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ERIC Number: EJ1113644
Record Type: Journal
Publication Date: 2016-Sep
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1045-3830
School Psychology Recruitment Research Characteristics and Implications for Increasing Racial and Ethnic Diversity
Proctor, Sherrie L.; Romano, Maria
School Psychology Quarterly, v31 n3 p311-326 Sep 2016
Shortages of school psychologists and the underrepresentation of minorities in school psychology represent longstanding concerns. Scholars recommend that one way to address both issues is to recruit individuals from racially and ethnically diverse backgrounds into school psychology. The purpose of this study was to explore the characteristics and minority focused findings of school psychology recruitment studies conducted from 1994 to 2014. Using an electronic search that included specified databases, subject terms and study inclusion criteria along with a manual search of 10 school psychology focused journals, the review yielded 10 published, peer-reviewed recruitment studies focused primarily on school psychology over the 20-year span. Two researchers coded these 10 studies using a rigorous coding process that included a high level of inter rater reliability. Results suggest that the studies utilized varied methodologies, primarily sampled undergraduate populations, and mostly included White participants. Five studies focused on minority populations specifically. These studies indicate that programs should actively recruit minority undergraduates and offer financial support to attract minority candidates. Implications suggest a need for more recruitment research focused on minority populations and the implementation and evaluation of minority recruitment models.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A