Race and Diversity Resources
Thank you for the valuable dialogue and sharing of resources on the TSP Listserv SPTRAIN. The following is a collection of materials shared by trainers in school psychology. If you have additional resources to add to this list, please email to email@example.com
NASP: "NASP Calls for Action to End Racism and Violence Against People of Color" (2020)
Academics for Black Survival and Wellness-Call to action: "Our Letter to Academics" (2020)
Honoring Diverse Leaders in School Psychology Project
Hashtags/Scholars to Follow
Scaffolded Anti-Racist Resources & Framework (Stamborski, Zimmermann & Gregory, 2020)
Justice in June (Multiple Action Items and Resources)
Social Justice Standards: The Teaching Tolerance Anti-Bias Framework (Teaching Tolerance)
"A Year of Anti-Racism Work", Compiled by Michelle Panchuk
The Racial Healing Handbook: Practical Activities to Help You Challenge Privilege, Confront Systemic Racism, and Engage in Collective Healing (The Social Justice Handbook Series; Singh, Wing Sue, & Wise, 2019)
"Me and White Supremacy" (Saad, 2020)
"10 Ways for Non-Black Academics to Value Black Lives" (Ault, 2020)
Starting a Social Justice Action Plan (Shriberg, 2020)
NASP: Social Justice Resources
"White Fragility: Why it's so hard for white people to talk about racism" DiAngelo & Dyson (2018)
"My Grandmother's Hands" (Menaken)
"How to be less stupid about race" (Fleming, 2018)
"How to be Antiracist" (Kendi, 2019)
"White Kids: Growing up with Privilage in a Racial Divided America." (Hagerman, 2018)
Ishimaru, A. M. (2020). Just schools: Building equitable collaborations with families and communities. New York, NY: Teachers College Press
Gullo, K. Capatosto, & C. Staats. Implicit bias in schools: A practitioner’s guide. New York: Routledge.
Handbook of Multicultural School Psychology: An Interdisciplinary Perspective (Consultation, Supervision, and Professional Learning in School Psychology Series) 2nd Edition (Lopez, Nahari, & Proctor, 2017).
Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools (Singleton & Linton, 2014)
Scholarly Articles/Individual Readings
Biglan, A. (2015). The nuture effect: How the science of human behavior can improve our lives and our world. Oakland, CA: New Harbinger Publications, Inc.Biglan, A., Flay, B. R., Embry, D. D., & Sandler, I. N. (2012). The critical role of nurturing environments in promoting human well-being. American Psychologist, 67, 257-271.
Blake, Jamilia J., Scott Graves, Markeda Newell, and Shane R. Jimerson. "Diversification of school psychology: Developing an evidence base from current research and practice." School Psychology Quarterly 31, no. 3 (2016): 305.
Bocanegra, J. O., Newell, M. L., & Gubi, A. A. (2016). Racial/ethnic minority undergraduate psychology majors’ perceptions about school psychology: Implications for minority recruitment. Contemporary School Psychology, 20(3), 270-281.
Brown, K. T., & Ostrove, J. M. (2013). What does it mean to be an ally?: The perception of allies from the perspective of people of color. Journal of Applied Social Psychology, 43(11), 2211-2222.
Clark, C. R., Mercer, S. H., Zeigler-Hill, V., & Dufrene, B. A. (2012). Barriers to the success of ethnic minority students in school psychology graduate programs. School Psychology Review, 41(2), 176-192. doi: 10.1080/02796015.2012.12087519
Crouch, S. (1995). The all-American skin game, or the decoy of race. New York, NY: Penguin Random House.
Frisby, C. L. (2013). Meeting the needs of minority students: Evidence-based guidelines for school psychologists and other personnel. Hoboken, NJ: John Wiley & Sons.
Grapin, S. L., Bocanegra, J. O., Green, T. D., Lee, E. T., & Jaafar, D. (2016). Increasing diversity in school psychology: Uniting the efforts of institutions, faculty, students, and practitioners. Contemporary School Psychology, 20(4), 345-355.
