This study is an extension of an initial study conducted by Wiese Rogers in 1992 that examined the diversity literature in school psychology journals. The purpose of this study was to review all research published in four major school psychology journals during the decade of the 90s for diversity content to determine if there had been an increase. Results indicated that 10.6% of the articles have diversity as a focus, a slight increase over Wiese Rogers's findings. Assessment continues to be the area that has the greatest number of diversity articles. Six reasons are proposed for the continued gap in the literature base. Implications for the field of school psychology and suggestions for increasing diversity articles are provided. © 2002 Wiley Periodicals, Inc.The changing demographics of the United States have been well documented. Already, one out of every three school-aged children represents a minority group (U.S. Bureau of the Census, 2000). "The growing diversification of the U.S. population has engendered a need to understand how best to create social and educational policies to prepare all American citizens to participate fully and equally in our society" (Gopaul-McNicol, 1998, p. 42). This change in demographics has not escaped the field of school psychology. Writings in the last decade have addressed the need for school psychologists to be culturally competent (Wiese Rogers, 1992;Knoff, Curtis, & Batsche, 1997;Curtis, Hunley, Walker, & Baker, 1999, Bradley-Johnson & Dean, 2000. The National Association of School Psychologists (NASP) has recognized the need to address this issue. NASP has developed position statements on issues of diversity, has a standing multicultural committee, has addressed it as a part of their professional training standards, and has successfully established a minority scholarship fund. In addition, NASP has supported the development of a Tolerance Curriculum, with the goal of distributing it nationwide to every school psychologist to use in the schools. NASP (2000) standards advocate that information regarding students be analyzed within the realm of the student's sociocultural environment. While it has been recognized at the organizational level, it is has not necessarily filtered down to training, practice, and the professional literature.A major issue facing the profession is the lack of practitioners from diverse backgrounds. As our school-aged population grows increasingly diverse, our school psychologists' population is not. The field of school psychology is overwhelmingly White and female (Curtis et al., 1999). The lack of underrepresented groups continues to confront the field of school psychology and it appears unlikely that the field will attract a greater minority population in the next decade (Curtis et al., 1999). Thus, there is a tremendous need for training programs to prepare graduates to provide effective services to culturally diverse populations.Despite the growing recognition that school psychologists need to acquire the skills and knowledge to be able to work ...

No abstract

The purpose of this study was to investigate three domains (Scholastic Competence, Social Acceptance, and Global Self‐Worth) of self‐concept in Arab American adolescents in relation to their school experiences, including discrimination, self‐perceived teacher social support, and self‐perceived classmate social support. Half of the sample either experienced some form of discrimination or knew someone who had. An experience of discrimination was significantly related to students' Scholastic Competence. Self‐perceived classmate support was significantly related to all domains of self‐concept; however, self‐perceived teacher support was not significantly related to any of the self‐concept domains. Implications of these results are discussed, as well as strategies for how to provide positive relationships for Arab American students and their families.

No abstract

A school psychology training model that translates social justice from an aspiration to a model of practice for school psychologists will be examined. The strategies used to incorporate principles of social justice into the school psychology graduate training program with the goal of preparing school psychologists as agents of change will be discussed as well as key areas of training that were targeted (i.e., program mission, student body, program courses, community partnering, and community-based projects). Evaluative data from three cohorts about the impact of their training experiences on integrating social justice into their professional practice will be presented. Graduate student perceptions, implications of the training model, and suggestions for programs that are considering embracing a philosophy of social justice in an explicit way will be discussed. C 2014