Editorial Note: Promoting Social Justice

摘要: The field of school psychology has an impressive track record advocacy for students with special needs. Spurred by the passage Education All Handicapped Students Act in 1975 and subsequently versions Individuals Disabilities Act, most recently 2004, profession been extremely active promoting social justice children disabilities. Although primary focus at individual student level, psychologists have advocated successfully rights disabled youth district, regional, state, national levels. other segments child population not as systematic forceful that children, also amassed a underserved populations. For example, there considerable efforts to promote academic competence among minority ethnic racial background (e.g., Manz, Fantuzzo, & Power, 2004); living poverty Perry, McDermott, English language learners de Ramirez Shapiro, 2006); who are gay, lesbian, bisexual, transgendered, questioning (Espelage Swearer, 2008); victims aggression Bradshaw, Sawyer, O'Brennan, 2007). Efforts date emphasized primarily whose needs unmet or is being victimized. need intervene level systems which developing repeatedly affirmed Sheridan Gutkin, 2000). incorporation ecological-systems model into basic framework accompanied shift from service delivery approach comprehensive, prevention-oriented promotes all children. incorporate systemic paradigm set stage broaden their agenda include both services marginalized reform exclude oppress them. However, attempts change on microsystems (classrooms) larger they embedded (school community, policy). An exception this rule initiatives achieve whole reform, such those school-wide positive behavior support movement (Sugai Horner, 2006). related typically placed little emphasis examining power dynamics within maintain unfair practices keep marginalized. In general, macrosystemic exosystemic issues (i.e., cultural, political, social, economic factors) largely ignored, resulting approaches sufficiently comprehensive. two topic articles issue, were unsolicited submissions, address gap research system reforms needed schools. These Outcome Goals 3, 4, 5 Futures Conference School Psychology, schools (Dawson et al., 2004) substantially understudied science base (Power, Further, these provide examples how apply qualitative methods break ground new areas inquiry. article Shriberg al. (2008) define identifies priorities agenda. This study illustrates usefulness Delphi obtaining information experts delineate directions future investigation. McCabe Rubinson examines graduate education department, including training program psychology, prepares serve advocates students, specifically transgendered. …