Goforth, A. N. (2016). A cultural humility model of school psychology training and practice. Trainer's Forum, 34, 3-24.
Gorski, P. & Erakat, N. (2019). Racism, whiteness, and burnout in antiracism movements: How white racial justice activists elevate burnout in racial justice activists of color in the United States. Ethnicities, 19 (5), 784-808
Gross, T. J. & Malone, C. M. (2018). Examination of multicultural courses offered across school psychology training programs. Contemporary School Psychology. Advance online publication: https://doi.org/10.1007/s40688-018-00221-0
Holvino, E., Ferdman, B. M., & Merrill-Sands, D. (2004). Creating and sustaining diversity and inclusion in organizations: Strategies and approaches. In M. S. Stockdale & F. J. Crosby (Eds.), The psychology and management of workplace diversity (p. 245–276). Blackwell Publishing.
Hook, J. N., Davis, D. E., Owen, J., Worthington Jr., E. L., & Utsey, S. O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Counseling Psychology®. doi:10.1037/a0032595
Hunter, P. C. (2012). It's not complicated! What I know for sure about helping our students of color become successful readers. New York, NY: Scholastic.
Joseph, T. & Hirshfield, L. (2009). Why don’t you get somebody new to do it? Race and cultural taxation in the academy. Ethnic and Racial Studies, 34, 124-141. https://doi.org/10.1080/01419870.2010.496489
Kohli, R., Pizarro, M., & Nevárez, A. (2017). The “new racism” of K-12 schools: Centering critical research on racism. Review of Research in Education, 41, 182–202.
Liu, W. M., Liu, R. Z., Garrison, Y. L., Kim, J. Y. C., Chan, L., Ho, Y. C. S., & Yeung, C. W. (2019). Racial trauma, microaggressions, and becoming racially innocuous: The role of acculturation and White supremacist ideology. American Psychologist, 74(1), 143–155. https://doi.org/10.1037/amp0000368
Koch, J. M., Procopio, S. J., Knutson, D., Loche III, R. W., Jayne, A., Jayne, C., & Loche, L. (2018). Counseling psychology students’ perceptions of faculty multicultural competence. Scholarship of Teaching and Learning in Psychology, 4(3), 140.
Malone, C. M., & Ishmail, K. Z. (2020). A snapshot of multicultural training in school psychology. Psychology in the Schools. https://doi.org/10.1002/pits.22392
Mena, J. A., & Rogers, M. R. (2017). Factors associated with multicultural teaching competence: Social justice orientation and multicultural environment. Training and Education in Professional Psychology, 11(2), 61.
Morgan Consoli, M. L., & Marin, P. (2016). Teaching diversity in the graduate classroom: The instructor, the students, the classroom, or all of the above?. Journal of Diversity in Higher Education, 9(2), 143.
Newell, M. L., Nastasi, B. K., Hatzichristou, C., Jones, J. M., Schanding Jr, G. T., & Yetter, G. (2010). Evidence on multicultural training in school psychology: Recommendations for future directions. School Psychology Quarterly, 25(4), 249.
Noltemeyer, A. L., Proctor, S. L., & Dempsey, A. (2013). Race and ethnicity in school psychology publications: A content analysis and comparison to publications in related disciplines. Contemporary School Psychology: Formerly" The California School Psychologist", 17(1), 129-142.
Paone, T. R., Malott, K. M., Pulliam, N., & Shannon, J. (2019). Experiences of counselor students of color in the classroom: a qualitative study. Race Ethnicity and Education, 1-17.
Pitner, R. O., Priester, M. A., Lackey, R., & Duvall, D. (2018). A dedicated diversity course or an infusion model? Exploring which strategy is more effective in social work pedagogy. Journal of Social Work Education, 54(1), 49-60.
