NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1176789
Record Type: Journal
Publication Date: 2018-May
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0033-3085
Retention and Persistence of African-American Students in School Psychology Programs
Proctor, Sherrie L.; Nasir, Afshan; Wilson, Tossea; Li, Kathrynne; Castrillon, Paola
Psychology in the Schools, v55 n5 p506-522 May 2018
This qualitative study investigated eight African-American specialist-level students' experiences with and perceptions of their retention and persistence toward degree completion in school psychology programs. Findings indicate that participants deemed the general supports faculty offered to all students and positive, supportive relationships with faculty as retention strategies they experienced as effective and access to diversity in support systems as a retention strategy they perceived would be beneficial. Participants described social engagement and reliance on family and classmates as persistence strategies they used. Based on these findings, the article provides recommendations for school psychology faculty interested in retaining African-American students and African-American students who aim to persist to degree completion.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Counselors
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A