Some of the most difficult conversations I have had in the context of school psychology revolve around race. From my very own graduate school days to my current role as a school psychology educator, I have found that discussions of race trigger a range of emotions and reactions from people. Some experience anger, frustration, and hurt, while others may experience resistance, disbelief, guilt, and hostility. America was built on systems and structures designed to differentiate races, providing advantages based on race to some, while intentionally disadvantaging others. A host of U.S. laws, legislation, and patterns of discrimination support this—slavery, Jim Crow, school segregation, gerrymandering, immigration laws, and the War on Drugs are all examples.
Given that our country’s foundation is built on racialized structures (including the educational system), why is it so difficult for school psychologists to engage issues of race in our training and practice? I believe the answer to this question lies partly in the range of emotions racial discussions inspire, and partly in the lack of racial diversity amongst school psychologists. A recent survey of school psychologists noted that approximately 87% of school psychologists identify as White (Walcott, Charvat, McNamara, & Hyson, 2016). Research suggests that White individuals rarely have to consider race in their day to day interactions. Thus, race is often not central to one’s existence as a White person in the U.S. On the other hand, most people of color are acutely aware of their race and how race impacts them on a daily basis—how others perceive them, how they are treated in daily interactions, and how they are treated compared to others.
Therefore, it is likely that when White school psychology students enter training programs, issues of race are not a major concern, while for students of color racial issues may be central to their existence in terms of their personal well-being and in terms of their professional goals and aims. This was illustrated in a study I completed with African Americans who left school psychology programs prior to degree completion (Proctor & Truscott, 2012). In this study, several participants entered the profession to effect change for African American children with aims to disrupt bias in the special education referral and identification process. Yet, participants indicated one primary reason they left school psychology programs was due to racial bias, including experiencing racial microaggressions.
The findings of Proctor and Truscott (2012) inspired my research team and I to study racial microaggressions in school psychology training. Racial microaggressions are defined as “brief and commonplace daily, verbal, behavioral, and environmental dignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults to the target person or group” (Sue et al., 2007, p.271). We recently completed a national study of school psychology students’ experiences with racial microaggressions. Our first study will be published soon in School Psychology Forum: Research in Practice. This study focuses on racially and ethnically diverse students’ (interns v. noninterns) experiences with racial microaggressions. We found that Black participants reported the highest frequency of racial microaggressions, with Black interns reporting the highest frequency. The article that reports these findings, “Racial microaggressions and school psychology students: Who gets targeted and how intern supervisors can facilitate racial justice” aims to educate school psychologists about racial microaggressions and their detrimental effect on people of color. We also provide recommendations for school psychology intern supervisors interested in creating racially just internships by disrupting racial microaggressions.
While we know that school psychology students of color are not the only students in higher education who experience racial bias, it is important for school psychologists, as mental health providers, to be aware of how our own biases, prejudices, and resulting behaviors impact those we serve and educate. Being a school psychologist is a privilege. We have the privilege to create educational settings—from pre-k to graduate school—where racial injustices are identified and dealt with justly. However, this work must begin with us—as a profession—acknowledging that such injustices have existed and continue to exist in the U.S. From research, we know that race matters for people of color in our training programs and for those we serve in U.S. public schools. To be effective in our roles, we must engage race matters.
References
Proctor, S. L., & Truscott, S.D. (2012). Reasons for African American attrition from school psychology programs. Journal of School Psychology, 50, 655-679. doi: 10.1016/j.jsp.2012.06.002
Sue, D. W., Capodilupo, C. M., Torino, G.C., Bucceri, J.M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life. American Psychologist, 62, 271-286. doi: 10.1037/0003- 0666X.62.4.271
Walcott, C. M., Charvat, J., McNamara, K. M., & Hyson, D. M. (2016, February). School psychology at a glance: 2015 member survey results. Special session presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.
Given that our country’s foundation is built on racialized structures (including the educational system), why is it so difficult for school psychologists to engage issues of race in our training and practice? I believe the answer to this question lies partly in the range of emotions racial discussions inspire, and partly in the lack of racial diversity amongst school psychologists. A recent survey of school psychologists noted that approximately 87% of school psychologists identify as White (Walcott, Charvat, McNamara, & Hyson, 2016). Research suggests that White individuals rarely have to consider race in their day to day interactions. Thus, race is often not central to one’s existence as a White person in the U.S. On the other hand, most people of color are acutely aware of their race and how race impacts them on a daily basis—how others perceive them, how they are treated in daily interactions, and how they are treated compared to others.
Therefore, it is likely that when White school psychology students enter training programs, issues of race are not a major concern, while for students of color racial issues may be central to their existence in terms of their personal well-being and in terms of their professional goals and aims. This was illustrated in a study I completed with African Americans who left school psychology programs prior to degree completion (Proctor & Truscott, 2012). In this study, several participants entered the profession to effect change for African American children with aims to disrupt bias in the special education referral and identification process. Yet, participants indicated one primary reason they left school psychology programs was due to racial bias, including experiencing racial microaggressions.
The findings of Proctor and Truscott (2012) inspired my research team and I to study racial microaggressions in school psychology training. Racial microaggressions are defined as “brief and commonplace daily, verbal, behavioral, and environmental dignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults to the target person or group” (Sue et al., 2007, p.271). We recently completed a national study of school psychology students’ experiences with racial microaggressions. Our first study will be published soon in School Psychology Forum: Research in Practice. This study focuses on racially and ethnically diverse students’ (interns v. noninterns) experiences with racial microaggressions. We found that Black participants reported the highest frequency of racial microaggressions, with Black interns reporting the highest frequency. The article that reports these findings, “Racial microaggressions and school psychology students: Who gets targeted and how intern supervisors can facilitate racial justice” aims to educate school psychologists about racial microaggressions and their detrimental effect on people of color. We also provide recommendations for school psychology intern supervisors interested in creating racially just internships by disrupting racial microaggressions.
While we know that school psychology students of color are not the only students in higher education who experience racial bias, it is important for school psychologists, as mental health providers, to be aware of how our own biases, prejudices, and resulting behaviors impact those we serve and educate. Being a school psychologist is a privilege. We have the privilege to create educational settings—from pre-k to graduate school—where racial injustices are identified and dealt with justly. However, this work must begin with us—as a profession—acknowledging that such injustices have existed and continue to exist in the U.S. From research, we know that race matters for people of color in our training programs and for those we serve in U.S. public schools. To be effective in our roles, we must engage race matters.
References
Proctor, S. L., & Truscott, S.D. (2012). Reasons for African American attrition from school psychology programs. Journal of School Psychology, 50, 655-679. doi: 10.1016/j.jsp.2012.06.002
Sue, D. W., Capodilupo, C. M., Torino, G.C., Bucceri, J.M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life. American Psychologist, 62, 271-286. doi: 10.1037/0003- 0666X.62.4.271
Walcott, C. M., Charvat, J., McNamara, K. M., & Hyson, D. M. (2016, February). School psychology at a glance: 2015 member survey results. Special session presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.