Volume 5, Issue 2 (Summer 2011)
School Psychologists’ Perspectives on Social Justice
David Shriberg, Martha Ellen Wynne, Alissa Briggs, Gina Bartucci, and Angela C. Lombardo
ABSTRACT: This study provides the results of a national survey of members (N = 214) of the National Association of School Psychologists (NASP) regarding how they might define, prioritize, and apply social justice. Results obtained were consistent with previous definitions of social justice, but in terms of priorities and applications several new or expanded ideas were offered. For example, respondents rated promoting best practices in school psychology, conducting culturally fair assessments, and advocating for the rights of children and families as the most realistic actions practitioners can take to support social justice. In addition, significant age differences were evident, as younger respondents appeared to be both more apt to report exposure to social justice concepts and also less willing to take personal risks to pursue social justice aims than older respondents. These and other salient findings are discussed, with recommended next steps for practice and research provided.