Electronic Theses and Dissertations

Jasric Bland

Date

2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

School Psychology

Committee Chair

Alexandrea Golden

Committee Member

Beth Meisinger

Committee Member

Jerica Knox

Committee Member

Randy Floyd

Abstract

As discussions on systemic racism, diversity, equity, and inclusion in education increase, advocacy for Black students is essential, as their voices are often undervalued (Anderson & Graham, 2015). School psychologists play a crucial role in decisions that affect students’ academic, social, and emotional well-being, yet the challenge of increasing Black representation in the field persists (Goforth et al., 2021; Grapin et al., 2016; Proctor et al., 2017), making advocacy and representation a challenge. This raises an important question about retaining Black practitioners within school psychology, however, research on the resiliency and retention of Black school psychologists remains limited. Further studies are needed to explore the unique stressors and experiences faced by Black school psychologists. Understanding the experiences of individuals currently in the field is critical as retention of Black practitioners is paramount for the success, well-being, and development of Black students within the educational setting. The current study used an in-depth phenomenological approach (Colaizzi, 1978; Praveena & Sasikumar, 2021) to identify the stressors and resiliency factors that support the retention of Black school psychologists. Moreover, the current study drew upon (1) Critical Race Theory (CRT; Ladson-Billings & Tate, 1993) and (2) Spencer’s Phenomenology Variant of Ecological Systems Theory (PVEST; Cunningham et al., 2023; Hope & Spencer, 2017; Spencer 1995, 2006; Spencer & Swanson 2015) to explore the interaction of race and resilience among Black school psychologists. Participants included 19 self-identified Black school psychologists currently practicing in K-12 schools within the United States. Results suggests that Black school psychologists face distinct stressors tied to their racial and gender identities, particularly in the form of microaggressions. Despite frequent exposure to these discriminatory experiences, advocacy for Black students, participation in affinity spaces, and engagement in psychosocial supports (e.g., therapy and religiosity) emerged as key motivators for remaining in this racially charged environment. These findings highlight the need for more targeted interventions and institutional policies that better support and value the contributions of Black school psychologists within the educational setting. Furthermore, addressing these systemic issues will contribute to cultivating more equitable educational environments and improve retention of Black school psychologists within the educational system.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

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