Beyond Awareness, Knowledge, and Skill: Dispositions and their Implications for Shaping Social Justice Training

Abstract

Given the range of injustices that impact youth and families, training that emphasizes multicultural and social justice foundations is essential for effective school psychology practice. Traditionally, training in this area has emphasized the development of awareness, knowledge, and skills related to promoting equitable learning environments. Beyond awareness, knowledge, and skills, dispositions constitute an additional dimension of trainee competence that is less widely discussed in the school psychology literature yet worthy of further consideration. Dispositions refer to patterns of professional action that reflect underlying moral commitments (e.g., enduring tendencies toward creating culturally responsive learning environments and engaging traditionally disenfranchised families in school communities). The purpose of this article is to discuss the nature, measurement, and development of trainee dispositions toward social justice in school psychology. Moreover, this article reviews research on training activities designed to foster social justice dispositions. Implications of this research for school psychology trainers are discussed.