697
Views
1
CrossRef citations to date
0
Altmetric
Special Topic Section on Meta-Analyses and Systematic Reviews

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

Pages 224-242 | Received 10 Dec 2020, Accepted 22 Mar 2021, Published online: 06 Aug 2021

REFERENCES

  • References marked with an asterisk indicate studies included in the systematic review.
  • *Akin-Little, A., Bray, M., Eckert, T., & Kehle, T. (2004). The perceptions of academic women in school psychology: A national survey. School Psychology Quarterly, 19(4), 327–341. https://doi.org/10.1521/scpq.19.4.327.53504
  • Allen, T., Eby, L., & Lentz, E. (2006). The relationship between formal mentoring program characteristics and perceived program effectiveness. Personnel Psychology, 59(1), 125–153. https://doi.org/10.1111/j.1744-6570.2006.00747.x
  • Allen, T. D., Eby, L. T., O’Brien, K. E., & Lentz, E. (2008). The state of mentoring research: A qualitative review of current research methods and future research implications. Journal of Vocational Behavior, 73(3), 343–357. https://doi.org/10.1016/j.jvb.2007.08.004
  • Allen, T., Eby, L., Poteet, M., Lentz, E., & Lima, L. (2004). Career benefits associated with mentoring for protégés: A meta-analysis. Journal of Applied Psychology, 89(1), 127–136. https://doi.org/10.1037/0021-9010.89.1.127
  • Arczynski, A., Christensen, M. C., & Hoover, S. (2018). Fostering critical feminist multicultural qualitative research mentoring. The Counseling Psychologist, 46(8), 954–978. https://doi.org/10.1177/0011000018823782
  • *Arora, P. G., Brown, J., Harris, B., & Sullivan, A. (2017). Professional development needs and training interests: A survey of early career school psychologists. Contemporary School Psychology, 21(1), 49–57. https://doi.org/10.1007/s40688-016-0108-8
  • Azungah, T. (2018). Qualitative research: Deductive and inductive approaches. Qualitative Research Journal, 18(4), 383–400. https://doi.org/10.1108/QRJ-D-18-00035
  • Bearman, M., & Dawson, P. (2013). Qualitative synthesis and systematic review in health professions education. Medical Education, 47(3), 252–260. https://doi.org/10.1111/medu.12092
  • Benishek, L., Bieschke, K., Park, J., & Slattery, S. (2004). A multicultural feminist model of mentoring. Journal of Multicultural Counseling and Development, 32, 428–442.
  • Blake-Beard, S., Bayne, M., Crosby, F., & Muller, C. (2011). Matching by race and gender in mentoring relationships: Keeping our eyes on the prize. Journal of Social Issues, 67(3), 622–643. https://doi.org/10.1111/j.1540-4560.2011.01717.x
  • Booth, A. (2016). Searching for qualitative research for inclusion in systematic reviews: A structured methodological review. Systematic Reviews, 5, 74. https://doi.org/10.1186/s13643-016-0249-x
  • Booth, A., Lewin, S., Glenton, C., Munthe-Kaas, H., Toews, I., Noyes, J., Rashidian, A., Berg, R., Nyakang’o, B., Meerpohl, J., & GRADE-CERQual Coordinating Team. (2018). Applying GRADECERQual to qualitative evidence synthesis findings – paper 7: Understanding the potential impacts of dissemination bias. Implementation Science, 13(S1), 63–70. https://doi.org/10.1186/s13012-017-0694-5
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Brooms, D., & Davis, A. (2017). Stay focused on the goal: Peer bonding and faculty mentors supporting Black males’ persistence in college. Journal of Black Studies, 48(3), 305–326. https://doi.org/10.1177/0021934717692520
  • Campbell, E. H. (1967). Consultation and supervision of student teachers in a program of therapeutic tutoring. Journal of School Psychology, 6(1), 7–13. https://doi.org/10.1016/0022-4405(67)90058-1
