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Who’s Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature Over the Last Decade
School Psychology Review ( IF 2.136 ) Pub Date : 2021-07-13 , DOI: 10.1080/2372966x.2021.1927831
G. Thomas Schanding 1 , Gerald G. Strait 1 , Valerie R. Morgan 1 , Rick Jay Short 1 , MacKenzie Enderwitz 1 , Jeeva Babu 1 , Melissa A. Templeton 1
Affiliation  

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.

IMPACT STATEMENT

To provide evidence-based school psychological practices to all students, the field’s literature must be representative of the student population. In reviewing the past decade of school psychology research, the literature tends to overrepresent students who are White and come from middle to high socioeconomic backgrounds. There tends to be underrepresentation of sexual minority youth, youth from low SES backgrounds, and children at the elementary grade level.

Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2021.1927831



中文翻译:

包括谁?过去十年学校心理学文献中学生的多样性、公平性和包容性

摘要

学校心理学领域继续进一步采用社会正义视角来解决系统性种族主义、特权、偏见和歧视。为了完成这一使命,学校心理学家必须确保拥有坚实的文献基础,包容并代表来自少数群体背景的学生。对 2010 年至 2019 年四种学校心理学主要期刊上的所有文章(n = 1,213 篇)进行了对学生社会人口特征的回顾。与全国学龄社会人口分布的估计相比,研究人员倾向于纳入更能代表白人/白人学生的样本,而低收入背景学生的代表不足。作者很少包含或描述参与者的性取向和性别认同(超出二元性(女性/男性))。我们提供了讨论和建议,以提高未来学校心理学研究中少数族裔背景学生的包容性。

影响声明

为了向所有学生提供基于证据的学校心理实践,该领域的文献必须能够代表学生群体。在回顾过去十年的学校心理学研究时,文献往往过多地描述了来自中高级社会经济背景的白人学生。性少数青少年、社会经济地位低背景的青少年以及小学年级儿童的代表性往往不足。

本文的补充数据可在线获取:http://dx.doi.org/10.1080/2372966X.2021.1927831

更新日期:2021-07-13
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