I was reminded of this in my discussion with this student last night. We were engaging about my research agenda, which centers the experiences of students of color in school psychology graduate education. A prominent theme in my research is the importance of mentorship for graduate students of color. My student picked up on this theme and was eager to engage me about HIS experience as a student in our program. His experience as a White male. His experience as a minority in our program. So, last night this student pushed me to look through the diversity lens in a different way. From his experience.
My student noted that he was pleased to have a White, male adjunct as a professor for the first time this semester. He explained that he could “see” himself in this professor. He could see this professor being a mentor figure. I understood what he was saying. I got it. In this program full of tenured professors who did not look like him he could see himself in this White, male professor. He could see himself. I got it.
What my student was expressing is fundamental to the arguments I make for increasing diversity in school psychology. Students need to be able to see themselves in their instructors and mental health service providers. When I see a representation of myself, then I can visualize all of the possibilities for my life. In spite of the statistics that have told me what I should be as an African American woman, having access to African American women mentors who defied those statistics has served as powerful counter stories that propel me to what I am and what I will become. I believe mentors have the capacity to work in this way for graduate students of color and children of color in our Pre-K to 12th grade schools. I could see myself in those women—my mentors. I could see myself.
My student said something else that was heartwarming, but made me think deeply. He said, “Dr. Proctor, I can see myself in you too.” My White, male student can see himself in me? What about me triggers a reflection for him? There is evidence in the research that cross-racial mentoring relationships, particularly culturally sensitive White professors who support Black graduate students, are beneficial. I know this to be true as well. However, my student ended by saying, “But, I can really see myself in him.” I did not take offense. I got it. We all need individuals we can identify with as mentors to help shape us and propel us beyond our wildest dreams. Our students in school psychology graduate education need access to diverse mentors, just as children in secondary schools across this country do. We all deserve to see ourselves.
S. Proctor