Volume 24, Issue 1 (1995)
Gender and School Psychology: Issues, Questions, and Answers
Marilyn S. Wilson, Daniel J. Reschly
Abstract: Does gender make a difference to the profession? Do differences exist in training, practice, attitudes, or roles among male and female school psychology practitioners or faculty? These questions were explored with analyses of data from two recent national surveys of school psychologists. The assumption that an increasing proportion of practitioners are female was confirmed, but faculty in school psychology remains predominately male. Possible reasons for these differences were explored. Female doctoral practitioners rated themselves as less confident of their skills in research or writing, and also noted less mentoring during their doctoral programs than their male counterparts did. Female school psychologists, both practitioners and faculty, were more likely to have worked part time because of family responsibilities than males. Few differences in practice or roles were found for practitioners or faculty; both indicated a high level of satisfaction with their career choice. Both male and female practitioners preferred to do significantly less assessment and more systems level consultation, but these trends were less pronounced for females. Implications for the future of training and practice in school psychology related to gender issues are discussed.
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