Improving African American Disparity in School Psychology

1. Improving African American Disparity in School Psychology Presenter: Danielle D. Westbrook, M.A. Co-Presenter: Jane Riley, M.A. Cleveland State University

2. Abstract An increase in African American representation in the field of School Psychology is important in order to mirror the population served. This poster presentation describes several approaches that colleges/university affiliates of NASP can use to address disparity in representation of African Americans in the field of School Psychology. The presentation provides recommended approaches in an effort to increase the proportion of African Americans entering the field of School Psychology. Recommended approaches to be discussed are as follows: increasing recruitment at the university level, mentorship, increased minority visibility and university incentives for minority enrollment.  

3. Why Improve Diversity? • Ideally the demographics of School Psychologist should be similar to that of the nation and the population served. • Disproportionate representation of African Americans • Insufficient growth of African Americans in the field since 1980-1981 according to NASP • Increased diversity in student population

4. What are the demographics? Ethnicity of School Psychologists Source: 2004-05 NASP membership survey (69% response rate) Ethnicity of the U.S. Population Source: 2000 Census

5. Who Do We Serve?Source: U.S. Department of Education, Office of Special Education Programs, 2004

6. Who Do We Serve?Source: U.S. Department of Education, Office of Special Education Programs, 2004

7. Who is Served/Future TrendsSource: U.S. Department of Commerce, Census Bureau, Statistical Abstract of the United States: 2000 and 2004, Population Estimates Program

8. How to Improve African American Disparity in School Psychology? • Increasing recruitment of minority students at the university level • Mentorship • Increased Minorities Visibility • University Incentives

9. Increasing recruitment of minority students at the university level • Alliance with local Historically Black Colleges and Universities (HBCU’s) • share critical information • providing a clear and concise description of the field • employment opportunities • role of the African American community in the field of School Psychology • opportunities within the field

10. Increasing recruitment of minority students at the university level • Alliance with Minority Affairs Officers • awareness among African Americans as they prepare to graduate with bachelors • events that would publicize the School Psychology program

11. Mentorship • Minority to minority mentorship • Link current minority graduate students with other current minority graduate students • Decrease minority dropout of master’s program by minorities

12. Mentorship • Mentorship with past minority graduates • Support with stresses of academic coursework, practicum and internship • Mentorship with local minorities currently in the field • Help with perspective as minority in the field.

13. Increased Minority Visibility • Minority visibility at the department level • Professors • Interviewers • Minority visibility at student level • Guest Speakers • students

14. University Incentives • Recognition for college/universities that consistently graduate minorities • National recognition • Financial incentives • Financial assistance for minorities • scholarships • assistantships

15. Conclusion According to statistics from the U.S. Department of Commerce, the trajectory for minorities in the United States is expected to increase at a rapid rate. Due to increased diversity, it is critical that the field of School Psychology make earnest efforts to improve the diversity in the field.

16. Conclusion African American population, as well as the Hispanic population, represents unique groups of people. Neither group eagerly seeks out mental health services; this may or may not be linked to the relate ability factor. Increased representation of these minority groups may increase these populations in seeking and retaining services.

17. Conclusion This poster presentation has outlined several possible ways in which NASP and NASP college/university affiliates improve African American disparity in School Psychology. The needed change is not limited to changing the face of a “typical” School Psychologist, but also includes providing a more diverse curriculum which in turn may attract more minorities to the field.

18. References: Curtis, M.J., Lopez, A.D., Batsche, G.M., & Smith, J.C. (2006, March). School Psychology 2005: A national perspective. Paper presented at the annual meeting of the National Association of School Psychologists, Anaheim, CA Chandler, Daphne R. (2007) Proactively Addressing the Shortage of African Americans in School Psychology Tatum, Beverly (1997). Why Do All the Black Kids Sit Together in the Cafeteria: A Psychologist Explains the Development of Racial Identity. New York, New York: Basic Books U.S. Department of Commerce, Census Bureau, Statistical Abstract of the United States: 2000 and 2004 U.S. Department of Education, 2004 U.S. Department of Education, Office of Special Education Programs (OSEP), 2004 Wandle, Caroline H. & Brandt, Jessica (2007) Responding to Diversity: Recruiting School Psychologist: For the 21st Century Zhou, Zheng., Bray, Melissa A., Kehle, Thomas J. Theodore, Lea A., Clark, Elaine & Jenson, William R. Achieving Ethnic Minority Parity in School Psychology. (2004) Psychology in the Schools 41(4), pp 443-450

19. The 2000 census reported that minorities in the United States account for 29.3% of the population, with African Americans comprising 12.3% of the total population. This same population proportion is found in schools across the United States; however, according to Curtis et al (2002). African Americans account for only 1.9% of practicing School Psychologists, as of 2004-05 reporting. The number of African American practitioners has grown only minimally since 1980 -81 academic year. This represents disproportionate representation of African Americans and other minorities in the field as well. Curtis et al. (2002) also reported that, nearly all school psychologists (98.24%) serve students who are members of racial/ethnic minority groups. It was also reported that “28% serve 50% or more minority students.” This increased diversity, is not only in the general population but more specifically in the schools, calls for increased diversity among School Psychologist, not only African American but also Hispanics, Native Americans, and Asian Americans.