Can educational psychology be harnessed to make changes for the greater good?

López, Francesca

doi:10.1080/00461520.2022.2052293

Cited by 31 publications

(9 citation statements)

References 127 publications

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“…The need for tripartite reform (i.e., methods, anti-racism, theory development) in psychology extends to its many subdisciplines (Eronen & Bringmann, 2021), with educational psychology being no exception (DeCuir-Gunby & Schutz, 2014;Makel et al, 2021;Wentzel, 2021). There is emerging evidence of questionable research practices in education and educational psychology (Gehlbach & Robinson, 2021) as well as continued evidence the field must reckon with past failures to address epistemic injustice (Kidd et al, 2017) based on race (Lopez, 2022;Usher, 2018) and ability (Emery & Anderman, 2020), among other factors. Calls for a greater focus on theory development in educational psychology have been less prominent but nonetheless present.…”

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confidence: 99%

“…Therefore, in this paper, first I synthesize the current scholarship on theory development with the goal of promoting similar efforts in educational psychology. Then, I detail how the field of psychology's tripartite reform efforts can be enhanced by incorporating ideas and lessons learned from educational psychologists' embrace of qualitative and mixed research methods (Meyer & Schutz, 2020;Reber, 2016), its inchoate but growing efforts to reckon with racism and epistemic injustice in scholarship (DeCuir-Gunby & Schutz, 2014;Kidd et al, 2017;Lopez, 2022;Usher, 2018), and its ongoing efforts to reconceptualize both the methodology and the consequences of measurement (Cizek, 2020;Flake, 2021). Finally, I outline several productive directions for future research and practice, including ways to promote a more transparent and hospitable scholarly climate for theory development as well as advocacy for more professional training in theory development, which is equally as important as methodological training (K. Gray, 2017;Wentzel, 2021).…”

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What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Greene

2022

Educ Psychol Rev

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One of the field of psychology’s stated goals is to produce scholarship with findings that benefit the world. Over the last 10 years, psychology scholarship and its presumed societal benefits have been called into question due to the field’s history of questionable research practices, racism, and epistemic oppression. Calls for methodological, ethical, and practical reforms are essential to building a psychological science that is just, effective, reliable, and beneficial. Recently, these calls have been complemented by a push to reform how theory is developed and used in psychology. There is great need for better understanding and implementation of theory development, both in the field of psychology broadly as well as in its subdisciplines, including educational psychology. At the same time, educational psychologists have much to contribute to the tripartite calls for methodological, ethical, and theory reforms. In this paper, I explore theory development in psychology by discussing the importance of developing both the descriptive and explanatory aspects of theory as well as the need to refine how theory is evaluated and integrated. Then, I review how innovations and practices in educational psychology can inform the broader theory reform movement in psychology writ large. Finally, I identify important future directions for further advancing theory reform in psychology, including addressing ableism in the field, increasing the field’s hospitability for theory revision, furthering theory development transparency, and more deeply integrating theory development into preparation programs.

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confidence: 99%

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What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Greene

2022

Educ Psychol Rev

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“…The success of our educational intervention in increasing support for CRT underscores the importance of knowledge about racism in efforts to reduce racial prejudice and inequality (e.g., López, 2022;Hughes et al, 2007;Iyer et al, 2003). Efforts to ban books and lesson plans that mention race or other marginalized identities are intended to perpetuate ignorance, and preventing people from learning about the sources of inequality will only serve to prolong it.…”

Section: Policy Implicationsmentioning

confidence: 98%

Ignorance of critical race theory predicts White Americans’ opposition to it

Richmond,

Toosi,

Wellman

et al. 2024

Journal of Social Issues

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Acknowledging systemic racism, a key tenet of Critical Race Theory (CRT), may be threatening to many Americans but it can also reduce racial biases. However, anti‐CRT legislation prohibits learning about racism, thus highlighting the mutually reinforcing relationship between systemic racism and the production of ignorance. We assessed White Americans’ knowledge about CRT through participant‐generated definitions (Study 1, N = 199) and via a true/false questionnaire (Study 2, N = 194), and its relation to opposition to CRT. Opposition to CRT was associated with a less accurate understanding of CRT, even when controlling for political orientation. Content analyses revealed that opponents of CRT deny anti‐Black racism, believe CRT harms Whites, and view discussing race as divisive. Based on these themes, we developed a meta‐cognitive corrective intervention in Study 3 (N = 289). Participants who received corrective feedback after taking a multiple‐choice test about CRT showed a larger decrease in their opposition to CRT than those in the control condition.

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“…Drawing from our own field, educational psychology has a history of viewing participants, particularly historically marginalized participants, through a deficit lens or as parts of a problem to be investigated and solved (DeCuir‐Gunby & Schutz, 2014; López, 2022; Strunk & Andrzejewski, 2023). However, the field could move toward honoring the knowledge and agency of participants—particularly historically marginalized people—in more ways than just a language shift (e.g., move away from referring to People of Color as “nonwhite”).…”

Section: Strategies To Address Growing Painsmentioning

confidence: 99%

Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them

Nicolai,

Morton,

La Torre

et al. 2024

Journal of Social Issues

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Recently there has been an uptake in the call for research that explores race and racism within the context of psychology. Researchers can use Critical Race Theory (CRT) to do so. However, scholars within the field of psychology may confront growing pains when integrating psychology research with CRT due to their respective inquiry worldviews—postpositivism and critical—which result in several tensions pertaining to the framing of research and methods. These tensions may limit the uptake of CRT in psychology and may cause people to struggle to understand CRT. Therefore in this article, we describe (a) CRT and related frameworks, (b) tensions when integrating CRT into psychology, and (c) strategies to attenuate the tensions. Additionally, we highlight the importance of identity and the political choice of using CRT. It is critical for psychology researchers to challenge dominant postpositivist research inquiry worldviews and deconstruct what is considered “legitimate knowledge.” By doing so, we can (a) validate experiences and vast forms of knowledge that shape the reality of People of Color and our families, communities, and cultures and (b) challenge systems of oppression.

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Can educational psychology be harnessed to make changes for the greater good?

Cited by 31 publications

References 127 publications

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?

Ignorance of critical race theory predicts White Americans’ opposition to it

Navigating growing pains: Tensions in integrating critical race theory in psychology and strategies for addressing them

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