Working together towards social justice,anti-racism,and equity: a joint commitment from school psychology international and journal of educational and psychological consultation

Bartolo P. A. (2010). Why school psychology for diversity? School Psychology International, 31, 567–580. https://doi.org/10.1177/0143034310386532

Benner A. D. Graham S. (2013). The antecedents and consequences of racial/ethnic discrimination during adolescence: Does the source of discrimination matter? Developmental Psychology, 49, 1602–1613. https://doi.org/10.1037/a0030557

Bhowmik M. K. (2017). Equitable and quality educational opportunities for Hong Kong’s ethnic minorities: The challenges to achieve SDG4. Curriculum Perspectives, 37, 191–196. https://doi.org/10.1007/s41297-017-0030-x

Bodkin-Andrews G. H. Denson N. Bansel P. (2013). Teacher racism, academic self-concept, and multiculturation: Investigating adaptive and maladaptive relations with academic disengagement and self-sabotage for indigenous and non-Indigenous Australian students. Australian Psychologist, 48, 226–237. https://doi.org/10.1111/j.1742-9544.2012.00069.x

Bowen L. A. Legros A. Paschel T. Mattos G. Cruz K. Hooker J. (2017). A hemispheric approach to contemporary black activism. NACLA Report on the Americas, 49, 25–35. http://doi.org/10.1080/10714839.2017.1298240

Busey C. L. Coleman-King C. (2020). All around the world same song: Transnational anti-Black racism and new (and old) directions for critical race theory in educational research. Urban Education. Advance online publication. https://doi.org/10.1177/0042085920927770

Christian M. (2019). A global critical race and racism framework: Racial entanglements and deep and malleable whiteness. Sociology of Race and Ethnicity, 5, 169–185. http://doi.org/10.1177/2332649218783220

Dean J. (2018). Segregation effects on Australian indigenous primary school achievement. Asia Pacific Journal of Education, 38, 1–377. https://doi.org/10.1080/02188791.2018.1509057

Gamst G. C. Liang C. T. H. Der-Karabetian A. (2011). Handbook of multicultural measures. Sage.

Garbarino J. Briggs A. (2014). An approach to assessing ‘accountability’ in implementing the UN convention on the rights of the child: Implications for school psychology. School Psychology International, 35, 29–35. https://doi.org/10.1177/0143034313508874

Grapin S. L. Shriberg D. (2020). International perspectives on social justice: Introduction to the special issue. School Psychology International, 41, 3–12. http://doi.org/10.1177/0143034319897359

Graves S. L. (2009). Albert Sidney Beckham: the first African American school psychologist. School Psychology International, 30, 5–23. https://doi.org/10.1177/0143034308101847

Graves S. L. Phillips S. Johnson K. Jones M. Thornton D. (2020). Pseudoscience, an emerging field, or just a framework without outcomes? A bibliometric analysis and case study presentation of social justice research. Contemporary School Psychology. Advance online publication. https://doi.org/10.1007/s40688-020-00310-z

Guthrie R. V. (2004). Even the rat was white: A historical view of psychology (2nd ed.). Pearson Education.

Hatzichristou C. Lampropoulou A. Lianos P. (2020). Social justice principles as core concepts in school psychology training, research and practice at a transnational level. School Psychology International, 41, 67–86. https://doi.org/10.1177/0143034319892031

Messing V. (2017). Differentiation in the making: Consequences of school segregation of Roma in the Czech Republic, Hungary, and Slovakia. European Education, 49, 89–103. https://doi.org/10.1080/10564934.2017.1280336

Moodie N. Maxwell J. Rudolph S. (2019). The impact of racism on the schooling experiences of aboriginal and Torres Strait islander students: A systematic review. The Australian Educational Researcher, 46, 273–295. https://doi.org/10.1007/s13384-019-00312-8

Newman D. Albritton K. Barrett C. Fallon L. Moy G. E. O’Neal C. VanMeter S. (2020). Working together towards social justice, anti-racism, and equity: A joint commitment from Journal of Educational and Psychological Consultation and School Psychology International. Journal of Educational and Psychological Consultation. Advance online publication. https://doi.org/10.1080/10474412.2020.1848313

