Use of Critical Theory to Develop a Conceptual Framework for Critical School Psychology

Sabnis, Sujay; Proctor, Sherrie L.

doi:10.1080/2372966x.2021.1949248

Cited by 40 publications

(33 citation statements)

References 46 publications

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“…Completing the triple objectives of equality, growth, and social justice depends on women's empowerment (Sinha, Mahapatra, Dutta, & Sengupta, 2023). Recent years have seen the emergence of empowerment as an idea that would free women from their disadvantaged states and give them a chance to embrace the freedom to choose and participate in their cultures (Sabnis & Proctor, 2021). Empowering women is necessary on both a national and global scale.…”

Section: Introductionmentioning

confidence: 99%

The Nexus among Family Business, Household Finances and Women Empowerment: Evidence from PDHS 2017-18

Mubeen

Hye²,

Shahid

et al. 2022

Nurture

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Purpose: This study intends to determine whether family businesses empower women, encourage their entrepreneurship, and enable them to become fully engaged in activities that generate finances by allowing them to select their own business idea. Methodology: Empowering women is crucial for accelerating economic and financial progress. The question of the economic empowerment of women is of utmost importance to political philosophers, social scientists, and reformers because it is currently thought of as a sine qua non of progress for a nation. This study examines the relationship between women's financial empowerment, business, and the home using data from the 2017–18 Pakistan Demographic and Health Survey (PDHS). For this, we employed binary logistic regression. Findings: Women who are educated and have a job are more empowered than women who are not employed. Furthermore, economic and financial development cannot occur without the advancement of women. Women should be taught technical knowledge and marketing strategies and empowered to develop their skills to create more sustainable businesses. Contribution to literature: This study contributes to the literature in two ways: First, this study utilized the fertility variable which was not utilized in earlier studies. Second, this study identified the women empowerment factors by using four different indicators.

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Section: Introductionmentioning

confidence: 99%

The Nexus among Family Business, Household Finances and Women Empowerment: Evidence from PDHS 2017-18

Mubeen

Hye²,

Shahid

et al. 2022

Nurture

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“…While research does examine how educators used the training (McMillan, 2016) and the impact of the legislative components on school climate and bullying (Cosgrove & Nickerson, 2017;Riddell, 2018), it does not discuss the multicultural aspects and the examination of personal biases within the training, the focus of the current study. Furthermore, although researchers have called for the field of school psychology to advance equity in research and practice (Pham et al, 2021), critical race theory (CRT) rarely is utilized as a framework in school psychology research for examining issues related to bias and oppression (Sabnis & Proctor, 2022). Aligned with school psychology scholars (García-Vázquez et.…”

Section: Research Purpose and Frameworkmentioning

confidence: 99%

“…Aligned with school psychology scholars (García-Vázquez et. al., 2020;Sabnis & Proctor, 2022;Sullivan et al, 2022) who call for challenging traditional research methodologies and practices, our study aims to apply CRT in a manner that will move practitioners toward more inclusive policies and practices. In doing so, the purpose of our research was to examine preservice educators' implicit biases, the formation of biases, and their impact in the context of a required professional development that aims to decrease bullying, harassment, and discrimination.…”

Section: Research Purpose and Frameworkmentioning

confidence: 99%

Examining Implicit Biases of Pre-Service Educators Within a Professional Development Context

Breese

Nickerson

Lemke

et al. 2023

Contemp School Psychol

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The opportunity gap, or conditions and barriers that impede the academic performance and school experience of minoritized students, may be exacerbated by educators' implicit biases. The aim of this qualitative study was to understand preservice educators' awareness of individual, structural, and systemic racism with regard to implicit bias. Our sample included 154 preservice educators, enrolled in an anti-bullying/harassment/discrimination training, which is required for any New York State (NYS) educator certification. Educators responded to questions about group generalizations, factors contributing to these biases, and how biases may affect their behavior toward students. Our content analysis revealed several themes, most notably that frequent biases existed toward Asian/Asian Americans, Black/African Americans, males, and people from socioeconomically disadvantaged backgrounds. Although participant responses reflect an open-minded approach to discussing bias, many responses reflected no observable desire to change potentially biased interactions with students. Responses with racially held biases aligned with the tenets of critical race theory (CRT), particularly racism as permanent and racism as normalized. Implications for practice, with an emphasis on anti-bias training and professional development, are discussed.

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“…The inwarddirected introspective critique proposed by critical theory provides an approach for researchers to confront the biases associated with their group interests, ideological affinities, and social positions to alleviate the impact of these interpersonal or sociocultural dynamics on the neutrality and objectivity of the study design, analytic process, and conclusion derived. To be free from any subjective influences is not a goal of the inward-directed introspective process, rather critical theory calls for researchers to enter into ongoing investigations of their possible complicity in a current or past system of oppression [32]. One way to foster such investigations in research can be inviting participants as the co-investigators rather than passive subjects within a study to facilitate stronger research design and produce critical knowledge [33].…”

Section: Implications For Researchmentioning

confidence: 99%

“…The bidirectional nature of the transactional model implies that individuals in the context are not passive recipients of the external impacts, but instead can be active contributors to systematic changes. Critical theory also refers to individuals as under the constant social relational forces and urges for the investigation and contemplation of the ways in which individuals as well as the discipline as a whole are complicit in perpetuating the status quo [32]. Education professionals are urged to become the critics of the system and proactively advocate for the underserved and be involved in endeavors pursuing equity and social justice in education.…”

Section: Equity and Social Justicementioning

confidence: 99%

Toward a Critical Transactional Ecological Developmental Theory: Informing and Advancing Practice and Science

Jimerson¹

2022

Curr Res Psychol Behav Sc

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Conceptual foundations inform our professional activities as practitioners and scholars. This paper describes a theoretical framework to inform and advance scientific and applied work, recognizing the numerous factors influencing the trajectory of human development and the imperative of transforming the traditional “ways of being” in the field of education and applied psychology through the lens of critical theories. The central tenets of a critical, transactional, ecological, and developmental perspective are grounded in theories from developmental scholars including the works of Sameroff (e.g., transactional), Bronfenbrenner (e.g., ecological), Bowlby (e.g., relationships), and the Frankfurt school (e.g., critical theory). An emphasis is placed on the dynamic and reciprocal transactions between the individual and their environment across time and the social complexities brought by the intersection of these ongoing, dynamic, and reciprocal social relations. This paper also includes a description of empirical support informing these conceptual foundations with special attention to longitudinal studies demonstrating various influential factors across diverse developmental trajectories. Also included is a discussion of, implications informing prevention and intervention efforts to promote academic and socialemotional learning for all children, future research directions, and advocacy stance to promote shift and change to interrupt the long-standing social and educational injustices in the field of education.

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Use of Critical Theory to Develop a Conceptual Framework for Critical School Psychology

Cited by 40 publications

References 46 publications

The Nexus among Family Business, Household Finances and Women Empowerment: Evidence from PDHS 2017-18

The Nexus among Family Business, Household Finances and Women Empowerment: Evidence from PDHS 2017-18

Examining Implicit Biases of Pre-Service Educators Within a Professional Development Context

Toward a Critical Transactional Ecological Developmental Theory: Informing and Advancing Practice and Science

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