372966X.2021.1878389

 

 

In addition to the above papers already available in School Psychology Review, there are many more that will be included in the forthcoming issues, including special topic sections featuring articles advancing diversity, equity, and inclusion.

 

Preventing School Violence and Promoting School Safety

Mayer & Nickerson

 

Unlocking the Promise of Multitiered Systems of Support (MTSS) for Linguistically Diverse Students 

Gonzalez, Linan-Thompson, & Duran

 

Addressing Youth Suicide Through Prevention, Intervention, and Postvention 

Espelage, Boyd, & Renshaw

 

Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology 

Sullivan & Worrell

 

Theory, Methods, and Practice to Advance Equity and Social Justice in School Psychology 

Sullivan, Arora, & Song

 

Promoting the Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success

Woods, Heidelburg, Collins, & Graves

 

School Climate, Bullying, and Social–Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth 

La Salle, Yang, & Espelage

 

Prejudice Reduction and Antiracism Professional Development in P-12 Settings: Promise and Perils

Blake & Fenning


Reminder to join SPR Social Media, Follow, Like, Retweet, Amplify:

If you have ideas or insights that will contribute to the future of SPR and the field of school psychology, please send us an email. #SPRBeTheChange

We look forward to further communications.

Sincerely,

The SPR Leadership Team

Editor

Shane R. Jimerson

University of California, Santa Barbara

Senior Editor

Jamilia J. Blake

Texas A&M University

Senior Editor

Gary L. Canivez

Eastern Illinois University

Senior Editor

Dorothy L. Espelage

University of North Carolina

Senior Editor

Jorge E. Gonzalez

University of Houston

Senior Editor

Amanda L. Sullivan 

University of Minnesota

Senior Editor

Frank C. Worrell

University of California, Berkeley

Associate Editor

Prerna Arora

Columbia University

Associate Editor

Scott L. Graves

The Ohio State University

Associate Editor

Francis L. Huang

University of Missouri

Associate Editor

Stacy-Ann A. January

University of South Florida

Associate Editor

Tyler L. Renshaw

Utah State University

Associate Editor

Samuel Y. Song

University of Nevada, Las Vegas

Associate Editor

Cixin Wang

University of Maryland



--
Shane R. Jimerson, Ph.D., NCSP
Professor
Gevirtz Graduate School of Education
2121 ED, Santa Barbara, CA  93106-9490
Office: (805) 893-3366
Email: Jime...@ucsb.edu
UC Santa Barbara
*UCSB is built on the ancestral and unceded land of the Chumash people. I respect and honor our Indigenous relatives who still nourish this territory from which they were forcibly removed.

Past-President, the Society for the Study of School Psychology
President-Emeritus, the International School Psychology Association
President-Emeritus, Division 16 School Psychology of APA
Senior Editor of International Science, School Psychology journal, published by APA
Editor, School Psychology Review,Twitter Facebook published by NASP

CCSP Vision - Innovations for Excellence and Equity in Counseling, Clinical, and School Psychology.

"I am unable to make the days longer, so I strive to make them better."
-Thoreau
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