Abstract
The contributions of women in school psychology from the Thayer Conference to the present time from historical and personal perspectives are recounted. Contributions are examined in terms of four periods in the development of school psychology: formative years, struggle for recognition as a professional specialty, collaboration with other organizations, and present ambiguity. Although participation of women in organizational leadership, honors, fellow status, and publications may reflect some degree of underrepresentation compared with the gender ratios in the field, historically school psychology has provided many women with a growing, challenging professional specialty.
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