Reconceptualizing Mentorship for the 21st Century: A Systematic Mapping of Research in School Psychology

Abstract

Given school psychology’s longstanding workforce shortages, mentorship may be an invaluable mechanism for supporting current and future school psychologists. To advance the literature in this area, we conducted a systematic review of mentoring research in school psychology. Through a comprehensive search of peer-reviewed scholarship, we identified 16 empirical studies published between 1988 and 2020 that directly examined mentoring. We then performed a qualitative thematic synthesis of their findings. Results indicated several benefits of mentoring, including support for mentees’ career planning and psychosocial well-being. All studies were cross-sectional, and the majority did not consider the intersection of race and ethnicity with mentoring experiences; however, several described barriers to mentoring for individuals with racial, ethnic, sex, and gender minoritized identities. Findings indicate a need for more methodologically diverse research that centers the voices of mentors and protégés from traditionally marginalized backgrounds. Implications for reconceptualizing mentoring research and practice are discussed.

Impact Statement

Between 1988 and 2020, only 16 published studies examined mentoring experiences and outcomes among school psychology practitioners, faculty, and trainees. A review of these studies revealed a variety of career and psychosocial benefits of mentoring; however, it also indicated racial, ethnic, sex, and gender inequities in mentoring experiences. Findings indicate a need for additional well-designed research that centers the voices of people with traditionally marginalized identities.

Keywords:

• Diversity
• professional issues in school psychology
• training in school psychology

Associate Editor:

• Frank C. Worrell

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

Sally L. Grapin

Sally L. Grapin, PhD, is an Associate Professor in the Department of Psychology at Montclair State University. Her research focuses on the intersection of social justice and school psychology. Dr. Grapin is a member of the 2022 School Psychology Research Collaboration Conference Planning Committee.

Melissa A. Collier-Meek

Melissa A. Collier-Meek, PhD, is an Associate Professor in the School Psychology Program in the Department of Counseling and School Psychology at University of Massachusetts Boston. Her research addresses the implementation of interventions in schools. Dr. Collier-Meek is the Chair of the 2022 School Psychology Research Collaboration Conference.

Stacy-Ann A. January

Stacy-Ann A. January, PhD, NCSP, is an Assistant Professor in the School Psychology Program at the University of South Florida. Dr. January’s research interests include investigating the technical characteristics and decision-making utility of universal screening and progress monitoring assessments and developing and evaluating interventions that target academic skills. She is currently an Associate Editor of School Psychology Review. She is also Cochair of the 2022 School Psychology Research Collaboration Conference.

Chunyan Yang

Chunyan Yang, PhD, is an Assistant Professor of School Psychology in the Graduate School of Education at the University of California, Berkeley. Her research interests focus on understanding how school members (e.g., students, teachers, parents) interact with their living contexts (e.g., school, family, community, culture) to find their resilience in face of a variety of risk factors in school settings, such as bullying, teacher-targeted violence and mental health challenges. She is a member of the 2022 School Psychology Research Collaboration Conference Planning Committee.

Nora L. Portillo

Nora L. Portillo, BA, is a Doctoral Student in the Clinical Psychology PhD Program at Montclair State University. Her research focuses on experiences of discrimination and mental health outcomes.