Interest in Multicultural and Social Justice Research Topics, Epistemologies, and Methodologies Among School Psychology Journal Editorial Board Members

School psychology has a history of perpetuating social and cultural oppression through problematic research practices. To challenge these practices, school psychology editorial board members must be prepared to competently evaluate scholarship that advances multiculturalism and social justice. This study examined school psychology board members’ interests and expertise regarding multicultural and social justice (M/SJ) topics, epistemologies, and methodologies. We conducted a content analysis of publicly available research profiles and first-author publication titles for 341 board members across three journals: Journal of School Psychology, School Psychology, and School Psychology Review. Nearly half (45.5%) of members had an interest in M/SJ topics (as evidenced by either their profiles or publications), whereas only 9.7% indicated an interest in M/SJ epistemologies or methodologies. Across all board members, the most commonly studied minoritized groups were people with disabilities (represented in profiles for 39.3% of members and publications for 24.3% of members) followed by racial and ethnic minoritized people (represented in profiles for 18.5% of members and publications for 20.8% of members). Several minoritized populations (e.g., religious minoritized groups) were studied by fewer than 5% of members. We discuss implications for diversifying the expertise of school psychology board members, particularly in regard to multiculturalism and social justice. Impact Statement A content analysis of school psychology editorial board members’ online research profiles and first-author publications indicated that nearly half of members had an interest in multicultural or social justice (M/SJ) research topics; however, fewer than 10% of members indicated interests in M/SJ research methods. Several minoritized populations (e.g., religious minoritized groups) were underrepresented in board members’ research interests and publications. Findings call for the continued diversification of school psychology editorial board members’ interests and expertise.