Proctor, S. L., & Truscott, S. D. (2012). Reasons for African American student attrition from school psychology programs. Journal of School Psychology, 50(5), 655–679. doi: 10.1016/j.jsp.2012.06.002
Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can't, and what can be done about it. New York: Basic Books/Perseus Books.
Settles, I., Buchanan, N. & Dotson, K. (2019). Scrutinized but not recognized: (In) visibility and hypervisibility experiences of faculty of color. Journal of Vocational Behavior,113, 62-74. https://doi.org/10.1016/j.jvb.2018.06.003
Staats, C. (2015-2016). Understanding implicit bias: What educators should know. American Educator, 29-33, 43.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
Stanovich, K. E. (2000a). Discrepancy definitions of reading disability: Has intelligence led us astray. In K. E. Stanovich (Ed.), Progress in understanding reading: Scientific foundations and new frontiers (pp. 338-358). New York, NY: Guilford.
Stanovich, K. E. (2000b). Putting children first by putting science first: The politics of early reading instruction. In K. E. Stanovich (Ed.), Progress in understanding reading: Scientific foundations and new frontiers. New York, NY: Guilford.
Stanovich, K. E. (2000c). Reading disability: Are reforms based on evidence possible? In K. E. Stanovich (Ed.), Progress in understanding reading: Scientific foundations and new frontiers (pp. 323-337). New York, NY: Guilford.
Stern, S. (2008). Too good to last: The true story of Reading First. In (pp. 1-38). Washington DC: Thomas B. Fordham Institute.Tervalon, M., & Murray-Garcia, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Undeserved, 9, 117-125.
Torres, Driscoll, & Burrow (2010). Racial microaggressions and psychological functioning among highly achieving African-Americans: A mixed-methods approach. Journal of Social and Clinical Psychology, 29 (10), 1074-1099.
Truscott, S. D., Proctor, S. L., Albritton, K., Matthews, Y., & Daniel, K. (2014). African American school psychologists’ perceptions of the opportunities and challenges of practicing in Southeastern United States. Psychology in the Schools, 51, 366–383. https://doi.org/10.1002/pits.21753
Utsey, Giesbrecht, Hook, & Stanard (2008). Cultural, Socialfamilial, and Psychological Resources that inhibit psychological distress in African Americans exposed to stressful life events and race-related stress. Journal of Counseling Psychology, 55(1), 49-62.
Utt, J. & Tochluk, S. (2016). White teacher, know thyself: Improving anti-racist praxis through racial identity development. Urban Education, 55(1), 125-152. doi: 10.1177/0042085916648741
Vega, D., Tabbah, R., & Monserrate, M. (2018). Multicultural school psychology training: An examination of students’ self‐reported course outcomes. Psychology in the Schools, 55(5), 449-463.
Wilcox, M.M., Franks, D.N., Taylor, T.O., Monceaux, C.P, & Harris, K. (2020). Who's multiculturally competent? Everybody and nobody: A multimethod examination. The Counseling Psychologist, (00)0, 1-32.
Zhou, Z., Bray, M. A., Kehle, T. J., Theodore, L. A., Clark, E., & Jenson, W. R. (2004). Achieving ethnic minority parity in school psychology. Psychology in the Schools, 41(4), 443-450.
