Education Specialist (Ed.S.)
Degree Granting Department
Jose Castillo, Ph.D.
Kahlila Lawrence, Ph.D.
Jennifer Wolgemuth, Ph.D.
Anti-racist, Higher Education, Marginalized, Social Justice
By centering the voices of racially/ethnically minoritized school psychology graduate students I sought to understand how racially minoritized individuals experience their socialization process into the field, to critique and expose oppressive structures in place in their graduate programs, and to utilize garnered information to provide implications to address and dismantle oppressive structure within school psychology programs. Additionally, I sought to provide insight for school psychology training programs by identifying antiracist practices that minoritized graduate students view as supports in their training programs. Participants were eight racial/ethnic minoritized graduate students who participated in one to two virtual interviews discussing their experiences in their school psychology graduate programs. I used constant comparative analysis to derive themes from these interviews. When describing their graduate school socialization, participants described common themes of isolation and community, educational labor and taking on the role of the spokesperson, and the emotional labor of being a minoritized student. Four themes were discovered when exploring participant’s expression of their program’s perpetuation of oppressive structures (1) neglecting social justice (2) universal expectations for professionalism, (3) interactions with faculty, and (4) White fragility. Three themes were identified as perceived supports among participants: (1) representation in faculty and peers, (2) creating spaces, (3) faculty support and disclosure. Implications for research and practice are discussed.
Scholar Commons Citation
Broughton, Tatiana J., "A Critical Analysis of the Graduate Socialization of Racially Minoritized School Psychology Students" (2023). USF Tampa Graduate Theses and Dissertations.