Recruitment and retention of Native American graduate students in school psychology.

Abstract

There is a clear underrepresentation of Native Americans in the field of school psychology. There are a number of factors that have led to this underrepresentation, including cultural and historical variables, barriers to accessing higher educational opportunities, and lack of financial support. Given the importance of having diverse perspectives in the field, as well as the need for mental health services and academic supports for Native American children and their families, school psychology trainers should consider actively recruiting and retaining Native American graduate students to doctoral and specialist programs. This article provides specific research-based recommendations for recruiting Native American students and strategies for supporting their success and matriculation in the program. (PsycINFO Database Record

Retention and persistence of African‐American students in school psychology programs

“…Consistent findings regarding student of color retention in graduate education highlight the necessity of institutional practices such as financial support, positive departmental climate (e.g., positive peer and faculty relationships), diverse professional networks and mentoring opportunities, and culturally responsive practices (e.g., staff who are culturally aware and sensitive) (Chandler, ; Gasman et al., ; Johnson‐Bailey, , Maton et al., ; Rogers, ). In school psychology specifically, there have been several conceptual articles (e.g., Goforth, Brown, Machek, & Swaney, ; Grapin et al., ; Green et al., ) that address retention of students of color in programs, but few actual studies that investigate the issue. Thus, the two studies discussed next offer important contributions to the research.…”

Cultivating Perspective: A Qualitative Inquiry Examining School History Textbooks for Microaggressions against Native Americans

“…Indeed, there is currently an underrepresentation of Native American school psychology practitioners (Goforth, Brown, Machek, & Swaney, 2016). For this reason, it is important that school psychologists take an active role in the recruitment of Native Americans into the field (Goforth et al, 2016).…”

“…Indeed, there is currently an underrepresentation of Native American school psychology practitioners (Goforth, Brown, Machek, & Swaney, 2016). For this reason, it is important that school psychologists take an active role in the recruitment of Native Americans into the field (Goforth et al, 2016). For instance, Goforth and colleagues suggest that there are a number of considerations that trainers of school psychologists may want to keep in mind when recruiting and retaining Native American school psychologists into training programs.…”

“…For instance, Goforth and colleagues suggest that there are a number of considerations that trainers of school psychologists may want to keep in mind when recruiting and retaining Native American school psychologists into training programs. These factors include creating a goal as a training program to recruit Native American students, creating and promoting cultural diversity among administration, faculty, and students, creating a support system for diverse students, the utilization of culturally responsive training, and creating financial support programs (Goforth et al, 2016). In regard to the current study, school psychologists should promote social justice as outlined in their professional practice by educating school personnel about the content of textbooks.…”

School psychology graduate education retention research characteristics: Implications for diversity initiatives in the profession

“…For instance, neither study in our structured review indicated that Native Americans were participants. Erasure of Native American voices and perspectives is common in research (Harrington & CHiXapkaid, ), but must be addressed in the school psychology graduate education retention research given the diverse skill sets and cultural knowledge Native American school psychologists can offer to the profession (Goforth, Brown, Machek, & Swaney, ). Because Native Americans represent a strikingly small percentage of school psychologists (Walcott & Hyson, ), special efforts must be made to include the perceptions and experiences of this group into the school psychology graduate education retention research.…”