From Beckham until now: Recruiting, retaining, and including Black people and Black thought in school psychology

Abstract

This article reflects on key ideas in Graves (2009) that are relevant to recruitment, retention, and inclusion of Black people in school psychology. The article begins with a critique of the field's lack of engagement with the ideas Albert Beckham introduced in the 20th century. Then, the article discusses issues that Black school psychologists are engaging today through their research and practice to illustrate the critical need for inclusion of Black thought and Black people in school psychology. Next, the article offers a brief review of extant research related to the recruitment and retention of Black people in school psychology. The article concludes with implications for the recruitment, retention, and inclusion of Black people in school psychology.

Centering the contributions, perspectives, and experiences of Black school psychologists: Commentary on Proctor (2022)

“…It goes without saying that Proctor's (2022) article also presents an important counternarrative in the school psychology literature. As she recounts the names and contributions of multiple waves of Black leaders who have shaped the field over the last 30 years, school psychologists are reminded that they have not only much to learn and amplify about their profession's history but also to unlearn and disrupt.…”

“…As she recounts the names and contributions of multiple waves of Black leaders who have shaped the field over the last 30 years, school psychologists are reminded that they have not only much to learn and amplify about their profession's history but also to unlearn and disrupt. While the leaders named in Proctor's (2022) review are readily identified as prominent figures in the field, the contributions of many Black school psychologists have been de-emphasized over time. For example, figures such as Drs.…”

“…Moreover, as a whole, the field has made relatively little effort to center, analyze, and contextualize the contributions of Black school psychologists. Notably, both Proctor (2022) and Graves (2009) explicitly and directly disrupt this marginalization of Black thinkers in school psychology.…”

“…In particular, Black students may frequently be asked to speak on behalf of their race (Proctor & Truscott, 2012), and school psychology students of color report concerns about being recruited to make program admissions data "more beautiful" (Grapin et al, 2021, p. 267). Proctor (2022) asserts that a strong anti-racist research base will be critical for enacting meaningful change in the field. It is also clear that further research is needed not only to explore the efficacy of various recruitment and retention strategies but also their implementation in SPPs.…”

“…Recognizing the role of HBCUs in advancing school psychology Proctor (2022) reminds readers of the intellectual powerhouses that HBCUs have been in training and supporting past and current school psychology scholars and leaders. Both Proctor (2022) and Graves (2009) note that Beckham himself was a graduate of the oldest HBCU in the United States (Lincoln University).…”