Preparing Social Justice Advocates Through Undergraduate Service Learning in School Psychology

Sally L. Grapin, De Vanté J. Cunningham, Melissa Sital

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


Developing competence in multiculturalism and social justice advocacy is a lifelong pursuit. Nevertheless, scholars have rarely considered the role of undergraduate education in preparing future school psychologists to address individual and institutional injustices in schools. This study explored the perspectives of undergraduates enrolled in a semester-long service learning program focused on social justice and school psychology. Participants were 11 undergraduates who completed individual interviews regarding their understanding of social justice and the impact of their service learning experiences on their personal and professional development. Thematic analysis of interview transcripts revealed 11 primary themes. Results captured participants’ emerging views of social justice and experimentation with basic advocacy skills at their service learning sites. Findings suggest the value of service learning experiences for preparing undergraduates for more advanced studies of social justice as future school psychology trainees.

Original languageEnglish
JournalSchool Psychology Review
StateAccepted/In press - 2021


  • Prerna Arora
  • diversity
  • social justice
  • training in school psychology


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