Exploring Black School Psychologists’ Experiences Addressing Racial Disciplinary Disproportionality: Individual- and District-Level Measures to Advocate for Educational Equity

Abstract

Black school psychologists perform a vital role in highlighting and addressing racial disciplinary disproportionality (RDD), and they are in a unique position to change the narrative surrounding this phenomenon given their identities and lived experiences. There has been limited research on the role of Black school psychologists in mitigating RDD in schools. Qualitative data was collected for this study using a sample of Black school psychologists (N = 13) and analyzed using consensual qualitative research methods. Results highlight how Black school psychologists have addressed RDD and include recommendations for how to advocate for equitable disciplinary outcomes and empower students, families, and the systems at large. Impact Statement This study highlights how Black school psychologists have addressed racial disciplinary disproportionality and includes recommendations for how to advocate for equitable disciplinary outcomes and empower students, families, and the systems at large. Results of this study suggest several ways to advocate for students on the individual and systems levels and also highlight Black school psychologists’ power as change-agents within school systems.

Publication Title

School Psychology Review

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