Investigating trends in U.S.-based empirical research on racism in school psychology

School psychology scholars have historically failed to acknowledge that studying and naming racism is essential for their work. Recent calls to action have implored school psychology researchers to interrogate the field's perpetuation of and complicity in racial oppression and white supremacy through research. Building on prior work, the present study investigated the content of articles published in 10 school psychology journals between 2011 and 2021 by examining (a) how often the school psychology literature has empirically studied racism, (b) whether the number of racism-focused publications varied by year and journal, and (c) which racial groups and topics were the foci of these studies. Results indicated that 6.3 % of US-based empirical articles focused on racism, with a gradual increase in the publication of such articles over time (4.0 % in 2011, 11.2 % in 2021). There was variability in the representation of this work across journals. Black and white populations were most represented in samples, and most articles on racism focused on K–12 students' academic, social, emotional, and behavioral functioning. Our findings underscore the urgency of centering racial justice topics in school psychology research to work toward anti-colonialism in the field and better serve all youth.