Preparing Social Justice Advocates Through Undergraduate Service Learning in School Psychology

Abstract

Developing competence in multiculturalism and social justice advocacy is a lifelong pursuit. Nevertheless, scholars have rarely considered the role of undergraduate education in preparing future school psychologists to address individual and institutional injustices in schools. This study explored the perspectives of undergraduates enrolled in a semester-long service learning program focused on social justice and school psychology. Participants were 11 undergraduates who completed individual interviews regarding their understanding of social justice and the impact of their service learning experiences on their personal and professional development. Thematic analysis of interview transcripts revealed 11 primary themes. Results captured participants’ emerging views of social justice and experimentation with basic advocacy skills at their service learning sites. Findings suggest the value of service learning experiences for preparing undergraduates for more advanced studies of social justice as future school psychology trainees. IMPACT STATEMENT School psychologists are especially well-situated to engage in social justice advocacy within school settings. This article highlights the ways in which undergraduate service learning experiences can prepare future school psychologists to address social justice issues in schools and to disrupt institutional practices that oppress youth and families who have been historically marginalized.