Pseudoscience, an Emerging Field, or Just a Framework Without Outcomes? A Bibliometric Analysis and Case Study Presentat
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Pseudoscience, an Emerging Field, or Just a Framework Without Outcomes? A Bibliometric Analysis and Case Study Presentation of Social Justice Research Scott L. Graves Jr 1
&
Shanye Phillips 1 & Kyanna Johnson 1 & Mark A. Jones Jr 1 & Danita Thornton 2
# California Association of School Psychologists 2020
Abstract The term social justice is frequently utilized in the field of school psychology. However, a systematic review of this framework in terms of its relationship to research and outcomes has not been undertaken. As such, the purpose of this study was to conduct a bibliometric analysis and case study review of research literature associated with the term social justice in the field of school psychology. To accomplish this, the following school psychology journals were utilized: Contemporary School Psychology, Psychology in the Schools, International Journal of School and Educational Psychology, Journal of Applied School Psychology, Journal of School Psychology, School Psychology (Quarterly), School Psychology Review, School Psychology International, and the Journal of Educational and Psychological Consultation. Based on a 40-year timeframe (1980–2020) a total of 28 articles were found. Social justice topical articles demonstrated an increasing trend during this period, with the dominant research theme being how to define the term social justice. Surprisingly, when comparing published research on social justice to the current initiatives being implemented by practice organizations such as the NASP Social Justice Committee, there is evidence of a rare practice-to-research gap. Meaning that practice is tackling topics (e.g., White privilege and school-to-prison pipeline) that are not present in the social justice research literature. Implications are discussed in terms of encouraging proponents of social justice to begin to expand their research beyond definition rhetoric to include outcomes associated with applied psychological outcomes. Keywords Social justice . Bibliometric analysis . Practice-to-research gap
The term social justice is an overarching term that involves working towards equity and equality between differing demographics. This philosophy has promulgated the field of school psychology in the past two decades (Nastasi 2008). During
* Scott L. Graves, Jr [email protected] Shanye Phillips [email protected] Kyanna Johnson [email protected] Mark A. Jones, Jr [email protected] Danita Thornton [email protected] 1
Ohio State University, 305 Annie and John Glenn Avenue, PAES Building, Columbus, OH 43210, USA
2
Columbus City Schools, Columbus, OH, USA
this time period, there have been textbooks (Shriberg et al. 2008), special issues (Grapin and Shriberg 2020), and organizational committees (NASP Social Justice Committee) developed to advance this concept. Furthermore, dialog in this area has found its way into virtually all publication outlets in the field of school psychology. As such, this concept has become part of the common lexicon of
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