Surviving and thriving in school psychology through community building and storytelling: A collaborative autoethnography

Lisa N. Aguilar, Karina Mojica, Hanna S. Lim, Maria D.L. Ruiz-Montoya, Ja’Toria S. Palmer, Carissa B. Serratos, Jaylin M. Soto

Research output: Contribution to journalArticlepeer-review

Abstract

As marginalized graduate students and faculty, we have stories to tell about our experiences within school psychology. Many of these stories center our oppression, trauma, and exclusion but some of them also center our joy and resistance. The purpose of this collaborative autoethnographic project was to create a counterspace in which we, BIWOC faculty and graduate students, could come together to engage in storytelling and build community amongst one another as a way to survive and thrive in academia. As a result of the counterspace, we are able to provide critical feedback and recommendations for school psychology programs to better support marginalized students and faculty. And we also offer critical hope and knowledge to marginalized graduate students and faculty who are currently in the field.

Original languageEnglish (US)
Pages (from-to)280-318
Number of pages39
JournalSchool Psychology International
Volume45
Issue number3
DOIs
StatePublished - Jun 2024

Bibliographical note

Publisher Copyright:
© The Author(s) 2023.

Keywords

  • BIWOC
  • collaborative autoethnography
  • community building
  • minoritized faculty
  • minoritized graduate students
  • storytelling

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