SPR Extended Due Date February 15, 2022 - Prejudice Reduction and Anti-racism Professional Development in P-12 Settings
Shane Jimerson
Prejudice Reduction and Anti-racism Professional Development
in P-12 Settings: Promise and Perils
Guest Editors: Jamilia J. Blake & Pamela A. Fenning
The United States (US) was founded and has continued to thrive through racism (Kendi, 2019). Therefore, Black, Indigenous, Persons of Color (BIPOC) persons have experienced profound life-altering systematic, structural and individual racism. Racism and oppression of BIPOC persons is intentional and enduring in every social institution within the country, including health (Smedley, Stith, & Nelson, 2003), education (Kohli, Pizarro, & Nevarez. 2017), criminal justice (Alexander, 2012) and housing (Rothstein, 2017) spheres. The recent and visible rise in hate crimes and violence within the Asian, Asian American and Pacific Islander (AAAPI) community is rooted in long-standing anti-Asian historical racism sewn in the threads of the US (School Psychology Unified Call for Deeper Understanding, Solidarity, and Action to Eradicate Anti-AAAPI Racism and Violence, 2021).
Of particular importance to the field of school psychology is that schools, by design, have inadvertently become complicit in upholding racism through educational policies and practices that restrict minoritized students’ ability to access and benefit from education. Racism in schools plays out in multiple ways, through the “education debt” as described by Gloria Ladson-Billings (Ladson-Billings, 2016). The visible and documented ways in which racism plays out in schools is through disproportionate exclusionary discipline, referral and placement in special education, equitable access to culturally responsive mental health supports, and high-quality instruction and teachers.
The purpose of this special topic section is to advance the knowledge, science, practice, advocacy and policy pertaining to professional development, consultation and support of P-12 educators in prejudice reduction, anti-racism, and racial bias. Empirical data and brief reports will be solicited that advance scientific knowledge in the following broad areas: (a) impact of school-based professional development on educator outcomes, which may include culturally responsive beliefs and intervention delivery, (b) educator awareness of individual, structural and systemic racism and attitudes toward race, (c) the development of school psychology professional competencies and graduate training necessary to lead school-based professional development and provide school consultation/support with educators in mitigating racism, prejudice and bias and (d) the role of practicing school psychologists in participating in, delivering, and leading professional development which advances practice in anti-racism and the mitigation of bias and prejudice and (e) models and methods of assessment professional development outcomes and efficacy, which may include tools, measures through qualitative, quantitative and mixed methods.
Areas that the papers may address could include, but not limited to:
1). Empirical evaluations, brief reports of pilot studies, such as promising interventions that address racism in schools through professional development with P12 educators and administrators
2). Systematic literature reviews and meta-analyses that capture anti-racism training and professional development in prejudice reduction, bias and harassment
3). Assessment measures and tools for evaluating the impact of anti-racism training, prejudice reduction and bias.
4). Models of professional development, consultation, ongoing technical assistance and support of P-12 educators in the development and/or implementation of anti-racist practices
5). Training and preparation of school psychologists in ways to mitigate racism in their practice and delivery of professional development, technical assistance and consultation with educators.
Empirical studies (both qualitative and quantitative), meta-analyses, and systematic reviews will be given priority. Each submission will be processed through peer-review to determine whether the manuscript is suitable for publication in the special series. The deadline for the receipt of submissions is February 15th, 2022.
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.
Gratefully,
The SPR Leadership Team
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Editor |
University of California, Santa Barbara |
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Senior Editor |
Texas A&M University |
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Senior Editor |
Eastern Illinois University |
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Senior Editor |
University of North Carolina |
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Senior Editor |
University of Houston |
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Senior Editor |
University of Minnesota |
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Senior Editor |
University of California, Berkeley |
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Associate Editor |
Columbia University |
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Associate Editor |
The Ohio State University |
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Associate Editor |
University of Missouri |
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Associate Editor |
University of South Florida |
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Associate Editor |
Utah State University |
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Associate Editor |
University of Nevada, Las Vegas |
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Associate Editor |
University of Maryland |