  • Castillo, J., Curtis, M., & Gelley, C. (2013). Gender and race in school psychology. School Psychology Review, 42(3), 262–279. https://doi.org/10.1080/02796015.2013.12087473
  • Castillo, J. M., Curtis, M. J., & Tan, S. Y. (2014). Personnel needs in school psychology: A 10-year follow-up study on predicted personnel shortages. Psychology in the Schools, 51(8), 832–849. https://doi.org/10.1002/pits.21786
  • Chan, A. W., Yeh, C. J., & Krumboltz, J. D. (2015). Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model. Journal of Counseling Psychology, 62(4), 592–607. https://doi.org/10.1037/cou0000079
  • Clark, C., Mercer, S., Zeigler-Hill, V., & Dufrene, B. (2012). Barriers to the success of ethnic minority students in school psychology graduate programs. School Psychology Review, 41(2), 176–192. https://doi.org/10.1080/02796015.2012.12087519
  • Clopton, K. L., & Haselhuhn, C. W. (2009). School psychology trainer shortage in the USA: Current status and projections for the future. School Psychology International, 30(1), 24–42. https://doi.org/10.1177/0143034308101848
  • Cobb, C., Zamboanga, B., Xie, D., Schwartz, S., Meca, A., & Sanders, G. (2018). From advising to mentoring: Toward proactive mentoring in health service psychology doctoral training programs. Training and Education in Professional Psychology, 12(1), 38–45. https://doi.org/10.1037/tep0000187
  • Crespi, T., & Rueckert, Q. (2002). Mentoring school-based careers in graduate education: Conceptual considerations and case illustration. Journal of Applied School Psychology, 19(1), 113–131. https://doi.org/10.1300/J008v19n01_08
  • Cross, M., Lee, S., Bridgman, H., Thapa, D. K., Cleary, M., & Kornhaber, R. (2019). Benefits, barriers and enablers of mentoring female health academics: An integrative review. PLoS One, 14(4), e0215319. https://doi.org/10.1371/journal.pone.0215319
  • Daly, B., & Gardner, R. (2020). A case study exploration into the benefits of teaching self-care to school psychology graduate students. Contemporary School Psychology. Advance online publication. https://doi.org/10.1007/s40688-020-00328-3
  • Driessen, E., Hollon, S., Bockting, C., Cuijpers, P., & Turner, E. (2015). Does publication bias inflate the apparent efficacy of psychological treatment for major depressive disorder? A systematic review and meta-analysis of US National Institutes of Health-funded trials. PLoS One, 10(9), e0137864. https://doi.org/10.1371/journal.pone.0137864
  • Floyd, R. (2018). Publishing in school psychology and related fields: An insider’s guide. Routledge.
  • Goldberg, A. E., Kuvalanka, K., & Dickey, I. (2019). Transgender graduate students’ experiences in higher education: A mixed-methods exploratory study. Journal of Diversity in Higher Education, 12(1), 38–51. https://doi.org/10.1037/dhe0000074
  • *Grapin, S. L., Gelbar, N., January, S.-A. A., Reinhardt, J., Ochs, S., Peterson, L., & Grossman, J. (2020). Professional interests of graduate students and early career professionals in school psychology. Contemporary School Psychology. 25, 99–108. https://doi.org/10.1007/s40688-020-00291-z
  • *Graves, S., Newell, M., Harrell, F., & Wells, T. (2019). A mixed data analysis of graduate student mentoring for faculty careers in school psychology. Contemporary School Psychology, 25, 99–108. https://doi.org/10.1007/s40688-019-00253-0
  • *Graves, S. L., & Wright, L. B. (2013). A qualitative study of racially diverse school psychology faculty experiences in the professoriate: Implications for increasing diversity in higher education. Trainers’ Forum, 31, 29–46.
