Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-26T23:07:09.442Z Has data issue: false hasContentIssue false

37 - Rising to the Challenge: A School Psychology for All Students

from Part VIII - Conclusion

Published online by Cambridge University Press:  18 September 2020

By
Frank C. Worrell ,
Dante D. Dixson  and
Tammy L. Hughes
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
Get access

Summary

In this chapter, we begin with an overview of the achievement gap, highlighting differences by gender, ethnicity/race, and socioeconomic status. We then discuss the complexities of dealing with culture, ethnicity, and race in school psychology and review several studies that have used these constructs. A brief overview of the association between mental well-being and achievement outcomes is next, followed by a brief discussion of grit as a cautionary tale. We conclude with some general recommendations for the field.

Keywords

achievement gapexcellence gapopportunity gapcultural constructspurpose of education
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 657 - 671
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ainsworth-Darnell, J. W., & Downey, D. B. (1998). Assessing the oppositional culture explanation for racial/ethnic differences in school performance. American Sociological Review, 63, 536–553. https://doi.org/10.2307/2657266CrossRefGoogle Scholar
Andretta, J. R., Worrell, F. C., & Mello, Z. R. (2014). Predicting educational outcomes and psychological wellbeing in adolescents using time attitude profiles. Psychology in the Schools, 51, 434–451. https://doi.org/10.1002/pits.21762CrossRefGoogle Scholar
Andretta, J. R., Worrell, F. C., Ramirez, A.M., et al. (2015). The effects of stigma priming on forensic screening in African American youth. The Counseling Psychologist, 43, 1162–1189. https://doi.org/10.1177/0011000015611963Google Scholar
Babs, J., & Wolbers, M. H. (2018). Inequality in top performance: An examination of cross-country variation in excellence gaps across different levels of parental socioeconomic status. Educational Research and Evaluation, 24, 68–87. https://doi.org/10.1080/13803611.2018.1520130Google Scholar
Brown v. Board of Education of Topeka, 347 U.S. 483. (1954).Google Scholar
Buhl, M., & Lindner, D. (2009). Time perspectives in adolescence: Measurement, profiles and links with personality characteristics and scholastic experience. Diskurs Kindheits und Jungendforschung, 2, 197–216.Google Scholar
California Department of Education. (n.d.). Fingertip facts on education in California. Retrieved from www.cde.ca.gov/ds/sd/cb/ceffingertipfacts.aspGoogle Scholar
Carter, P. L., & Welner, K. G. (2013). Closing the opportunity gap: What America must do to give every child an even chance. New York, NY: Oxford University Press.CrossRefGoogle Scholar
Casad, B. J., Petzel, Z. W., & Ingalls, E. A. (2018). A model of threatening academic environments predicts women stem majors’ self-esteem and engagement in STEM. Sex Roles: A Journal of Research, 80, 469–488. https://doi.org/10.1007/s11199-018-0942-4Google Scholar
Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307–1308. https://doi.org/10.1126/science.1128317Google Scholar
Cohen, G. L., Garcia, J., Purdie-Vaughns, V., Apfel, N., & Brzustoski, P. (2009). Recursive processes in self-affirmation: Intervening to close the minority achievement gap. Science, 324, 400–403. https://doi.org/10.1126/science.1170769CrossRefGoogle ScholarPubMed
Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25, 1302–1318. https://doi.org/10.1177/0146167299258011Google Scholar
Conoley, J. C. (2009). Foreword. In Gutkin, T. B. & Reynolds, C. R. (Eds.), The handbook of school psychology (4th ed., pp. x–xii). New York, NY: John Wiley and Sons.Google Scholar
Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113, 492–511. https://doi.org/10.1037/pspp0000102Google Scholar
Croizet, J., & Claire, T. (1998). Extending the concept of stereotype threat to social class: The intellectual underperformance of students from low socioeconomic backgrounds. Personality and Social Psychology Bulletin, 24, 588–594. https://doi.org/10.1177/0146167298246003Google Scholar
