Incorporating Social Justice Advocacy and Interdisciplinary Collaborative Training in the Recruitment and Retention of D
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Incorporating Social Justice Advocacy and Interdisciplinary Collaborative Training in the Recruitment and Retention of Diverse Graduate Students Andy V. Pham 1
&
Philip Lazarus 1 & Annela Costa 1 & Quennie Dong 1 & Renee Bastian 1
Accepted: 9 September 2020 # California Association of School Psychologists 2020
Abstract The critical shortage of school psychologists across the nation has been a long-standing issue, along with the need to diversify the profession. While recruitment efforts have attempted to attract culturally and linguistically diverse (CLD) students into school psychology programs, novel practices integrating social justice advocacy and interdisciplinary collaborative training may aid in both recruitment and retention efforts. Broadly, graduate programs in education and psychology disciplines are ripe with opportunities to collaborate in a coordinated effort to meet the complex educational and mental health needs of diverse children and adolescents. The purpose of the manuscript is to (1) outline and address barriers relating to the critical shortage of CLD school psychologists, (2) promote integration of social justice advocacy and interdisciplinary collaborative training, and (3) provide strategies and recommendations to recruit and retain CLD students in graduate training programs. Keywords Advocacy . Culturally diverse students . Interdisciplinary training . Recruitment . Retention . School psychology . Social justice
Recruitment and retention of culturally and linguistically diverse (CLD) students and practitioners in school psychology have been challenging issues, contributing to the personnel shortages in the United States (National Association of School Psychologists [NASP] 2016a). Although recent data indicate gradual increases in minority student enrollment in school psychology programs in both specialist (30%) and doctoral programs (28–30%; American Psychological Association [APA] 2018; Gadke et al. 2019), these percentages still lag behind minority enrollments in APA-accredited clinical (34–40%) and counseling psychology doctoral programs (42%; APA 2018). Racially and ethnically diverse school psychologists in the U.S. are vastly underrepresented: 87% White, 6% Hispanic/Latinx, 5% Black/African American, and 2.8% Asian/Pacific Islander, in relation to the much more diverse K-12 student population, (McFarland et al. 2019) along with practitioners providing multilingual services
* Andy V. Pham [email protected] 1
Department of Counseling, Recreation, and School Psychology, Florida International University, Miami, FL 33199, USA
(e.g., 8%; Walcott and Hyson 2018). This disparity is especially true with the growing percentages of Hispanic/Latinx and Asian students enrolled in public schools over the past decade which are expected to continue through 2026. Beyond ensuring that school psychologists reflect the diversity of the student populations they serve, there is a need for all stakeholders (e.g., graduate educators, field supervisors, graduate students, and school districts) to collabo
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