A Systematic Review of La Representación of Latine Students and Families in School Psychology Research

• In Event: Reimagining Belonging and Justice in K–12 Education: Centering Latine Students, Families, and Communities

Abstract

Latine students comprise nearly 30% of the U.S. student population yet remain underrepresented and misrepresented in school psychology research. This systematic review critically examines how Latine students and families have been included in empirical studies across nine major school psychology journals from 1965 to 2024. Guided by Latinx Critical Race Theory and Community Cultural Wealth frameworks, this paper analyzed 271 articles to identify trends in representation, methodological rigor, and conceptual framing. Findings reveal a predominance of deficit-based approaches, limited disaggregation of cultural and linguistic variables, and minimal use of strengths-based or anti-colonial frameworks. This paper calls for transformative, equity-driven research that affirms Latine communities’ cultural assets and lived experiences, advancing school psychology as a more just, inclusive, and responsive field.

Authors

• Monica Romero, University of Texas at Austin

• Elizabeth M Camarena, University of Illinois Chicago

• Mariana Davila, University of Texas at Austin

• Mayra A. Gaona, University of Illinois at Chicago