Peer Reviewed Articles by Sherrie Proctor
Psychology in the Schools , 2018
This qualitative study investigated eight African‐American specialist‐level students’ experiences... more This qualitative study investigated eight African‐American specialist‐level students’ experiences with and perceptions of their retention and persistence toward degree completion in school psychology programs. Findings indicate that participants deemed the general supports faculty offered to all students and positive, supportive relationships with faculty as retention strategies they experienced as effective and access to diversity in support systems as a retention strategy they perceived would be beneficial. Participants described social engagement and reliance on family and classmates as persistence strategies they used. Based on these findings, the article provides recommendations for school psychology faculty interested in retaining African‐American students and African‐American students who aim to persist to degree completion.
Racial and social(in)justice issues continue to exist in U.S. educational institutions. Despite t... more Racial and social(in)justice issues continue to exist in U.S. educational institutions. Despite this, school psychology research rarely addresses issues related to racial justice. Further, the emergence of social justice discourse and research is fairly recent in school psychology. The purpose of this special issue is to present conceptual articles and research studies that use racial and social justice frameworks to encourage equity for racially and ethnically diverse students in U.S. educational institutions. The introduction discusses issues relevant to racially and ethnically diverse students in U.S. educational institutions, defines racial and social justice, and briefly details the focus of each article along with how it furthers school psychology practice using racial and social justice frames.
The purpose of this study was to investigate ethnically and racially diverse school psychology st... more The purpose of this study was to investigate ethnically and racially diverse school psychology students' experiences with racial microaggressions in school psychology graduate training. Through a national survey of ethnically and racially diverse school psychology students (N 5 228), the study examined if level of graduate training (i.e., interns versus noninterns) affects diverse ethnic and racial groups and their experience of workplace and school microaggressions. Although the experience of racial microaggressions was not found dependent on level of graduate training, there was a main effect for ethnic and racial group classification and the significant difference in the means of racial microaggressions were between Black and multiethnic participants. Across all groups, Black interns reported experiencing the highest frequency of workplace and school microaggressions. Implications for university-and field-based intern supervisors regarding addressing racial microaggressions are provided. Racial justice is defined as the development and reinforcement of policies, practices, attitudes, and actions that produce equitable power, access, opportunities, treatment, and outcomes across racial groups (Applied Research Center, 2009). In the context of school psychology training, what does this mean for interns? What types of practices, attitudes, and actions facilitate or impede a racially just internship experience? Racial microaggressions are actions that present one barrier to a racially just internship experience. Racial microaggressions are " brief and commonplace daily, verbal, behavioral, and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults to the target person or group " (Sue, Capodilupo et al., 2007, p. 271). Because of the crucial and pivotal role the internship plays in transitioning school psychology students into professionals, it is important for internship supervisors to understand racial microaggressions and their detrimental effects (Proctor & Rogers, 2013). This article presents a study of racial microaggressions conducted with a national sample of ethnically and racially diverse school psychology students, including interns, and provides recommendations for how internship supervisors can facilitate a racially just environment for interns who are targets of racial microaggressions. We begin with a discussion of different types of racial microaggressions and their impact on various populations.
Scholars in special education and school psychology are engaged in renewed debate about the dispr... more Scholars in special education and school psychology are engaged in renewed debate about the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education following research and commentaries challenging long held assumptions that many students are inappropriately identified with special needs. A brief synthesis of disproportionality scholarship, federal policy, and related research, followed by discussion of the implications for school psychological practice from an orientation toward racial justice, is provided. A more deeply contextualized review of the special education research is offered, recognizing the relations of disproportionality to research on other educational inequities and the questionable effectiveness of both general and special education services for many students. A racial justice perspective is encouraged that reconciles these controversial literatures by emphasizing ecological orientation to understanding development and behavior, challenging the essentializing race and student performance, and focusing on professional efforts to improve preventative general education services and reliable identification of special needs. Educators, scholars, and policy makers have grappled with the issue of minority disproportionality in special education identification and placement for nearly 50 years. Some of the earliest scholarship on the topic suggested that special classes were used to remove students with marginalized racial, cultural, and socioeconomic backgrounds from mainstream classrooms in the wake of compulsory education laws that precluded more direct exclusion (Dunn, 1968). Today, concern persists for marginalization and de facto segregation via discriminatory or otherwise inappropriate educational decisions (e.g., Blanchett, Mumford, & Beachum, 2005; Proctor, Graves, & Esch, 2012). Indeed, special education disproportionality represents an issue of racial justice because of its disproportionate effects on the educational experiences and outcomes of culturally and linguistically diverse students, particularly African Americans, and the potential for a convergence of policy, practice, and attitude change to improve outcomes. In this article, we provide a brief synthesis of disproportionality scholarship and related research, followed by discussion of the implications for school psychological practice from an orientation toward racial justice.
