Date of Submission

2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Department Chair

Jessica Glass Kendorski Ph.D., NCSP, BCBA-D

First Advisor

Virginia Salzer, Ph.D.

Second Advisor

Sofia Pham, Ph.D.

Third Advisor

Tamara Nelson, Ph.D., MPH

Abstract

This study examined Black male school psychologists' experiences, challenges, and contributions, focusing on the systemic barriers that limited their full participation in the field. A phenomenological approach was employed, with data collected through semi-structured interviews and analyzed using thematic analysis. Four key themes emerged: lack of early exposure to the profession, challenges during graduate training, the need for advocacy and representation, and the complexity of their individual identities. The findings highlighted the importance of proactive strategies to recruit and retain Black male school psychologists, stressing the need for diversity, cultural competence, and inclusivity in both professional and educational settings. Increased representation was found to enhance cultural competence and advocacy, particularly in addressing racial biases that disproportionately affected Black male students. For Black male school psychologists, greater representation helped reduce feelings of isolation, foster professional connections, and recognize their unique contributions and experiences. It also promoted improved communication, cultural understanding, and a sense of belonging, especially for underrepresented students. Theoretical implications suggested that these efforts could lead to systemic changes, resulting in more inclusive policies and practices within the field. Overall, this study underscored the need for intentional efforts to dismantle the barriers that marginalize Black male school psychologists, aiming to create a more equitable and culturally responsive field.

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