Uncovering Hidden Expectations and Knowledge in school psychology doctoral admissions

Year: 2022

Issue: Vol. 39 Issue. 2

Journal Name: School Psychology Training and Pedagogy

Title: Uncovering Hidden Expectations and Knowledge in School Psychology Doctoral Admissions

Citation: Hart, M. J., Davis, A. L., Thompson, D. C., & Flitner, A. M. (2022) Uncovering Hidden Expectations and Knowledge in School Psychology Doctoral Admissions. School Psychology Training and Pedagogy, 39 (2), 14-28. 

Abstract: In recent years, school psychology practitioners and scholars have emphasized the importance of intentional efforts in graduate admissions, recruitment, and retention to support the field’s calls for diversity. Yet, there remain challenges and delays in translating these calls for more equitable access and entry to graduate programs into practice. In this article, the authors provide an overview of the complexities of current widespread inequitable patterns of representation in school psychology, while also describing one group’s efforts to combat a subset of these issues related to graduate admissions. We discuss the consequences and prevalence of hidden norms in graduate admissions. For example, diversity-related content on program websites is often viewed as a powerful recruitment strategy; however most program websites alone do not provide adequate information to guide prospective students through the application process. The lack of transparency (i.e., clear instructions or models) in navigating the graduate school application process negatively and disproportionately affects prospective applicants from historically minoritized backgrounds. We draw from current best practices in the field and describe the creation and dissemination of online application and program information materials aimed to support applicants to school psychology doctoral programs (e.g., an introductory guide to the field, application writing tips, a suggested application timeline). Also, we discuss how these student-led efforts were related to concurrent activities within our department. We then discuss the limitations of this work and highlight necessary future directions to advance the field, specifically as they relate to increasing diversity among students and faculty. Finally, we discuss implications and recommendations for school psychology training programs.

Keywords:  recruitment; graduate school; diversity; admissions; school psychology

Full text available to members or for purchase: [Access Article]