Reflections from Racially Minoritized Graduates Regarding the Benefits of Racially Diverse Cohorts in School Psychology Programs

Abstract

Racially and ethnically minoritized (REM) students are underrepresented in school psychology graduate programs and face many challenges while completing their training. The school psychology field has identified recruitment and retention of REM students as a priority within recent years, though there are still many barriers for these students’ success. When provided with appropriate support from peers, faculty, and mentors, REM students can experience great success as school psychologists. One way to support REM students’ belonging in school psychology programs is to work toward recruiting racially and ethnically diverse cohorts. There are several benefits to racially diverse cohorts, including peer support, fostering community and belonging, and improving retention. As four recent doctoral graduates in school psychology, we reflect on our experiences as REM students, share the benefits of completing our school psychology program in a racially diverse cohort, and review the existing literature regarding the recruitment and retention of REM students. We provide specific strategies implemented by our school psychology graduate program to recruit and retain REM students; and discuss implications for retaining REM students across the broader profession.