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Health Disparities with a Social Justice Perspective: Year in Review
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Guttman-Lapin, Danielle; Proctor, Sherrie L. – Communique, 2021
Prior to the COVID-19 pandemic, the National Association of School Psychologists (NASP) Social Justice Committee (SJC) chose the theme of health disparities as the focus of the committee's work for the 2020-2021 school year. The pandemic underscored the importance of this theme and school psychologists' understanding of health disparities through…
Descriptors: Access to Health Care, Social Justice, COVID-19, Pandemics
Physical Health Disparities as a Social Justice Issue: Actions School Psychologists Can Take at the Systems Level
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Tan, Samantha X. L.; Harvey, Jenadra; Kendrick-Dunn, Tiombe Bisa; Proctor, Sherrie L. – Communique, 2020
As noted in the first article in this National Association of School Psychologists (NASP) Social Justice Committee (SJC) series on health disparities (see Proctor et al., 2020), health disparities are preventable differences in the burden of disease, injury, violence, or in opportunities to achieve optimal health experienced by socially…
Descriptors: Physical Health, Individual Differences, Social Justice, School Psychologists
Low Income and Economic Marginalization as a Matter of Social Justice: Foundational Knowledge
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Barrett, Charles; Kendrick-Dunn, Tiombe Bisa; Proctor, Sherrie L. – Communique, 2019
To equitably and effectively serve children, families, schools, and communities, school psychologists must appreciate the dynamic interaction that exists between many variables. Using Bronfenbrenner's (1979) ecological systems theory as an example, this comprehensive conceptual framework provides a model for understanding how interconnected…
Descriptors: Low Income Students, Child Development, Social Justice, Equal Education
Using Intersectionality as a Tool for Social Justice with Low-Income and Economically Marginalized Children and Youth
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Parris, Leandra; Proctor, Sherrie L.; Panebianco, Andrea; Crossing, Adrianna E. – Communique, 2019
Children and youth who experience low-income and economic marginalization (LIEM) suffer inequities in education, healthcare, housing, and postsecondary outcomes. LIEM is a broad conceptualization of poverty that incorporates many aspects of what it means to be economically oppressed, including access to limited financial resources and…
Descriptors: Social Justice, Low Income Students, Equal Education, Disadvantaged Youth
Bringing Social Justice Principles into School Psychology Research
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Parris, Leandra; Sabnis, Sujay; Shriberg, David; Sullivan, Amanda L.; Proctor, Sherrie L.; Savage, Todd – Communique, 2019
Social justice has been defined as fair and equitable distribution of resources, rights, representation, and treatment for marginalized people who do not possess equal power in society (Linnemeyer, Nilsson, Marszalek, & Khan, 2018). As a theoretical concept, social justice is an emergent area of inquiry in school psychology (Johnson, Bahr,…
Descriptors: School Psychology, Social Justice, Power Structure, Disadvantaged
Infusing Social Justice into Tiered Service Delivery for Low-Income and Economically Marginalized Students in Foster Care
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Kendrick-Dunn, Tiombe Bisa; Barrett, Charles; Guttman-Lapin, Danielle; Shriberg, David; Proctor, Sherrie L.; Calderón, Carlos O. – Communique, 2020
For school psychologists, social justice action involves protecting the educational rights, opportunities, and well-being of all students, "especially those whose voices have been muted, identities obscured, or needs ignored" (NASP, 2017). Facilitating social justice for students requires that school psychologists advocate for fairness…
Descriptors: Social Justice, Low Income Students, Disadvantaged Youth, Foster Care