Document Type

Article

Publication Date

3-2022

Publication Source

Contemporary School Psychology

Abstract

A shortage of school psychologists in the USA jeopardizes the capacity of schools to meet the needs of struggling students. The aim of the study was to evaluate the progression of school psychologists through the professional preparation—to practice pipeline for attracting, preparing, and retaining school psychologists. Descriptive research methods were used to retrospectively track three annual cohorts of graduate students from eight school psychology programs as they progressed through key milestones in their preparation and early professional practice. The results indicate that a large percentage of students completed their graduate program and continued to work in the field 1-, 3-, and 5-year post-internship for a sample that was predominately White and female. The implications of the study reinforce previous calls for graduate programs to engage in targeted, personalized efforts for recruiting graduate students with minoritized cultural identities to better meet the needs of students from culturally and linguistically diverse backgrounds.

ISBN/ISSN

Electronic ISSN 2161-1505; Print ISSN 2159-2020

Document Version

Postprint

Comments

The document available for download is the authors' accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file. To view the version of record, use the DOI: https://doi.org/10.1007/s40688-020-00319-4

Publisher

Springer Nature

Volume

26

Issue

1

Peer Reviewed

yes

Keywords

Professional issues in school psychology, Training in school psychology, Diversity

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