Centering the contributions, perspectives, and experiences of Black school psychologists: Commentary on Proctor (2022)

Sally L. Grapin

doi:10.1177/01430343221111049

Centering the contributions, perspectives, and experiences of Black school psychologists: Commentary on Proctor (2022)

Sally L. Grapin

Psychology

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

This commentary offers a reflection on Proctor's (2022) contribution to the special issue. In particular, it focuses on three primary threads: (a) centering Black voices in school psychology's history; b) applying an anti-racist lens to recruitment and retention research and practices; and c) recognizing the role of historically Black colleges and universities (HBCUs) in advancing school psychology. Future directions for school psychology research and practice are discussed.

Original language	English
Journal	School Psychology International
DOIs	https://doi.org/10.1177/01430343221111049
State	Accepted/In press - 2022

Keywords

Black school psychologists
historically Black colleges and universities
recruitment
retention
school psychology

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1177/01430343221111049

Cite this

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KW - retention

KW - school psychology

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Centering the contributions, perspectives, and experiences of Black school psychologists: Commentary on Proctor (2022)

Abstract

Keywords

UN SDGs

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