This study examined school psychologists' awareness and beliefs about the various ecological factors that may contribute to the negative school and long-term social outcomes experienced by many Black boys. Guided by an ecological model of human development (Bronfenbrenner, 1979) and principles from attribution theory (Weiner, 1995; Graham, 1997), a conceptual model was created to examine school psychologists' knowledge about the outcomes related to Black boys, such as their disproportionate representation in special education placement and the causal attributions school psychologists' endorsed to explain such outcomes. Three hundred thirty eight school psychologists completed a 60-item on-line questionnaire. Findings indicated that school psychologists were knowledgeable about statistics related to outcomes for Black boys and perceived themselves to be knowledgeable about terminology relevant to sociological, historical, and political issues related to power and privilege. Participants in this study endorsed factors related to the microsystem (e.g. teacher-student relationship) and exosystem (e.g. special education eligibility processes) as explanations for the negative outcomes commonly experienced by Black boys. Relationships were also found between what school psychologists know about the outcomes and why they think the outcomes occur. Finally, Black school psychologists were found to be more knowledgeable about the outcomes for Black boys and they endorsed the exosystem (e.g. special education eligibility processes) and macrosystem (e.g. institutional racism) at a higher rate when compared to White school psychologists. This study offers a unique and potentially significant contribution to the empirical literature in school psychology and special education, as it encourages school psychologists to examine and determine what students need through an ecological lens and to take an active role in transforming the negative school and long-term social outcomes commonly experienced by Black boys. The study concludes with specific suggestions for future directions in the training, research, and practice of school psychology.
Read
