Literaturnachweis - Detailanzeige
| Autor/inn/en | Proctor, Sherrie L.; Li, Kathrynne; Chait, Natasha; Gulfaraz, Sehrish |
|---|---|
| Titel | Use of Critical Race Theory to Understand the Experiences of an African American Male during School Psychology Graduate Education |
| Quelle | In: School Psychology Review, 52 (2023) 3, S.372-388 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Proctor, Sherrie L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0279-6015 |
| DOI | 10.1080/2372966X.2022.2036077 |
| Schlagwörter | Critical Race Theory; Student Experience; African American Students; Males; Graduate Students; School Psychology; Racism; Intersectionality; Internship Programs; White Teachers; Parents; Interaction; Whites; Predominantly White Institutions; Graduate Study; Minority Group Students |
| Abstract | This study used an exploratory case study approach to explore the race-related experiences of a Black male specialist level school psychology graduate student. We used the CRT tenets of racism as normal and permanent and intersectionality and antiessentialism to help us make sense of the findings. Findings revealed that race and racism did not negatively impact the case study participant's experiences within his school psychology program at the university. However, racism was pervasive during his internship year, as it influenced interactions with white teachers and parents. Implications for school psychology graduate education are discussed, including the need for school psychologists to actively engage behaviors that disrupt systems of oppression like racism if the profession is to meet its antiracist aims. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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