ERIC Number: EJ825079
Record Type: Journal
Publication Date: 2008
Reference Count: 36
Advocating for Social Justice: The Context for Change in School Psychology
Rogers, Margaret R.; O'Bryon, Elisabeth C.
School Psychology Review, v37 n4 p493-498 2008
Inequalities and disparities abound in U.S. society. Research studies reveal that across the contexts of people's lives--in the workplace, the home, churches, banking and lending, health care, criminal justice system, and schools--unevenness and disparities exist across racial, gender, sexual orientation, language background, ability, and nationality lines. Yet, for many Americans, the sociopolitical realities that negatively influence quality of life and public health are unseen. Understanding where inequities and disparities exist, how to address them, and working to eliminate them are the goals of a social justice approach to service delivery. In this article, the authors discuss how school psychologists have a responsibility to act as advocates for social justice. They explain the processes and strategies involved in school psychology advocacy work.
Descriptors: Social Justice, School Psychologists, School Psychology, Educational Strategies, Critical Theory, Counseling Techniques, Counseling Theories, Theory Practice Relationship, Delivery Systems, Change Strategies, Educational Change, Context Effect
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: email@example.com; Web site: http://www.nasponline.org
Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education
Authoring Institution: N/A