This commentary offers a reflection on Proctor's (2022) contribution to the special issue. In particular, it focuses on three primary threads: (a) centering Black voices in school psychology's history; b) applying an anti-racist lens to recruitment and retention research and practices; and c) recognizing the role of historically Black colleges and universities (HBCUs) in advancing school psychology. Future directions for school psychology research and practice are discussed.
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2.
BeeksA.GravesS. L.Jr (2017). Academic leaderships’ views of school psychology and Black students: the case of historically Black colleges and universities. Psychology in the Schools, 54(6), 612–623. https://doi.org/10.1002/pits.22018
3.
BocanegraJ. O.GubiA. A.ZhangY.ClaysonE.HouM.PerihanC. (2022). Upending the shortages crisis: A national survey of school psychology recruitment. School Psychology, 37(2), 97–106. https://doi.org/10.1037/spq0000486
4.
BrownR. A. (2022). Foundations of critical race theory: migration from law to the social and applied sciences. In ProctorS. L.RiveraD. P. (Eds.), Critical theories for school psychology and counseling: A foundation for equity and inclusion in school-based practice (pp. 17–32). Routledge.
5.
BurnettC. A. (2020). Diversity under review: HBCUs and regional accreditation actions. Innovative Higher Education, 45(1), 3–15. https://doi.org/10.1007/s10755-019-09482-w
ChandlerD. R. (2011). Proactively addressing the shortage of Blacks in psychology: highlighting the school psychology subfield. Journal of Black Psychology, 37(1), 99–127. https://doi.org/10.1177/0095798409359774
GaiasL. M.ArnoldK. T.LiuF. F.PullmannM. D.DuongM. T.LyonA. R. (2021). Adapting strategies to promote implementation reach and equity (ASPIRE) in school mental health services. Psychology in the Schools. Advance online publication. https://doi.org/10.1002/pits.22515
12.
GrapinS. L.BocanegraJ. O.RossenE.WoytasT. M.RosselJ. (2021). Student perspectives on recruiting and orienting prospective school psychology trainees. School Psychology, 36(4), 261–270. https://doi.org/10.1037/spq0000435
13.
GravesS. L. (2009). Albert Sidney Beckham: the first African American school psychologist. School Psychology International, 30(1), 5–23. https://doi.org/10.1177/0143034308101847
14.
GravesS. L.WrightL. B. (2009). Historically Black colleges and university students’ and faculties’ views of school psychology: implications for increasing diversity in higher education. Psychology in the Schools, 46(7), 616–626. https://doi.org/10.1002/pits.20402
15.
GravesS. L.WrightL. B. (2013). A qualitative study of racially diverse school psychology faculty experiences in the professoriate: implications for increasing diversity in higher education. Trainers’ Forum, 31(2), 29–46.
16.
ProctorS. L.KyleJ.FeferK.LauQ. C. (2018a). Examining racial microaggressions, race/ethnicity, gender, and bilingual status with school psychology students: the role of intersectionality. Contemporary School Psychology, 22, 355–368. https://doi.org/10.1007/s40688-017-0156-8
17.
ProctorS. L.NasirA.WilsonT.LiK.CastrillonP. (2018b). Retention and persistence of African American students in school psychology programs. Psychology in the Schools, 55(5), 506–522. https://doi.org/10.1002/pits22124
18.
ProctorS. L.RomanoM. (2016). School psychology recruitment research characteristics and implications for increasing racial and ethnic diversification. School Psychology Quarterly, 31(3), 311–326. https://doi.org/10.1037/spq0000154
19.
ProctorS. L.TruscottS. D. (2012). Reasons for African American student attrition from school psychology programs. Journal of School Psychology, 50(5), 655–679. https://doi.org/10.1016/j.jsp.2012.06.002
20.
ProctorS. L. (2022). From Beckham until now: Recruiting, retaining, and including Black people and Black thought in school psychology. School Psychology International. Advance online publication. https://doi.org/10.1177/01430343211066016
21.
ProctorS. L.TruscottS. D. (2013). Missing voices: African American school psychologists’ perspectives on increasing professional diversity. Urban Review, 45(3), 355–375. https://doi.org/10.1007/s11256-012-0232-3
22.
SheltonR. C.AdsulP.OhA. (2021). Recommendations for addressing structural racism in implementation science: A call to the field. Ethnicity & Disease, 31(Suppl), 357–364. https://doi.org/10.18865/ed.31.S1.357
23.
WilliamsK.BurtB.ClayK.BridgeB. (2019). Stories untold: counter-narratives to anti- Blackness and deficit-oriented discourse concerning HBCUs. American Educational Research Journal, 56(2), 556–599. https://doi.org/10.3102/0002831218802776
