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School Psychology Review Volume 51, 2022 - Issue 6: Special Topic Section on Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology
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Special Topic Section on Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology

Dismantling Systemic Inequities in School Psychology: Cultural Humility as a Foundational Approach to Social Justice

Andy V. Phama Florida International UniversityCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1727-5054View further author information
ORCID Icon,
Anisa N. Goforthb University of Montana MissoulaORCID Iconhttps://orcid.org/0000-0003-0745-6206View further author information
ORCID Icon,
Lisa N. Aguilarc Indiana University BloomingtonView further author information
,
Isaac Burta Florida International UniversityView further author information
,
Renee Bastiana Florida International UniversityORCID Iconhttps://orcid.org/0000-0002-6085-0061View further author information
ORCID Icon &
Diana M. Diakówb University of Montana MissoulaORCID Iconhttps://orcid.org/0000-0003-0101-4204View further author information
ORCID Icon
Pages 692-709 | Received 30 Sep 2020, Accepted 31 May 2021, Published online: 26 Aug 2021

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Read on this site (5)

Amanda L. Sullivan, Prerna Arora, Samuel Y. Song & Shane R. Jimerson. (2023) Theory, Methods, and Practice to Advance Equity and Social Justice in School Psychology: Articulating a Path Forward. School Psychology Review 0:0, pages 1-11.
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Anisa N. Goforth, Lindsey M. Nichols, Jingjing Sun, Amy E. Violante, Emily Brooke, Sisila Kusumaningsih, Ronda Howlett, Debbie Hogenson & Niki Graham. (2022) Cultural Adaptation of an Educator Social–Emotional Learning Program to Support Indigenous Students. School Psychology Review 0:0, pages 1-17.
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Amanda L. Sullivan, Frank C. Worrell & Shane R. Jimerson. (2022) Reconceptualizing School Psychology for the 21st Century: The Future of School Psychology in the United States. School Psychology Review 51:6, pages 647-660.
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Amanda L. Sullivan. (2022) Overcoming Disaster Through Critical Consciousness and Ideological Change. School Psychology Review 51:6, pages 676-691.
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Prerna G. Arora, Amanda L. Sullivan & Samuel Y. Song. (2022) On the Imperative for Reflexivity in School Psychology Scholarship. School Psychology Review 0:0, pages 1-13.
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Articles from other publishers (5)

Andy V. Pham & Lesline C. Charles. (2023) Racial Disparities in Autism Diagnosis, Assessment, and Intervention among Minoritized Youth: Sociocultural Issues, Factors, and Context. Current Psychiatry Reports 25:5, pages 201-211.
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Amanda C. Breese, Amanda B. Nickerson, Melinda Lemke, Rebecca Mohr, Kamontá Heidelburg, Stephanie Fredrick & Kathleen Allen. (2023) Examining Implicit Biases of Pre-Service Educators Within a Professional Development Context. Contemporary School Psychology.
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Olivia G. Holter, Anisa N. Goforth, Kristen Pyke‐Pierce, Lisa N. Aguilar & Annie Belcourt. (2022) School‐based racial microaggressions and depression among Indigenous young adults. Psychology in the Schools 60:1, pages 255-274.
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Jingjing Sun, Anisa N. Goforth, Lindsey M. Nichols, Amy Violante, Kelsey Christopher, Ronda Howlett, Debbie Hogenson & Niki Graham. (2022) Building a space to dream: Supporting indigenous children's survivance through community‐engaged social and emotional learning. Child Development 93:3, pages 699-716.
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Johanna Nouchi. (2021) Kasalokada ta lagwosada : réalités et enjeux de la recherche collaborative en milieux autochtones, Carole Delamour, Jo Anni Joncas, David Bernard, Benoit Éthier et Francesca Croce. Éditions Peisaj, Sherbrooke, 276 p., 2021. Revue d’études autochtones 51:2-3, pages 172.
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