Using Qualitative Research to Support Black School Psychology Trainees

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: (Re)Imagining Support Alongside Graduate Students (Table 5)

Abstract

This phenomenological qualitative study explored the experiences of eight Black school psychology trainees studying in predominantly White institutions (PWIs) and historically Black colleges and universities (HBCUs). The participant’s’ experiences occurred in school psychology programs located across the USA. Convergent data yielded themes of (1) Awareness of Intersectionality, (2) Black Representation Matters, (3) Black Mentor/Faculty as Support, (4) Black Sociocultural Safe Spaces, (5) Cultural Incompetence at PWI, and (6) Unsupported Traumatic Experiences at PWI. Divergent data revealed that students from HBCUs experienced a sense of belonging, and on the contrary, students from PWIs experienced feelings of isolation. Finally, divergent data revealed that accreditation was the main concern for students who attended HBCUs.

Author

• Tiffany K. Jenkins, TKJ H.E.L.P.S