Abstract

Developing competence in multiculturalism and social justice advocacy is a lifelong pursuit. Nevertheless, scholars have rarely considered the role of undergraduate education in preparing future school psychologists to address individual and institutional injustices in schools. This study explored the perspectives of undergraduates enrolled in a semester-long service learning program focused on social justice and school psychology. Participants were 11 undergraduates who completed individual interviews regarding their understanding of social justice and the impact of their service learning experiences on their personal and professional development. Thematic analysis of interview transcripts revealed 11 primary themes. Results captured participants’ emerging views of social justice and experimentation with basic advocacy skills at their service learning sites. Findings suggest the value of service learning experiences for preparing undergraduates for more advanced studies of social justice as future school psychology trainees.

IMPACT STATEMENT

School psychologists are especially well-situated to engage in social justice advocacy within school settings. This article highlights the ways in which undergraduate service learning experiences can prepare future school psychologists to address social justice issues in schools and to disrupt institutional practices that oppress youth and families who have been historically marginalized.

摘要

培养多元文化和社会正义倡导能力是一生的追求。然而，学者们很少考虑本科教育在培养未来学校心理学家解决学校中个人和机构不公正问题方面的作用。这项研究探讨了参加为期一个学期的服务学习项目的本科生的观点，该项目的重点是社会正义和学校心理学。参与者是 11 名本科生，他们完成了个人访谈，了解他们对社会正义的理解以及服务学习经历对其个人和职业发展的影响。对访谈记录的主题分析揭示了 11 个主要主题。结果反映了参与者对社会正义的新看法以及在服务学习网站上对基本宣传技能的实验。研究结果表明，服务学习经历对于让本科生作为未来的学校心理学实习生进行更深入的社会正义研究做好准备具有重要价值。

影响声明

学校心理学家特别适合在学校环境中参与社会正义倡导。本文重点介绍了本科生服务学习经验如何帮助未来的学校心理学家做好准备，以解决学校中的社会正义问题，并打破压迫历史上被边缘化的青少年和家庭的制度实践。