Search

As marginalized graduate students and faculty, we have stories to tell about our experiences within school psychology. Many of these stories center our oppression, trauma, and exclusion but some of them also center our joy and resistance. The purpose of this collaborative autoethnographic project was to create a counterspace in which we, BIWOC faculty and graduate students, could come together to engage in storytelling and build community amongst one another as a way to survive and thrive in academia. As a result of the counterspace, we are able to provide critical feedback and recommendations for school psychology programs to better support marginalized students and faculty. And we also offer critical hope and knowledge to marginalized graduate students and faculty who are currently in the field.

The U.S. education system often functions as an adverse developmental context for Black students. Discriminatory policies and racist ideologies contribute to a series of cascading inequities in students' learning experiences. For example, years of data indicate an overrepresentation of Black students suspended and/or expelled from school. Moreover, Black Americans' experiences and contributions to U.S. society are often left out of curricula, compounding the physical exclusion of Black students from classrooms with the exclusion of their experiences. While such contexts inhibit learning and growth at critical developmental stages, the out-of-school time (OST) context can amplify the voices of Black students and support their learning and development in ways that address these exclusionary practices. Specifically, youth participatory action research (YPAR) during OST is an important critical pedagogical approach that provides a safe context for Black students to engage in challenging oppressive policies and practices within schools. The current study engages four Black/African American youth (aged 15--18 years old) in YPAR and positions youth as active learners and experts in their learning and developmental growth. Findings suggest an equitable OST context can contribute to our understanding of Black students' experiences in school and the co-creation of solutions for a more just learning environment.