1. Disrupting Disproportionality: A DisCrit Perspective on School Psychologist Training, Credentialing, and Certification for Racial Equity Systems Leadership
- Author
-
Melissa Itzel Virrueta-Ayala
- Abstract
Racial disproportionality in special education reflects the manifestation of modern-day segregation in our education systems (Anyon, 2009; Artiles et al., 2016; Artiles, 2022). Due to their specialized training and positionality as key stakeholders in special education eligibility processes, school psychologists are uniquely suited to impact disproportionality. In California, the National Association of School Psychologists (NASP) and California Commission on Teacher Credentialing (CCTC) have recently aligned standards to prepare school psychologists for practice. Using a disability critical race theory (DisCrit) lens, this study examines the experiences of those tasked with implementing these standards as well as the key documents that reflect them, specifically School Psychologist Performance Expectation 8 (SPPE 8): Human Diversity (SPPE 8; CCTC & NASP, 2020), given its connection to racial equity. The study also investigates how school psychology training programs prepare practitioners to understand and respond to referral and assessment requests in ways that are grounded in racial equity through implementation of SPPE 8, as well as the strengths and barriers in current training practices related to this standard. Findings include that programs are most frequently introducing components of SPPE 8 as part of the program's overall content. In addition, program and credentialing documentation reflects a tendency for action-oriented language related to diversity, compared to more passive language related to race or racism. Three key psychology preparation methods (program structures, training practices, and field-based experiences) are identified, and these are implemented in programs in ways that are clearly articulated and prescribed, as well as ways that are unclear or ambiguous, and unspecified. Key strengths and barriers are also discussed related to the ways in which preparation methods are implemented, as well as their implications for future research, policy, and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024