Increasing Racially and Ethnically Minoritized School Psychology Faculty
- Demonstrate a commitment to facilitating the success of racially and ethnically minoritized faculty. Successful universities prioritize recruiting and retaining underrepresented minoritized faculty. Success in retaining racially and ethnically minoritized faculty includes facilitating opportunities for racially and ethnically minoritized faculty to collaborate, supporting their professional and leadership development, and protecting them from excessive requests for service. Additionally, facilitating connections within the university for racially and ethnically minoritized faculty is critical (Proctor et al., 2021).
- Take measures to improve university climate. These measures may include remedying potential salary discrepancies and emphasizing the value of multicultural scholarship, graduate preparation, and service (Turner, Gonázlez, & Wood, 2008).
- Provide institutional credit for racial and ethnically minoritized faculty mentoring racially and ethnically minoritized graduate students. Racially and ethnically minoritized faculty often serve as mentors for graduate students from minoritized backgrounds. Many of these faculty create more inclusive graduate school environments, including modeling for minoritized students how to overcome institutional barriers; model the use of culturally relevant pedagogy in the research process; and teach how to use critical research lenses to study issues relevant to diverse populations (Proctor & Romano, 2016). Yet, research suggests that racially and ethnically minoritized faculty spend a considerable amount of time mentoring minoritized students, but receive little credit for this service, particularly in universities that prioritize research and publication over teaching and mentoring. This structural barrier to tenure and promotion must be acknowledge and interrupted through institutional recognition of and credit for the service racially and ethnically minoritized faculty provide through their mentoring (Proctor et al., 2021).
- Model for minoritized students how to traverse mainstream academic settings while maintaining identity. Racially and ethnically minoritized faculty should model for minoritized graduate students how to navigate the academic world while maintaining and asserting their respective cultural identities (Beasley, Miller, & Cokley, 2015).