The future of school psychology requires us to examine present challenges, our capacity to address them, and how we might better prepare ourselves for what lies ahead. This piece raises the question of whether school psychology is not only demographically but structurally oriented to the norms of middle-class White women, especially those who demonstrate gender normative identities. Our dependence on the social norms of White women, although having conferred benefits to date, may be limiting the impact of school psychology, especially in the effort to achieve and sustain systemic changes in education. Evidence cited in support of the points made here ranges from literature in social psychology and organizational psychology, to education and Black feminism, to school psychology scholarship and professional standards. The crux of this thesis is not that the feminization of our profession is to blame for the yet unrealized potential of our leadership within education. Rather, as a product of structural, patriarchal racism, the race by gender socialization process creates particular vulnerabilities in White women’s social identities that affect the values and behaviors of the profession in ways that may be hindering school psychology from achieving its stated goals. Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2021.1956856 . Impact Statement School psychology is a profession dominated by White women, who are generally taught to see themselves as powerless, in the service of both racism and misogyny. For the past twenty years, school psychology has diligently championed evidence-based school reform, but little sustained, widespread impact is yet evident. This paper examines how much of school psychology has been shaped by White women’s social norms, and how those norms may undermine school reform efforts. The overall goal is that discussing the issue openly will help us to begin to change and become more effective advocates for children, schools, and communities.