Black School Psychologists’ Experiences and Advice for Navigating Racial Disciplinary Disproportionality

Abstract

Black educators have long been underrepresented in the education workforce. While recent estimates indicate that 14.8% of all students in US public schools are Black (NCES, 2023a, 2023b), only 3.9% of school psychologists identify as Black (Goforth et al., 2021). When the race of school psychologists does not match the race of their students, decision-making has the potential to be biased, particularly around decisions related to discipline (Loe & Miranda, 2005). Black school psychologists are in a unique position to advocate for Black students around issues of racial disciplinary disproportionality (RDD). This qualitative study using the Consensual Qualitative Research methodology included 13 self-identified Black female school psychologists. Results suggested that having a Black identity afforded school psychologists enhanced awareness, enhanced understanding, and/or an enhanced sense of duty regarding RDD. A challenge frequently identified by participants was the negative emotional toll of being one of few people to advocate for students of color. Participants provided advice to future Black school psychologists related to reducing stress and burnout, suggesting early career practitioners build relationships with others, empathize and/or advocate to make changes for students and families, trust their knowledge and intuition, and be thorough in approaching RDD. Implications for future practices for school districts, graduate programs, and policy are discussed.