Student perspectives on recruiting and orienting prospective school psychology trainees.

Abstract

This study investigated current school psychology students' perspectives on recruiting and orienting prospective trainees to the profession. Two hundred sixty-two student members of the National Association of School Psychologists (NASP) responded to two open-ended survey items regarding: (a) information they wished they had known prior to beginning their training and (b) their beliefs about effective recruitment practices for increasing racial and ethnic (R/E) diversity in the profession. Qualitative analyses revealed that approximately one-third of participants from R/E minoritized backgrounds reported wishing they had known more about the roles and functions of school psychologists. Participants also generated a wide range of potentially valuable recruitment strategies. Implications for improving recruitment practices are discussed. Impact and ImplicationsSchool psychology graduate students, and students from racial and ethnic (R/E) minoritized backgrounds in particular, reported wishing they knew more about the assessment-focused role of practitioners before applying to their training programs. They also believed that outreach in college settings as well as promoting general awareness of the profession and its emphasis on cultural diversity was essential for increasing R/E representation in the field. These findings may be helpful for expanding and diversifying the school psychology workforce.

Upending the shortages crisis: A national survey of school psychology recruitment.

“…This is also notable, as only approximately 44% of individuals that matriculate into school psychology-training programs do so directly after completing their undergraduate degree (Bocanegra, Rossen, et al, 2017). Thus, research suggests that a majority of school psychology students are nontraditional and matriculate from related fields (Bocanegra, Rossen, et al, 2017) and that they may have lack of knowledge of the role of and function of school psychologists, and if interested, how to become one (Grapin et al, 2021). Thus, presenting within high school classes, and in turn becoming more visible within K-12th schools, could impact recruitment pipelines by: (a) exposing potential future applicants (high school students) to the field of school psychology and (b) indirectly creating greater awareness among school staff, who may in turn become interested in considering school psychology as a viable career option.…”

“…More recently, a study that assessed school psychology graduate students’ perspectives on recruiting students from minoritized background reported a need for increased knowledge regarding: (a) the roles and functions of school psychologists and (b) graduate-training pathways (Grapin et al, 2021). When asked what they believe school psychology programs should do to better recruit students from minoritized background, they found two major themes of: Better outreach on college campuses and promoting more general awareness of the field (Grapin et al, 2021).…”

“…Thus, although research in this area is still developing, with Proctor and Romano (2016) study identifying only five minoritized focused recruitment articles published within a 10-year span, there seems to be a general consensus within the minoritized literature on the importance of: (a) offering financial support and flexible recruitment criteria (Goforth et al, 2016; Rogers & Molina, 2006), (b) establishing a culturally relevant recruitment pipeline and promoting early exposure to the field (Proctor & Truscott, 2012; Rogers & Molina, 2006), (c) addressing multicultural issues throughout training and within faculties’ research (Grapin et al, 2021), (d) designing targeted culturally relevant recruitment materials (Goforth et al, 2016), (e) highlighting minoritized students and faculty within the program and the availability of multicultural experiences (Proctor & Romano, 2016), (f) attaining institutions commitment to diversity (Goforth et al, 2016), and (g) program location’s potential impact on minorized recruitment (Proctor & Romano, 2016; Proctor & Truscott, 2012).…”

Increasing the recruitment and retention of REM students within school psychology: The potential of diversity committees

“…While efficacy research on current recruitment practices is scarce, recommended recruitment practices have garnered support through stakeholder research that collected input from faculty and student perspectives (Grapin et al, 2021;Proctor & Romano, 2016). Suggested recruitment strategies include: (a) providing targeted financial aid packages to help fund enrollment and training for REM students (Proctor & Truscott, 2013;Rogers & Molina, 2006);…”

“…While efficacy research on current recruitment practices is scarce, recommended recruitment practices have garnered support through stakeholder research that collected input from faculty and student perspectives (Grapin et al, 2021; Proctor & Romano, 2016). Suggested recruitment strategies include: (a) providing targeted financial aid packages to help fund enrollment and training for REM students (Proctor & Truscott, 2013; Rogers & Molina, 2006); (b) increasing awareness of school psychology among REM students (Bocanegra et al, 2019, 2022; Chandler, 2011; Grapin et al, 2016; Malone & Ishmail, 2020); and (c) creating admissions material targeting prospective REM students (Smith et al, 2013).…”