Cullen, M. J., Hardison, C. M., & Sackett, P. R. (2004). Using SAT-grade and ability-job performance to test predictions derived from stereotype threat theory. Journal of Applied Psychology, 89, 220–230. https://doi.org/10.1037/0021-9010.89.2.220CrossRefGoogle ScholarPubMed
Cullen, M. J., Waters, S. D., & Sackett, P. R. (2006). Testing stereotype threat theory predictions for math-identified and non-math-identified students by gender. Human Performance, 19, 421–440. https://doi.org/10.1207/s15327043hup1904_6Google Scholar
De Brey, C., Musu, L., McFarland, J. et al. (2019). Status and trends in the education of racial and ethnic groups 2018 (NCES 2019–038). US Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2019/2019038.pdfGoogle Scholar
Dixson, D. D., Worrell, F. C., & Mello, A. R. (2017). Profiles of hope: How clusters of hope relate to school variables. Learning and Individual Differences. 59, 55–64. https://doi.org/10.1016/j.lindif.2017.08.011CrossRefGoogle Scholar
Doll, B., & Cummings, J. A. (2008). Why population-based services are essential for school mental health, and how to make them happen in your school. In Doll, B. & Cummings, J. A. (Eds.), Transforming school mental health services: Population-based approaches to promoting the competency and wellness of children (pp. 1–19). Thousand Oaks, CA: National Association of school Psychologists and Corwin Press.Google Scholar
Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY: Scribner.Google Scholar
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087Google Scholar
Dweck, C. S. (2006). Mindset: The psychology of success. New York, NY: Ballantine.Google Scholar
Education for All Handicapped Children Act of 1975. (Pub. L. No. 94–142), 20 U.S.C. Chapter 33.Google Scholar
Fontenot, K., Semega, J., & Kollar, M. (2018, September). Income and poverty in the United States: 2018 (Current Population Reports P60-263). Washington, DC: US Census Bureau, US Government Printing Office. Retrieved from www.census.gov/content/dam/Census/library/publications/2018/demo/p60-263.pdfGoogle Scholar
Ford, D. Y., Grantham, T. C., & Whiting, G. W. (2008). Another look at the achievement gap: Learning from the experiences of gifted Black students. Urban Education, 43, 216–239. https://doi.org/10.1177/0042085907312344Google Scholar
Frankenberg, E., Ee, J., Ayscue, J. B., & Orfield, G. (2019). Harming our common future: America’s segregated schools 65 years after Brown. Los Angeles, CA: The Civil Rights Project (Proyecto Derechos Civiles), Center for Education and Civil Rights, University of California, Los Angeles. Retrieved from https://tinyurl.com/va8m4hzGoogle Scholar
Frisby, C. L. (1992). Issues and problems in the influence of culture on the psychoeducational needs of African-American children. School Psychology Review, 21, 532–551. DOI: 10.1080/02796015.1992.12087362Google Scholar
Frisby, C. L. (1993a). “Afrocentric” explanations for school failure: Symptoms of denial, frustration, and despair. School Psychology Review, 22, 568–577. DOI: 10.1080/02796015.1993.12085674Google Scholar
Frisby, C. L. (1993b). One giant step backward: Myths of Black cultural learning styles. School Psychology Review, 22, 535–557. DOI: 10.1080/02796015.1993.12085671CrossRefGoogle Scholar
Frisby, C. L. (2005a). The politics of multiculturalism in school psychology: Part 1. In Frisby, C. L. & Reynolds, C. R. (Eds.), Comprehensive handbook of multicultural school psychology (pp. 45–80). Hoboken, NJ: Wiley.Google Scholar
Frisby, C. L. (2005b). The politics of multiculturalism in school psychology: Part 1. In Frisby, C. L. & Reynolds, C. R. (Eds.), Comprehensive handbook of multicultural school psychology (pp. 81–134). Hoboken, NJ: Wiley.Google Scholar
Frisby, C. L. (2013). Meeting the psychoeducational needs of minority students: Evidence-based guidelines for school psychologists and other school personnel. Hoboken, NJ: Wiley.Google Scholar
