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EXAMINING DIVERSITY RESEARCH LITERATURE IN SCHOOL PSYCHOLOGY FROM 2004 TO 2010
Author(s) -
Grunewald Stephanie,
Shriberg David,
Wheeler Anitra S.,
Miranda Antoinette Halsell,
O'bryon Elisabeth C.,
Rogers Margaret R.
Publication year - 2014
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21764
Subject(s) - psychology , scholarship , diversity (politics) , school psychology , construct (python library) , empirical research , educational psychology , social science , social psychology , applied psychology , pedagogy , sociology , epistemology , anthropology , philosophy , political science , computer science , law , programming language
One indicator of school psychology's capacity to provide culturally responsive practice is the percentage of articles in leading school psychology journals that have a “significant diversity focus.” To date, there have been three published empirical studies (Brown, Shriberg, & Wang, [Brown, S. L., 2007]; Miranda & Gutter, [Miranda, A. H., 2002]; Rogers Wiese, [Rogers Wiese, M. R., 1992]) that have defined and examined this construct. These three articles collectively provide empirical data on the percentage of articles appearing in leading school psychology journals that met criteria from a time period spanning 1975–2003. This manuscript provides the results of the most recent iteration of this study, covering the years 2004–2010. In this study, 15.5% of articles met criteria, up from figures found from 1975–1999, but a decline from the 2000–2003 figure of 16.9%. Several potential implications of this ongoing lack of empirical and theoretical scholarship are offered.