Advancing Diversity, Equity, and Inclusion in School Psychology Science and Scholarship: Changing Training and Practice in the Field of School Psychology
The intentional and sustained actions to advance diversity, equity, and inclusion (DEI) in school psychology science and scholarship, will have reciprocal and dynamic influences on graduate preparation and practice. Herein, the School Psychology Review leadership team provides reflections on several of our intentional efforts, to date, to advocate for and advance DEI in school psychology scholarship, and the associated implications for graduate preparation and practice. Contemporary actions of the School Psychology Review leadership team have included; (a) establishing commitments to advocating for and advancing DEI as the foundation of our scholarship; (b) diversifying journal leadership and editorial board members to reflect the diverse student body school psychologists serve; (c) preparing future diverse journal leadership through mentored editorial fellowship programs, and a student editorial board with members from diverse backgrounds; (d) featuring special topics relevant to further understanding and supporting diverse and minoritized children, youth, families, and school communities; (e) providing professional-development opportunities and resources; (f) implementation of Open Science opportunities in the journal, (g) implementing triple anonymous peer review to reduce bias, and (h) implementing a journal action plan focused on advancing DEI. Collectively these efforts are aimed to influence positive change in advancing and sustaining DEI efforts in school psychology science, scholarship, graduate preparation and practice.
Authors
- Gary L. Canivez (ORCID: https://orcid.org/0000-0002-5347-6534)
- Samuel Y. Song (ORCID: https://orcid.org/0000-0003-1138-2852)
- Mei‐ki Chan (ORCID: https://orcid.org/0000-0001-6451-2417)
- Eui Kyung Kim (ORCID: https://orcid.org/0000-0002-8697-0061)
- Frank C. Worrell (ORCID: https://orcid.org/0000-0002-7122-527X)
- Prerna Arora (ORCID: https://orcid.org/0000-0002-4501-5658)
- Matthew J. Gormley (ORCID: https://orcid.org/0000-0001-8353-5462)
- Francis L. Huang (ORCID: https://orcid.org/0000-0002-5900-7763)
- Cixin Wang (ORCID: https://orcid.org/0000-0002-4947-0228)
- Scott L. Graves (ORCID: https://orcid.org/0000-0002-7680-422X)
- Chunyan Yang (ORCID: https://orcid.org/0000-0003-3007-8661)
- Tyler L. Renshaw (ORCID: https://orcid.org/0000-0003-3087-5126)
- Justin P. Allen (ORCID: https://orcid.org/0000-0003-0172-5970)
- Alessandra Mittelstet
- Caitlyn Chambers (ORCID: https://orcid.org/0000-0003-0172-1769)
- Shane R. Jimerson (ORCID: https://orcid.org/0000-0003-2685-7486)
- Jamilia J. Blake (ORCID: https://orcid.org/0000-0002-1452-6770)
- Chavez Phelps (ORCID: https://orcid.org/0000-0003-4864-0720)
- Dorothy L. Espelage (ORCID: https://orcid.org/0000-0003-0658-2067)
- Jorge E. González (ORCID: https://orcid.org/0000-0003-4783-4742)
- Amanda L. Sullivan (ORCID: https://orcid.org/0000-0001-8675-154X)
- Stacy‐Ann A. January (ORCID: https://orcid.org/0000-0001-9483-4214)
- Amber Reinke
- Shemiyah Holland (ORCID: https://orcid.org/0009-0009-3974-5951)
- Lakhvir Kaur (ORCID: https://orcid.org/0009-0002-5816-1600)
- Tamika LaSalle
Institutions
- University of North Carolina at Chapel Hill (US)
Publication Details
- Journal
- UNC Libraries
- Published
- 2025-04-11
- DOI
- https://doi.org/10.17615/cc8j-e588
- Primary Topic
- Counseling Practices and Supervision
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- McGill University