Frisby, C. L. (2015). Helping minority students in school psychology: Failures, challenges, and opportunities. School Psychology Forum: Research in Practice, 9, 74–87.Google Scholar
Froiland, J. M., Davison, M. L., & Worrell, F. C. (2016). Aloha teachers: Teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement. Social Psychology of Education: An International Journal. 19, 879–894. https://doi.org/10.1007/s11218-016-9355-9Google Scholar
Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53, 321–336. https://doi.org/10.1002/pits.21901Google Scholar
Froiland, J. M., & Worrell, F. C. (2017). Parental autonomy support, community feeling, and student expectations as contributors to later achievement among adolescents. Educational Psychology, 37, 261–271. https://doi.org/10.1080/01443410.2016.1214687Google Scholar
Froiland, J. M., Worrell, F. C., & Oh, H. (2019). Teacher–student relationships, psychological need satisfaction, and happiness among diverse students. Psychology in the Schools, 56, 856–870. https://doi.org/10.1002/pits.22245Google Scholar
Frost, R. (1969). The road not taken. In Lathem, E. C. (Ed.), The poetry of Robert Frost (p. 105). San Francisco, CA: Holt, Rinehart, and Winston.Google Scholar
Furlong, M. J., Gilman, R., & Huebner, E. S. (Eds.). (2014). A conceptual model for research in positive psychology in children and youth. Handbook of positive psychology in schools (2nd ed.). New York, NY: Routledge.Google Scholar
Harrison, L. A., Stevens, C. M., Monty, A. N., & Coakley, C. A. (2006). The consequences of stereotype threat on the academic performance of White and non-White lower income college students. Social Psychology of Education, 9, 341–357. https://doi.org/10.1007/s11218-005-5456-6Google Scholar
Huebner, E. S., Gilman, R., & Furlong, M. J. (2009). A conceptual model for research in positive psychology in children and youth. In Gilman, R., Huebner, E. S., & Furlong, M. J. (Eds.), Handbook of positive psychology in schools (pp. 3–8). New York, NY: Routledge.Google Scholar
Hughes, L. (1999a). I, too. In Rampersad, A. (Ed.), & Roessel, D. (Assoc. Ed.), The collected poems of Langston Hughes (p. 46). New York, NY: Alfred A. Knopf.Google Scholar
Hughes, L. (1999b). Let America be America again. In Rampersad, A. (Ed.), & Roessel, D. (Assoc. Ed.), The collected poems of Langston Hughes (pp. 189–191). New York, NY: Alfred A. Knopf.Google Scholar
Jenkins, K. V., Shriberg, D., Conway, D., Ruecker, D., & Jones, H. (2018). Bringing social justice principles to practice: New practitioners speak. Contemporary School Psychology, 22, 63–76. https://doi.org/10.1007/s40688-017-0129-yGoogle Scholar
Long, A. C. J., Miller, F. G., & Upright, J. J. (2019). Classroom management for ethnic-racial minority students: A meta-analysis of single-case design studies. School Psychology, 34, 1–13. https://doi.org/10.1037/spq0000305CrossRefGoogle Scholar
McFarland, J., Cui, J., Rathbun, A., & Holmes, J. (2018). Trends in high school dropout and completion rates in the United States: 2018 (NCES 2019–117). Washington, DC: US Department of Education, National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2019/2019117.pdfGoogle Scholar
McFarland, J., Hussar, B., Wang, X., et al. (2018). The condition of education 2018 (NCES 2018–144). Washington, DC: US Department of Education, National Center for Educational Statistics. Retrieved from https://nces.ed.gov/pubs2018/2018144.pdfGoogle Scholar
McFarland, J., Hussar, B., Zhang, J., et al. (2019). The condition of education 2019 (NCES 2019–144). Washington, DC: US Department of Education, National Center for Educational Statistics. Retrieved from https://nces.ed.gov/pubs2019/2019144.pdfGoogle Scholar
McKay, M. T., Andretta, J. R., Cole, J. C., et al. (2018). Time attitudes profile stability and transitions: An exploratory study on adolescent health behaviours among high school students. Journal of Adolescence, 69, 44–51. https://doi.org/10.1016/j.adolescence.2018.09.002Google Scholar
