Black school psychologists are significantly underrepresented in American schools, and this must be addressed to effectively meet the needs of marginalized groups in this field. Through the lenses of critical race theory, intersectionality and the trauma-informed approach, this phenomenological study explored the experiences of eight Black graduate students studying school psychology at both predominantly White institutions (PWIs) and historically Black colleges and universities (HBCUs). Convergent data yielded themes of (1) Awareness of Intersectionality, (2) Black Representation Matters, (3) Black Mentor/Faculty as Support, (4) Black Sociocultural Safe Spaces, (5) Cultural Incompetence at PWI, and (6) Unsupported Traumatic Experiences at PWI. Divergent data revealed that students from HBCUs experienced a sense of belonging, whereas students from PWIs experienced feelings of isolation. Lastly, divergent data revealed that accreditation was the main concern for students who attended HBCUs. Implications, recommendations, limitations, and future research directions are provided. / School Psychology
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/8046 |
| Date | January 2022 |
| Creators | Jenkins, Tiffany K., 0000-0003-2042-2561 |
| Contributors | Fiorello, Catherine A., Johnson, Jennifer M., 1970-, Byrnes, James P., Scott, Sharron |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 157 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/8018, Theses and Dissertations |
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