"When You Know Better, You Should Do Better": Micropolitics and School Psychologists' Application of Social Justice Practices
Publisher
The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
The present study examined the professional experiences of school psychologists who self-identify as having a social justice orientation in their practice, using semi-structured, one-on-one interviews. Themes related to varying levels of service delivery (individual and systemic), occupational barriers, such as lack of time, resources, and support, systemic oppression, and personal identity factors, were identified. In response to such barriers, specific strategies were offered, such as establishing a system of support and collaboration, ongoing education and reflection, persistence and passion, and communicating with an objective lens. Conclusions drawn from this study demonstrate how larger sociopolitical barriers influence school psychologists’ ability to challenge the existing majority narrative perpetuated in public schools. Important insights and recommendations about how to better equip school psychologists to advance social justice within the context of schools to create better and more equitable educational experiences for minoritized youth are presented.Type
textElectronic Dissertation
Degree Name
Ph.D.Degree Level
doctoralDegree Program
Graduate CollegeSchool Psychology