Considerations for Research Focused on Minoritized Students in School Psychology

• Published in: Canadian journal of school psychology
• Main Authors: La Salle-Finley, Tamika, Norman, Gina, Adams, Jhanelle
• Format: Journal Article
• Language: English
• Published: 30.09.2024
• ISSN: 0829-5735; 2154-3984
• DOI: 10.1177/08295735241272540

There continues to be a call for research focused on better understanding and supporting the needs of students with minoritized identities. A review of school psychology research reveals that while the field has made strides, there still is an underrepresentation of research in this area. The trend toward centering diversity in research demonstrate efforts within the field to include more representation of minoritized groups despite the lack of diversity plaguing the profession. It is, therefore, vital for researchers to determine whether their practices cause undue harm to students in ways that fail to understand their strengths, muting their voices, and de-centering their experiences. As such, researchers must intentionally and iteratively examine their research aims and methodology to more equitably incorporate diverse student groups in their studies. In this paper, we discuss the significance of how minoritized groups are included (e.g., aggregated) and methodological considerations for advancing singular research methods. We propose the integration of mixed methods research to mitigate the shortcomings of a single method and obtain a more holistic view of students. Together, this is a call of action for researchers to intentionally and more consistently include minoritized students in research in ways that authentically affirm their identities.