Abstract
Doctoral training programs educate future practitioners, scholars, and researchers. They therefore are an important site of inquiry for critical school psychologists interested in interrogating and confronting the inequities that exist within the field. We conducted four focus groups with 15 Black, Indigenous, and Women of Color (BIWOC) students in various APA-accredited school psychology Ph.D. programs to understand how they experienced their programs. We argue that the programs delivered a hidden curriculum to the participants through various socializing, vicarious, and disciplinary events, in addition to the official curriculum delivered to all students. Data analysis indicated that the hidden curriculum was delivered in four settings and consisted of six lessons, including (a) you do not belong here, (b) you cannot be trusted, (c) you are on your own, (d) you are not safe here, (e) you are a token, and (f) you will only get performative allyship from us. We discuss each of these lessons and contemplate on ways in which programs and faculty can combat their deleterious impact on the students.
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