  • Green, T. D., Ammah, B. B., Butler-Byrd, N., Brandon, R., & McIntosh, A. (2017). African-American Mentoring Program (AAMP): Addressing the cracks in the graduate education pipeline. Mentoring & Tutoring: Partnership in Learning, 25(5), 528–547. https://doi.org/10.1080/13611267.2017.1415807
  • Gruber, J., Borelli, J. L., Prinstein, M. J., Clark, L. A., Davila, J., Gee, D. G., Klein, D., Levenson, R., Mendle, J., Olatunji, B., Rose, G., Saxbe, D., & Weinstock, L. (2020). Best practices in research mentoring in clinical science. Journal of Abnormal Psychology, 129(1), 70–81. https://doi.org/10.1037/abn0000478
  • *Guest, K. E. (2000). Career development of school psychologists. Journal of School Psychology, 38(3), 237–257. https://doi.org/10.1016/S0022-4405(00)00030-3
  • *Harris, B., Kilgus, S., Kilpatrick, J., & Jimerson, S. (2020). The School Psychology Research Collaboration Conference: Examination of scholarly outcomes. Contemporary School Psychology. Advance online publication. https://doi.org/10.1007/s40688-020-00275-z
  • Holloway-Friesen, H. (2021). The role of mentoring on Hispanic graduate students’ sense of belonging and academic self-efficacy. Journal of Hispanic Higher Education, 20, 46–58. http://doi.org/10.1177/1538192718823716
  • Hussey, L., & Campbell-Meier, J. (2020). Are you mentoring or coaching? Definitions matters. Journal of Librarianship and Information Science. Advance online publication. https://doi.org/10.1177/0961000620966651
  • Hyman, I., & Meyers, J. (1973). Training for change: A university supervised internship in a single setting. Journal of School Psychology, 11(2), 161–167. https://doi.org/10.1016/0022-4405(73)90055-1
  • Johnson, W. (2014). Mentoring in psychology education and training: A mentoring relationship continuum model. In W. Johnson & N. Kaslow (Eds.), The Oxford handbook of education and training in clinical psychology (pp. 272–290). Oxford University Press.
  • Kachchaf, R., Ko, L., Hodari, A., & Ong, M. (2015). Career-life balance for women of color: Experiences in science and engineering academia. Journal of Diversity in Higher Education, 8(3), 175–191. https://doi.org/10.1037/a0039068
  • Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
  • *Little, S., Akin-Little, A., Palomares, R., & Eckert, T. (2012). Men in academic school psychology: A national survey. Psychology in the Schools, 49(6), 554–567. https://doi.org/10.1002/pits.21615
  • Malone, C. M., Jacobs, D., & Sullivan, A. L. (2010). Mentorship for culturally and linguistically diverse school psychology graduate students. Communiqué, 39(3), 31.
  • Mangione, L., Borden, K. A., Nadkarni, L., Evarts, K., & Hyde, K. (2018). Mentoring in clinical psychology programs: Broadening and deepening. Training and Education in Professional Psychology, 12(1), 4–13. https://doi.org/10.1037/tep0000167
  • *Martinez, R., Floyd, R., & Erichsen, L. (2011). Strategies and attributes of highly productive scholars and contributors to the school psychology literature: Recommendations for increasing scholarly productivity. Journal of School Psychology, 49(6), 691–720. https://doi.org/10.1016/j.jsp.2011.10.003
  • McCormick-Huhn, K., Warner, L., Settles, I., & Shields, S. (2019). What if psychology took intersectionality seriously? Changing how psychologists think about participants. Psychology of Women Quarterly, 43(4), 445–456. https://doi.org/10.1177/0361684319866430
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D., & The PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
  • Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & PRISMA-P Group (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1
  • Muschallik, J., & Pull, K. (2016). Mentoring in higher education: Does it enhance mentees’ research productivity. Education Economics, 24(2), 210–223. https://doi.org/10.1080/09645292.2014.997676
  • *Nagle, R. J., Suldo, S. M., Christenson, S. L., & Hansen, A. L. (2004). Graduate students’ perspectives of academic positions in school psychology. School Psychology Quarterly, 19(4), 311–326. https://doi.org/10.1521/scpq.19.4.311.53501
  • National Association of School Psychologists. (2021). Guidance for postgraduate mentorship and professional support. Author.
  • Newman, D., Simon, D., & Swerdlik, M. (2019). What we know and do not know about supervision in school psychology: A systematic mapping and review of the literature between 2000 and 2017. Psychology in the Schools, 56(3), 306–334. https://doi.org/10.1002/pits.22182
  • Noy, S., & Ray, R. (2012). Graduate students’ perceptions of their advisors: Is there systematic disadvantage in mentorship? The Journal of Higher Education, 83(6), 876–912. https://doi.org/10.1353/jhe.2012.0036
  • O’Shaughnessy, T., & Burnes, T. (2016). The career adjustment experiences of women early career psychologists. The Counseling Psychologist, 44(6), 786–814. https://doi.org/10.1177/0011000016650264
  • Proctor, S., Zibulsky, J., & Comerchero, V. (2012). Fostering the development of future school psychology academics: The value of the School Psychology Research Collaboration Conference. Trainers’ Forum, 31(1), 21–29.
