Liberatory Mentoring as an Inclusion Strategy for racial and ethnic minoritized students

Year: 2022

Issue: Vol. 39 Issue. 2

Journal Name: School Psychology Training and Pedagogy

Title: Liberatory Mentoring as an Inclusion Strategy for Racial and Ethnic Minoritized Students

Citation: Malone, C. M., & Harper E. A. (2022) Liberatory Mentoring as an Inclusion Strategy for Racial and Ethnic Minoritized Students. School Psychology Training and Pedagogy, 39 (2), 1-13. 

Abstract: Individuals from racial and ethnic minoritized (REM) groups have long been underrepresented in school psychology. While REM individuals comprise 23.6% of the United States population, REM representation in school psychology is only 12% (U.S. Census Bureau, 2019; Walcott & Hyson, 2015). Most efforts to diversify school psychology have focused on recruitment of REM individuals into graduate programs. However, less attention has been given to creating inclusive program environments to retain them in the profession (Malone & Ishmail, 2020; Proctor & Owens, 2019). Access to high-quality, liberatory mentoring is one possible way to support REM graduate students’ success and retention. There is a need for clear research-based guidance for mentoring REM school psychology students. Based on the relevant research and scholarship, this article presents recommendations for using multicultural, feminist, and ecological mentoring approaches to promote REM student inclusion and retention

Keywords:  mentoring, graduate students, inclusion, retention, racial/ethnic minoritized, school psychology

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