Shortages of school psychologists and the underrepresentation of minorities in school psychology ... more Shortages of school psychologists and the underrepresentation of minorities in school psychology represent longstanding concerns. Scholars recommend that one way to address both issues is to recruit individuals from racially and ethnically diverse backgrounds into school psychology. The purpose of this study was to explore the characteristics and minority focused findings of school psychology recruitment studies conducted from 1994 to 2014. Using an electronic search that included specified databases, subject terms and study inclusion criteria along with a manual search of 10 school psychology focused journals, the review yielded 10 published, peer-reviewed recruitment studies focused primarily on school psychology over the 20-year span. Two researchers coded these 10 studies using a rigorous coding process that included a high level of inter rater reliability. Results suggest that the studies utilized varied methodologies, primarily sampled undergraduate populations, and mostly included White participants. Five studies focused on minority populations specifically. These studies indicate that programs should actively recruit minority undergraduates and offer financial support to attract minority candidates. Implications suggest a need for more recruitment research focused on minority populations and the implementation and evaluation of minority recruitment models.
Journal of Youth Studies, Aug 4, 2014
Lesbian, gay, bisexual and transgender (LGBT) youth experience typical tasks of adolescence, but ... more Lesbian, gay, bisexual and transgender (LGBT) youth experience typical tasks of adolescence, but may also face heterosexist and homophobic environments and LGBT-related victimization that can lead to greater risk of poor psychological outcomes compared to non-LGBT youth. LGBT youth who are supported by peers, parents, and school personnel may be protected from these negative outcomes. One oft-cited recommendation to increase beneficial outcomes for LGBT students is the creation of a gay–straight alliance (GSA) in the school. Beneficial outcomes have been documented for LGBT students who attend schools with GSAs, but there seems to be a significant lapse in the literature with regard to community factors. The likelihood that acceptance and support at the community level leads to similar amounts of acceptance and support at the school level (in terms of supportive peers, faculty, and parents) and thus significantly affects student outcomes is discussed. Acknowledging the benefits of GSAs, this article suggests that the presence of GSAs in a given school may be indicative of overall community support and the benefits linked to GSAs may be better explained by these community-related factors.
Psychology in the Schools; DOI: 10.1002/pits.21753, Jan 26, 2014
Rapid demographic shifts in the United States’ school-aged population require school psychology t... more Rapid demographic shifts in the United States’ school-aged population require school psychology to research and address issues related to limited racial/ethnic diversity in the profession. This qualitative study explored the work-related experiences and perceptions of 30 African American School Psychologists who practiced in the Southeastern United States. Findings revealed that African American School Psychologists perceive their ability to help children, advocate for children of color, and provide positive representations of people of color as opportunities. They perceive racial bias, including racial microaggressions, as a primary challenge in their careers. Based on these results, recommendations for research, training, and practice are provided.
Contemporary School Psychology; DOI 10.1007/s40688-014-0012-z, Feb 14, 2014
Lack of racially, ethnically, and linguistically (REL) diverse school psychologists has been a co... more Lack of racially, ethnically, and linguistically (REL) diverse school psychologists has been a concern for decades. Recent and rapid increases in student diversity within America’s public schools require that school psychology address the longstanding lack of diversity within the field. This article details the demographics of school psychologists and school psychology graduate students. The article also examines the research related to recruitment of REL diverse individuals into the field. Based on an examination of the strengths and limitations of the existing body of knowledge, recommendations for future research and practice related to recruiting REL diverse individuals in school psychology graduate education are presented.
Journal of School Psychology, Jan 1, 2012
This phenomenological study used a series of three in-depth interviews with seven African America... more This phenomenological study used a series of three in-depth interviews with seven African American participants, for a total of 21 interviews, to explore their experiences in the specialist and doctoral level school psychology programs they left prior to obtaining a professional entry-level degree. The study's purpose was to investigate what factors contributed to participants' attrition. Findings indicate that misalignment between participants' career aims and the practice of school psychology (as presented in the programs they left) contributed to attrition. Poor relationships with school psychology faculty and program cohort peers also played a role in participants' decisions to leave school psychology programs. Results offer a unique lens into racial issues in school psychology. Recommendations for faculty and others interested in preventing African Americans' attrition from school psychology graduate education are discussed.