"The Ugly Truth of Being a Black Professor in America" (Yancy, 2018)
Guidelines for Being Strong White Allies (Kivel, 2006)
Confronting our Beliefs about Poverty and Discipline (Fergus, 2019)
Stop the Madness: Purging the Preschool to Prison Pipeline (National Black Child Development Institute)
The Case for Reparations (Coates)
Moving from Ally to Accomplice: How Far Are You Willing to Go to Disrupt Racism in the Workplace? (Harden & Harden-Moore, 2019)
Ally or Accomplice? The Language of Activism (Clemens, 2017)
Educational Justice: Which are you--an advocate, ally or activist? (El-Mekki, 2018)
10 Steps to Non-Optical Allyship (@mireillecharper)
Being Antiracist (Davis)
Matthew, P. (2016). What is faculty diversity worth to a university? The Atlantic https://www.theatlantic.com/education/archive/2016/11/what-is-faculty-diversity-worth-to-a-university/508334/
The Banality of Racism in Education (Valant, 2020)
Reading Lists for Children (or talking to children) About Race
Wolkoff, E., Goodale, R. & St. Louis, G. (2019). Talking with children about race (pp. 41-52). In G. Macklem & A. Silva, (Eds.), Lessons from school psychology: Practical strategies and evidence-based practice for professionals and parents. New York, NY: Routledge.
Books on Race: Birth to Three (By Brave + Kind Bookshop)
Books on Race: Ages 4-8 (By Brave + Kind Bookshop)
Books on Race: Ages 9-12 (By Brave + Kind Bookshop)
Social Justice Books: (Booklists)
Talking to Kids about Race and Justice (A Book List; Oakland Public Library)
Bus Boys and Poets Books (specialize in books for all ages that celebrate diversity)
Magination Press (APA)
50 Multicultural Books Every Child Should Know (Cooperative Children's Book Center)
Change Sings: A Children's Anthem (Amanda Gorman & Loren Long)
"No Sir" (Judelia Medard-Santiesteban)
National Collaborative for Anti-Racist School Psychology, Austin Johnson (University of CA, Riverside)
"As currently proposed, this collaborative would provide school psychology programs with resources to use, standards to adhere to, and practices to implement in order to centrally integrate anti-racist action into a school psychology graduate program. The collaborative would be comprised of graduate programs in school psychology across the country that wish to formally and collectively engage in explicitly anti-racist training and action within their programs. This collaborative will provide opportunities for graduate students of color across the country to work together, engage in funded research, and participate in those opportunities that will enable equity in opportunity and labor for faculty positions...I expect the full development of this collaborative to take a few months. If you would like to actively participate in the development of this collaborative, please fill out the Google Form linked below, and I'll facilitate next steps.
CONTACT FORM: https://forms.gle/iQLmwjjJjeV5pqNCA
Racial Trauma and Healing
Racial Trauma, Anti-Racism, and Other Resources (Sullivan, Miller, Hansen-Burke, Kember)
Ted Talks: How to Understand Racism in America
Netflix Show/Documentaries: When They See Us, 13th, Rest in Power
'Are you racist?' No isn't a good enough answer (James, Green, Rinvolucri, 2016)
OnePark Hill Video: This is a 6 minute video created by a Park Hill Neighbors for Equity in Education, local organization related to school choice in Denver Public Schools. It's a beautifully tragic example of systemic racism. I've shared it in my practicum classes this year to have critical conversations about the district I used to work for, particularly in the neighborhood where my school was located. I also know that DPS is not the only district in the country that experiences these challenges with school choice so I am hopeful that the video will be useful to you as well. https://www.youtube.com/watch?v=aLb1vu3rc6U&t=4s
"Microinterventions: Strategies to Disarm and Counteract Anti-Blackness” led by Sarah Alsaidi
Racialized trauma by Resmaa Menaken
Uproot Whiteness Resources (Society for Community Research and Action)
Kirwin Institute for the Study of Race and Ethnicity (Offers training on implicit bias)
Kirwin Institute 2017 2018 Annual Report: Race in conversation. Equity in Practice. Retrieved from Kirwin Institute web site. http://kirwaninstitute.osu.edu/wp-content/uploads/2018/11/2018AnnualReport-Final.pdf (has links for implicit bias training modules)
National Association for Equal Opportunity in Higher Education, the not-for-profit organization supporting Historically Black Colleges and Universities and Predominantly Black Institutions. http://www.nafeonation.org
Black and Autism Resources
(c) Trainers of School Psychologists, 2015