Salary Inequities Among School Psychology Trainers: An Updated Look in Consideration of the Preparation of New Professionals

Abstract

Using a national sample of 211 college and university school psychology professors solicited from training programs accredited by the American Psychological Association (APA) and/or approved by the National Association of School Psychologists (NASP), this study constitutes an updated inquiry into the salaries of those employed in a female-dominated profession. First, we found a mean base salary di!erence by gender with males earning a higher salary than females, representing small but impactful di!erences in the base salary between men and women within this sample of school psychology faculty. In examining the variability in the salaries of this sample of school psychology faculty with respect to gender and years in service to the profession, no main e!ects were found for gender, but interaction e!ects were found for gender and years of service in the zero to five and over 25 years groups, although the first di!erence favored females (at the beginning of their career) and the second di!erence favored males (at the end of their career). No meaningful gender di!erences were revealed with respect to attempting to negotiate or renegotiate for salary or promotion. In the discussion, we talk about what this contemporary investigation has revealed for the profession of school psychology.