Dismantling Systemic Inequities in School Psychology: Cultural Humility as a Foundational Approach to Social Justice

Andy V. Pham, Anisa N. Goforth, Lisa N. Aguilar, Isaac Burt, Renee Bastian, Diana M. Diaków

Research output: Contribution to journalArticlepeer-review

17 Scopus citations


School psychology has faced longstanding challenges in advancing equity and parity due to persistent oppression, racism, and colonialism in the field. These challenges have contributed to critical shortages of faculty and practitioners who are Black, Indigenous, and People of Color (BIPOC), racial disparities in educational and mental health services for children, and White hegemony in school psychology research and scholarship. The purpose of this commentary is to outline and advocate for a cultural humility framework as the foundation of social justice to improve discourse, practices, and service delivery by engaging in ongoing self-awareness (e.g., critical reflexivity, understanding of power and privilege), and sustained actions (e.g., social justice advocacy, alliances with communities) to improve outcomes of the individual and community (e.g., relational empowerment). Implications of incorporating cultural humility for trainers, researchers, and practitioners are discussed as continuing efforts to improve institutional and professional accountability are needed to facilitate systemic change. Impact Statement The field of school psychology continues to face challenges advancing equity in research, practice, and policy. We present a cultural humility framework as a foundation for antiracism and anticolonialism. School psychologists engage in critical reflexivity, acknowledge their power and privilege, act to remove structural barriers, and use relational empowerment to partner with communities.

Original languageEnglish
JournalSchool Psychology Review
StateAccepted/In press - 2021


  • Kylah E. Pollard
  • advocacy
  • colonialism
  • cultural humility
  • oppression
  • racism
  • social justice


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