Nicolas G. Thompson C. E. F. (2019). Racialized violence in the lives of black people: Illustrations from Haiti (Ayiti) and the United States. The American Psychologist, 74, 587–595. https://doi.org/10.1037/amp0000453

Noltemeyer A. Proctor S. Dempsey A. (2013). Race and ethnicity in school psychology publications: A content analysis and comparison to publications in related disciplines. Contemporary School Psychology, 17, 129–142. https://doi.org/10.1007/BF03340994

Olson S. E. Wilczenski F. L. (1995). Multicultural issues and education relevant to school psychology practice. School Psychology International, 16, 323–334. https://doi.org/10.1177/0143034395164001

Parris L. Neves J. R. La Salle T. (2018). School climate perceptions of ethnically diverse students: Does school diversity matter? School Psychology International, 39, 625–645. https://doi.org/10.1177/0143034318798419https://doi.org/.

Pillay J. (2014). Advancement of children’s rights in Africa: A social justice framework for school psychologists. School Psychology International, 35, 225–240. https://doi.org/10.1177/0143034313515990

Pillay J. (2020). Social justice implications for educational psychologists working with orphans and vulnerable children in South Africa. School Psychology International, 41, 37–52. https://doi.org/10.1177/0143034319893005

Proctor S. L. Kyle J. Fefer K. Lau C. (2017). Examining racial microaggressions, race/ethnicity, gender, and bilingual status with school psychology students: The role of intersectionality. Contemporary School Psychology, 22, 355–368. http://doi.org/10.1007/s40688-017-0156-8

Proctor S. L. Li K. Chait N. Owens C. Gulfaraz S. Sang E. , Prosper, G., & Ogundiran D. (2020). Preparation of school psychologists to support black students exposed to police violence: Insight and guidance for critical training areas. Contemporary School Psychology. Advance online publication. https://doi.org/10.1007/s40688-020-00317-6

Rogers M. R. Ingraham C. L. Bursztync A. Cajigas-Segredo N. Esquivel G. Hess R. , Nahari, S. G., & Lopez E. C. (1999). Providing psychological services to racially, ethnically, culturally, and linguistically diverse individuals in the schools: Recommendations for practice. School Psychology International, 20, 243–264. https://doi.org/10.1177/0143034399203001

Reisch M. (2014). Introduction to part I. In Reich M. (Ed.), The Routledge international handbook of social justice (pp. 9–13). Routledge.

Roberts S. O. Bareket-Shavit C. Dollins F. A. Goldie P. D. Mortenson E. (2020). Racial inequality in psychological research: Trends of the past and recommendations for the future. Perspectives on Psychological Science: A Journal of the Association for Psychological Science, 15, 1295–1309. https://doi.org/10.1177/1745691620927709

Schulze J. Winter L. A. Woods K. Tyldesley K. (2017). Investigating the significance of social justice in educational psychology practice – A systematic literature review. Educational and Child Psychology, 34, 57–73.

Shriberg D. Clinton A. (2016). The application of social justice principles to global school psychology practice. School Psychology International, 37, 323–339. https://doi.org/10.1177/0143034316646421.

Shum M. Gao F. Ki W. W. (2016). School desegregation in Hong Kong: Non-Chinese linguistic minority students’ challenges to learning Chinese in mainstream schools. Asia Pacific Journal of Education, 36, 533–544. https://doi.org/10.1080/02188791.2015.1005048.

Stanley C. (2007). When counter narratives meet master narratives in the journal editorial-review process. Educational Researcher, 36, 14–24. http://doi.org/10.3102/0013189X06298008

Thapa C. B. Adamson B. (2017). Ethnicity, language-in-education policy and linguistic discrimination: Perspectives of Nepali students in Hong Kong. Journal of Multilingual and Multicultural Development, 39, 329–340. https://doi.org/10.1080/01434 632.2017.13899 47.

Vega D. Plotts C. (2019). Bilingual school psychology graduate students’ perceptions of a cultural immersion experience. School Psychology International, 41, 137–153. https://doi.org/10.1177/0143034319888965

Villarreal V. (2014). Cultural and linguistic diversity representation in school psychology intervention research. Contemporary School Psychology, 18, 159–167. http://doi.org/10.1007/s40688-014-0027-5