McKay, M. T., Percy, A., Cole, J. C., Worrell, F. C., & Andretta, J. R. (2016). The relationship between time attitude profiles and self-efficacy, sensation seeking, and alcohol use: An exploratory study. Personality and Individual Differences, 97, 203–209. https://doi.org/10.1016/j.paid.2016.03.060CrossRefGoogle Scholar
McKown, C., & Weinstein, R. S. (2003). The development and consequences of stereotype consciousness in middle childhood. Child Development, 74, 498–515. https://doi.org/10.1111/1467-8624.7402012Google Scholar
Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45, 18–35. https://doi.org/10.3102/0013189X16633182CrossRefGoogle Scholar
O’Connor, M., Cloney, D., Kvalsvig, A., & Goldfeld, S. (2019). Positive mental health and academic achievement in elementary school: New evidence from a matching analysis. Educational Researcher, 48, 205–216. https://doi.org/10.3102/0013189X19848724Google Scholar
Ogbu, J. U. (1978). Minority education and caste: The American system in cross-cultural perspective. New York, NY: Academic Press.Google Scholar
Ogbu, J. U. (1989). The individual in collective adaptation: A framework for focusing on academic underperformance and dropping out among involuntary minorities. In Weis, L., Farrar, E., & Petrie, H. G. (Eds.), Dropouts from school: Issues, dilemmas, and solutions (pp. 181–204). New York: SUNY Press.Google Scholar
Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5–14. https://doi.org/10.3102/0013189X021008005Google Scholar
Ogbu, J. U. (2003). Black American students in an affluent suburb: A study of academic disengagement. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Ogbu, J. U. (2004). Collective identity and the burden of “acting White” in Black history, community, and education. The Urban Review, 36, 1–35. https://doi.org/10.1023/B:URRE.0000042734.83194.f6Google Scholar
Ogbu, J. U. (Ed.). (2008). Minority status, oppositional culture, and schooling. New York, NY: Routledge.Google Scholar
Ogbu, J. U., & Simons, H. D. (1998). Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education. Anthropology and Education Quarterly, 29, 155–188.CrossRefGoogle Scholar
Owens, A. (2018). Income segregation between school districts and inequality in students’ achievement. Sociology of Education, 91, 1–27. https://doi.org/10.1177/0038040717741180Google Scholar
Plucker, J. A., Burroughs, N., Song, R. (2010). Mind the (other) gap: The growing excellence gap in K-12 education. Bloomington, IN: Center for Evaluation and Education Policy.Google Scholar
Prow, R. M., Worrell, F. C., Andretta, J. R., & Mello, Z. R. (2016). Demographic differences in adolescent time attitude profiles: A person-oriented analysis using model-based clustering. Berkeley Review of Education, 6, 79–95. Retrieved from https://escholarship.org/uc/item/4bb6r8n6#page-1Google Scholar
Reardon, S. F., Kalogrides, D., Fahle, E. M., Podolsky, A., & Zárate, R. C. (2018). The relationship between test item format and gender achievement gaps on math and ELA tests in fourth and eighth grades. Educational Researcher, 47, 284–294. https://doi.org/10.3102/0013189X18762105Google Scholar
Sackett, P. R., Hardison, C. M., & Cullen, M. J. (2004). On interpreting stereotype threat as accounting for African American-White differences on cognitive tests. American Psychologist, 59, 7–13. https://doi.org/10.1037/0003-066X.59.1.7Google Scholar
Section 504 of the Rehabilitation Act of 1973 Regulations, 34 C.F.R. § 104.1 et seq.Google Scholar
Shaw, S. R. (2015). Challenging the assumptions of multicultural school psychology. [Special issue]. School Psychology Forum: Research in Practice, 9(2).Google Scholar
Shriberg, D., Bonner, M., Sarr, B. J., et al. (2008). Social justice through a school psychology lens: Definition and applications. School Psychology Review, 37, 453–468. DOI: 10.1080/02796015.2008.12087860Google Scholar
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under what circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29, 549–571. https://doi.org/10.1177/0956797617739704Google Scholar
Smith, T. R., Domenech Rodríguez, M., & Bernal, G. (2011). Culture. Journal of Clinical Psychology: In Session, 67, 166–175. https://doi.org/10.1002/jclp.20757Google Scholar