The Urban Review, Jan 5, 2013
Since the mid 1960s, there has been a noticeable decrease in the percentage of African American e... more Since the mid 1960s, there has been a noticeable decrease in the percentage of African American educators. Although a sizeable literature is dedicated to understanding how to recruit African American teachers, fewer studies focus on recruiting and retaining African American school psychologists. Therefore, this exploratory qualitative study investigated factors important to African American school psychologists when they were selecting a school psychology graduate program to attend and their perspectives on strategies that might facilitate an increase in their numbers. Four major themes of Location, Raise Awareness, Recruit, and Support emerged. Based on the results, a three-prong approach for recruiting African Americans into school psychology graduate education is presented
Psychology in the Schools
An empirical focus on the perspectives and experiences of practitioners who work in urban school ... more An empirical focus on the perspectives and experiences of practitioners who work in urban school districts is lacking in the school psychology literature. Therefore, the purpose of this study was to investigate the professional roles and practices of school psychologists who serve students, families, and schools located in urban school districts. School psychologists who practice in five racially and ethnically diverse urban districts were surveyed regarding their demographic profiles, professional practices, and current professional needs. In comparison to data reported in demographic surveys conducted by the National Association of School Psychologists, there were significant differences in demographics, practices, and issues that face school psychologists in urban settings. Implications are discussed in terms of improving services for urban populations.
School Psychology Forum: Research in Practice, Mar 29, 2013
Despite a clear need, few resources exist to guide field-based multicultural internship supervisi... more Despite a clear need, few resources exist to guide field-based multicultural internship supervision practices in school psychology. This article draws on literature from counseling and clinical psychology and related disciplines to ground and define multicultural internship supervision within the context of school psychology professional practice. We delineate factors that influence the quality of multicultural supervision relationships, particularly those between interns of color and White supervisors, including power, racial microaggressions, relational safety, supervisory working alliance, and intern empowerment. We also identify implications for field-based internship supervisors who endeavor to initiate and maintain research-supported multicultural supervision practices with their interns.
Contemporary School Psychology, Jun 2013
Previous research has examined the quantity and types of diversity-related research in the field ... more Previous research has examined the quantity and types of diversity-related research in the field of school psychology, revealing gaps in the literature. Extension of this line of research with current data and comparison to related disciplines is needed. This study used content analysis to address these issues, with a specific focus on the racial and ethnic dimension of diversity. Specifically, this study examined and compared the quantity and types of peer-reviewed journal articles related to race/ethnicity within school psychology, special education, and professional school counseling. Three journals from each of these three disciplines from 2008-2010 were identified and coded using systematic procedures and data were analyzed descriptively. Of the three professions, school psychology journals devoted the least amount of coverage to race/ethnicity-related issues with professional school counseling journals publishing over twice the amount of articles on race/ethnicity in the same time period. Additional results, interpretations, implications, and limitations are provided.
Journal of Negro Education
Response to Intervention (RtI) consists of multi-tiered instructional delivery systems in which e... more Response to Intervention (RtI) consists of multi-tiered instructional delivery systems in which educators provide research-based interventions to students that increase in intensity depending on students’ instructional response. RtI is currently being implemented in schools across the United States. RtI’s shift away from standardized testing offers new opportunities to consider the ways in which African American students are serviced within the general education setting, the assessment methods deemed appropriate when considering African American students for special education under the Specific Learning Disability category, and how multi-tiered intervention can address the overrepresentation of African American students in special education. This article provides an overview of a three-tiered RtI model, explores the promises and challenges of using RtI with African American students, and delineates a research and direct service delivery agenda to facilitate the development of RtI models that consider the educational needs of African American students.
