African–American Mentoring Program (AAMP): addressing the cracks in the graduate education pipeline

Retention and persistence of African‐American students in school psychology programs

“…As described by our participants, these faculty behaviors are characterized by recognizing and calling out social injustices, taking a stand for racial equality, and deliberate engagement in sociopolitical discussions related to race and other diversity issues. Whereas these types of faculty behaviors should be standard practice for all school psychology faculty, they are especially important when working with Black students given research that suggests they are often marginalized in higher education by curricula that does not take into account their experiences, faculty and peers who direct racial microaggressions toward them, and cultural isolation that results from being a minority on White college campuses (Gasman et al., ; Green et al., ; Maton et al., ; Proctor & Truscott, ).…”

“…Student attrition, in particular, can result in loss revenue, unrecoverable drains in resources (e.g., time and personnel spent recruiting students), and, at times, psychological distress for students who do not complete degrees (Lovitts, ; Willis & Carmichael, ). Failure to retain racially diverse graduate students is particularly problematic not only because it impedes cultivation of a diverse workforce, but also because the United States has a history of government‐sanctioned exclusion of people of color from higher education, blocking a vital pathway to middle‐class professions and wages, and, thus, negatively impacting people of color's socioeconomic mobility (Gasman, Hirschfield, & Vultaggio, ; Green, Ammah, Butler‐Byrd, Brandon, & McIntosh, ; Johnson‐Bailey, Valentine, Cervero, & Bowles, ). Thus, student retention in higher education is important to institutional, individual student, and racial group outcomes.…”

“…Consistent findings regarding student of color retention in graduate education highlight the necessity of institutional practices such as financial support, positive departmental climate (e.g., positive peer and faculty relationships), diverse professional networks and mentoring opportunities, and culturally responsive practices (e.g., staff who are culturally aware and sensitive) (Chandler, ; Gasman et al., ; Johnson‐Bailey, , Maton et al., ; Rogers, ). In school psychology specifically, there have been several conceptual articles (e.g., Goforth, Brown, Machek, & Swaney, ; Grapin et al., ; Green et al., ) that address retention of students of color in programs, but few actual studies that investigate the issue. Thus, the two studies discussed next offer important contributions to the research.…”

Racial and Sexual Minority Scholar Positionality: Advancing Health Status and Life Opportunity Among Sexual Minority Men of Color

“…Recent studies suggest that a lack of diversity within doctoral training has implications for research and clinical practice (e.g., social work, nursing, and medicine; Callahan et al, 2018; Carey et al, 2018; Page et al, 2017). While extant research on doctoral training addresses diversity regarding race, gender, socioeconomic status, and disability, little research specifically focuses on the trajectories of BLSMM (Chin et al, 2018; Gardner & Holley, 2011; Green et al, 2017). Given the significant health and life opportunity challenges confronting BLSMM (e.g., substance use, mental health disorders, underemployment, and HIV), this represents a missed opportunity to expand the literature regarding the career trajectories of BLSMM researchers.…”

This Moment is the Curriculum: Equity, Inclusion, and Collectivist Critical Curriculum Mapping for Study Abroad Programs in the COVID-19 Era

“…Increasingly, SAPs at predominantly White colleges and universities are addressing Black students’ decolonial (Dei, 2019; Stanek, 2019) and collectivist worldviews (Lee & Green, 2016; Swaidan et al, 2008). Black women faculty are often the creators and facilitators of these programs (Dillard, 2020; Dillard et al, 2017; Green et al, 2017). Lee and Green (2016) highlight the positive impacts on academic and professional aspirations and identity formation for Black students who study abroad in the African diaspora alongside Black faculty.…”