Sosniak, L. A. (1998, August). The development of talent: We learn what we live. Paper presented at the annual meeting of the American Psychological Association, San Francisco, CA.Google Scholar
Spencer, M. B., Noll, E., Stoltzfus, J., & Harpalnai, V. (2001). Identity and school adjustment: Revisiting the “acting White” assumption. Educational Psychologist, 36, 21–30. https://doi.org/10.1207/S15326985EP3601_3Google Scholar
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist 52, 613–629. https://doi.org/10.1037/0003-066X.52.6.613Google Scholar
Steele, C. M. (2003). Stereotype threat and African-American student achievement. In Perry, T., Steele, C., & Hilliard, A G., III (Eds.), Young, gifted, and Black: Promoting high achievement among African-American students (pp. 109–130). Boston, MA: Beacon Press.Google Scholar
Steele, C. M. (2010). Whistling Vivaldi and other clues to how stereotypes affect us. New York, NY: W. W. Norton & Company.Google Scholar
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology 69, 797–811. https://doi.org/10.1037/0022-3514.69.5.797Google Scholar
Svec, H. (1990). An advocacy model for the school psychologist. School Psychology International, 11, 63–70. https://doi.org/10.1177/0143034390111009Google Scholar
Telesford, J., Mendoza-Denton, R., & Worrell, F. C. (2013). Clusters of CRIS scores and psychological adjustment. Cultural Diversity and Ethnic Minority Psychology, 19, 86–91. https://doi.org/10.1037/a0031254Google Scholar
Teo, T. (2009). Psychology without Caucasians. Canadian Psychology, 50, 91–97. https://doi.org/10.1037/a0014393Google Scholar
United Nations. (1989). Convention on the Rights of the Child. Treaty Series, 1577, 3. www.refworld.org/docid/3ae6b38f0.htmlGoogle Scholar
Weinstein, R. S., & Worrell, F. C. (2016). Introduction – A university’s role in secondary school reform. In Weinstein, R. S. & Worrell, F. C. (Eds.), Achieving college dreams: How a university-charter district partnership created an early college high school (pp. 3–32). New York, NY: Oxford University Press.CrossRefGoogle Scholar
Witherspoon, E. B., Vincent-Ruz, P., & Schunn, C. D. (2019). When making the grade isn’t enough: The gendered nature of Premed science course attrition. Educational Researcher, 48, 193–204. https://doi.org/10.3102/0013189X19840331Google Scholar
Worrell, F. C. (2007). Ethnic identity, academic achievement, and global self-concept in four groups of academically talented adolescents. Gifted Child Quarterly, 51, 23–38. https://doi.org/10.1177/0016986206296655Google Scholar
Worrell, F. C. (2014). Theories school psychologists should know: Culture and academic achievement. Psychology in the Schools, 51, 332–347. https://doi.org/10.1002/pits.21756Google Scholar
Worrell, F. C. (2015). Culture as race/ethnicity. In McLean, K. C. and Syed, M. (Eds.), The Oxford handbook of identity development (pp. 249–268). New York, NY: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199936564.013.029Google Scholar
Worrell, F. C. (2016). Talent development – The forging of an academic identity. In Weinstein, R. S. & Worrell, F. C. (Eds.), Achieving college dreams: How a university-charter district partnership created an early college high school (pp. 317–344). New York, NY: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190260903.003.0015Google Scholar
Worrell, F. C. (2018, November). Educational psychology: A call to arms. Keynote address at the 11th Educational Psychology Forum (“Research and Practice Partnerships: Advancing Educational Psychology Together”), University of Auckland, Auckland, New Zealand.Google Scholar
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314. https://doi.org/10.1080/00461520.2012.722805Google Scholar
Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267–301. https://doi.org/10.3102/0034654311405999Google Scholar
Zack, N. (2001). Philosophical aspects of the “AAA statement on ‘race.’” Anthropological Theory, 1, 445–465. https://doi.org/10.1177/14634990122228836Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×