Journal of Educational and Psychological Consultation
Journal of Educational and Psychological …, Jan 1, 2009
Book Chapters, Book, and Encyclopedia Entries by Sherrie Proctor
Schools in the United States are becoming increasingly diverse in terms of students’ disability s... more Schools in the United States are becoming increasingly diverse in terms of students’ disability status, ethnicity, language, race, religion, sexual orientation, socioeconomic status, and other characteristics (Lopez & Bursztyn, 2013; National Center for Education Statistics [NCES], 2014). This diversity provides educators opportunities to teach students how to live in a pluralistic U.S. society and global world (Proctor & Meyers, 2014). Yet, student diversity also creates challenges for educators, including psychologists, who seek to provide culturally competent services in the schools (Ford, 2014). These challenges include a lack of understanding of the unique obstacles that diverse student populations must negotiate as they interface with U.S. educational systems (see Proctor & Meyers, 2014). Given the increase in the numbers of ethnically and racially diverse students, it is critical for psychologists to be prepared to competently serve these diverse children and their families. Such preparation should begin in psychology graduate programs (Proctor & Truscott, 2012). The purpose of this chapter is to elucidate how multicultural training within psychology graduate programs can improve service delivery to ethnically and racially diverse prekindergarten to 12th-grade students. We begin with a brief overview of the demographics of ethnically and racially diverse students in U.S. public schools, then we define multiculturalism within school settings. Next, we advocate for improving service delivery to ethnically and racially diverse students by incorporating multiculturalism into graduate psychology programs. Finally, we offer concrete recommendations for multicultural practices that can be initiated to prepare psychologists to work with ethnically and racially diverse school-age students.
The second edition of the Handbook of Multicultural School Psychology: An Interdisciplinary Persp... more The second edition of the Handbook of Multicultural School Psychology: An Interdisciplinary Perspective continues the mission of its successful predecessor, i.e., to offer a comprehensive, interdisciplinary view of the emerging field of multicultural school psychology. The revised organizational structure includes the following: History, Professional, and Ethical Issues (2 chapters); Consultation (3 chapters); Interventions Focused on Academic and Mental Health Issues (6 chapters); Data-based Decision Making (3 chapters); System Issues (5 chapters); Training and Research (4 chapters); and Future Perspectives (2 chapters). 17 of the 25 chapters in this edition are new.
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Peer Reviewed Articles by Sherrie Proctor
Book Chapters, Book, and Encyclopedia Entries by Sherrie Proctor
When school psychologists implement primary prevention for diverse populations, a primary prevention framework that addresses simultaneously problems requiring prevention and factors facilitating prevention that promote positive life outcomes like learning, adjustment, and wellness should be used. This primary prevention framework used within MTSS offers school psychologists the opportunity to work with school and community members to establish programs that take advantage of the interactions between the child and relevant environmental contexts. Developing primary prevention programs within MTSS also provides an existing structure for program development that includes such things as universal screening, data-based decision making, and a systematic problem-solving process.
School psychologists’ awareness and knowledge regarding multicultural issues will facilitate cultural relevance when developing and implementing primary prevention with diverse populations. Cultural considerations in primary prevention include such things as gathering input regarding program development and implementation from those who are traditionally marginalized, using interventions that are culturally relevant and created with input from key stakeholders, and using a recursive process in which data from relevant constituents are used to modify programs to ensure cultural relevance. Given multicultural awareness, knowledge, and skill development, school psychologists are in a prime position to lead efforts to implement primary prevention programs with those within diverse schools and communities.
Graduate students from diverse backgrounds and practitioners and faculty interested in supporting increased diversity within school psychology are encouraged to attend the following two peer reviewed sessions: (a) PA490: Succeeding as an Ethnic-Minority Psychologist: Mentoring Advice form Senior Scholars on Tuesday, February 18, 2014, 11:00–11:50 a.m. and (b) PA144: Exploring Challenges, Facilitators, and Opportunities for Minority School Psychology Students on Friday, February 21, 2014, 10:00–10:50 a.m. Additionally, the Minority Scholars’ Institute committee members Jamilia Blake, Scott Graves, and Sherrie Proctor will host a reception designed to facilitate connecting diverse graduate students interested in pursuing careers in academia with current school psychology faculty members from across the country. The time and place of this reception will be announced at a later date. However, individuals who would like to know more about the Minority Scholars’ Institute are encouraged to contact Sherrie Proctor at [email protected].
The Minority Scholars’ Institute 2014 Committee Members would like to thank APA's Commission on Ethnic Minority Recruitment, Retention and Training for their financial support of this year’s Institute, NASP for their continued support of the NASP-ERT Minority Scholarship Program, and current and past NASP Minority Scholarship recipients for the work they are doing to support diverse graduate students in school psychology. Individuals interested in learning more about the Division 16 Committee on Ethnic Minority Affairs can contact Scott Graves at [email protected]. Individuals interested in learning more about the NASP-ERT Minority Scholarship Program can find information on the NASP website at http://www.nasponline.org/about_nasp/minority.aspx.
Reference
Castillo, J. M., Curtis, M. J., & Gelley, C. D. (2013). Gender and race in school psychology. School Psychology Review, 42, 262–279.