Barriers to the Success of Ethnic Minority Students in School Psychology Graduate Programs
The current study examined factors that may serve as barriers to the success of ethnic minority graduate students by assessing the academic, social, and emotional experiences of approximately 87 ethnic minority and 313 ethnic majority school psychology graduate students. Results indicated that ethnic minority graduate students reported significantly more negative race-related experiences, which were associated with higher levels of emotional distress, than were ethnic majority graduate students. In addition, ethnic minority graduate students reported lower levels of belongingness than did ethnic majority students' and negative race-related experiences were associated with lower perceptions of belongingness across all participants. Belongingness and autonomy were significantly associated with self-reported academic engagement for both ethnic minority and majority students. Discussion focuses on the significance of racial microaggressions and belongingness to graduate students in school psychology programs.
School Psychology Review
Clark, C. R.,
Mercer, S. R.,
Dufrene, B. A.
(2012). Barriers to the Success of Ethnic Minority Students in School Psychology Graduate Programs. School Psychology Review, 41(2), 176-192.
Available at: https://aquila.usm.edu/fac_pubs/86