TY - JOUR
T1 - Conceptualizing and Dismantling White Privilege in School Psychology Research
T2 - An Ecological Model
AU - Grapin, Sally L.
AU - Fallon, Lindsay M.
N1 - Publisher Copyright:
© 2022 National Association of School Psychologists.
PY - 2021
Y1 - 2021
N2 - A considerable body of literature has explored the impact of individual and structural racism on the work of school psychologists; however, less research has focused on White privilege specifically. Moreover, much of school psychology’s current scholarship on White privilege has focused on issues in training and practice, with relatively less literature exploring its intersection with research activities. In this article, we describe the emergence of Whiteness studies and their relevance for school psychology. We outline an ecological model for conceptualizing White privilege across four stages of the research process: (a) research inputs, (b) transformations, (c) research outputs, and (d) applications of research to practice. We also describe macrolevel and microlevel influences that shape school psychologists’ research activities at each of these stages. Finally, we outline recommendations for dismantling White privilege across all stages of the research process. Impact Statement White privilege has a substantial role in shaping the research activities of school psychologists, including their research questions, access to resources, methodological preferences, publications, and applications to practice. Advancing equity and social justice in school psychology will involve interrogating and dismantling White privilege at all stages of the research process.
AB - A considerable body of literature has explored the impact of individual and structural racism on the work of school psychologists; however, less research has focused on White privilege specifically. Moreover, much of school psychology’s current scholarship on White privilege has focused on issues in training and practice, with relatively less literature exploring its intersection with research activities. In this article, we describe the emergence of Whiteness studies and their relevance for school psychology. We outline an ecological model for conceptualizing White privilege across four stages of the research process: (a) research inputs, (b) transformations, (c) research outputs, and (d) applications of research to practice. We also describe macrolevel and microlevel influences that shape school psychologists’ research activities at each of these stages. Finally, we outline recommendations for dismantling White privilege across all stages of the research process. Impact Statement White privilege has a substantial role in shaping the research activities of school psychologists, including their research questions, access to resources, methodological preferences, publications, and applications to practice. Advancing equity and social justice in school psychology will involve interrogating and dismantling White privilege at all stages of the research process.
KW - Prerna Arora
KW - White privilege
KW - ecological framework
KW - research
KW - school psychology
UR - http://www.scopus.com/inward/record.url?scp=85127203575&partnerID=8YFLogxK
U2 - 10.1080/2372966X.2021.1963998
DO - 10.1080/2372966X.2021.1963998
M3 - Article
AN - SCOPUS:85127203575
SN - 0279-6015
JO - School Psychology Review
JF - School Psychology Review
ER -