  • Proctor, S. L., Kyle, J., Fefer, K., & Lau, Q. C. (2018). Examining racial microaggressions, race/ethnicity, gender, and bilingual status with school psychology students: The role of intersectionality. Contemporary School Psychology, 22(3), 355–368. https://doi.org/10.1007/s40688-017-0156-8
  • Proctor, S. L., & Truscott, S. D. (2012). Reasons for African American student attrition from school psychology programs. Journal of School Psychology, 50(5), 655–679. https://doi.org/10.1016/j.jsp.2012.06.002
  • Rasheem, S., Alleman, A., Mushonga, D., Anderson, D., & Vakalahi, H. F. (2018). Mentor-shape: Exploring the mentoring relationships of Black women in doctoral programs. Mentoring & Tutoring: Partnership in Learning, 26(1), 50–69. https://doi.org/10.1080/13611267.2018.1445443
  • Reschly, D., & Wilson, M. (1995). School psychology practitioners and faculty: 1986 to 1991-92 trends in demographics, roles, satisfaction, and system reform. School Psychology Review, 24(1), 62–80. https://doi.org/10.1080/02796015.1995.12085752
  • Rogers, M., & Molina, L. (2006). Exemplary efforts in psychology to recruit and retain graduate students of color. American Psychologist, 61(2), 143–256. https://doi.org/10.1037/0003-066X.61.2.143
  • *Rush, C., & Wheeler, J. (2011). Enhancing junior faculty research productivity through multi- institution collaboration: Participants’ impressions of the School Psychology Research Collaboration Conference. Canadian Journal of School Psychology, 26(3), 220–240. https://doi.org/10.1177/0829573511413552
  • Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H., & Jinks, C. (2018). Saturation in qualitative research: Exploring its conceptualization and operation. Quality & Quantity, 52(4), 1893–1907. https://doi.org/10.1007/s11135-017-0574-8
  • Schilling, E., Randolph, M., & Boan-Lenzo, C. (2018). Job burnout in school psychology: How big is the problem? Contemporary School Psychology, 22(3), 324–331. https://doi.org/10.1007/s40688-017-0138-x
  • *Shapiro, E., & Blom-Hoffman, J. (2004). Mentoring, modeling, and money: The 3 Ms of producing academics. School Psychology Quarterly, 19(4), 365–381. https://doi.org/10.1521/scpq.19.4.365.53502
  • *Silva, A. E., Newman, D. S., Guiney, M. C., Valley‐Gray, S., & Barrett, C. A. (2016). Supervision and mentoring for early career school psychologists: Availability, access, structure, and implications. Psychology in the Schools, 53(5), 502–516. https://doi.org/10.1002/pits.21921
  • Sowden, B., Fleming, J., Savage, T., & Woitaszewski, A. (2016). Lesbian, gay, bisexual, and transgender-identified school psychologists: A qualitative study of their professional experiences. Contemporary School Psychology, 20(1), 1–9. https://doi.org/10.1007/s40688-015-0050-1
  • *Stark, K., Perfect, M., Simpson, J., Schnoebelen, S., & Glenn, R. (2004). Encouraging academic careers: One of many desirable career options for doctoral school psychologists. School Psychology Quarterly, 19(4), 382–397. https://doi.org/10.1521/scpq.19.4.382.53505
  • *Swerdlik, M., & Bardon, J. (1988). A survey of mentoring experiences in school psychology. Journal of School Psychology, 26(3), 213–224. https://doi.org/10.1016/0022-4405(88)90001-5
  • Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 45. https://doi.org/10.1186/1471-2288-8-45
  • Truscott, S. D., Proctor, S. L., Albritton, K., Matthews, Y., & Daniel, K. (2014). African American school psychologists’ perceptions of the opportunities and challenges of practicing in the southeastern United States. Psychology in the Schools, 51(4), 366–383. https://doi.org/10.1002/pits.21753
  • Walcott, C. M., & Hyson, D. (2018). Results from the NASP 2015 membership survey, part one: Demographics and employment conditions (Research report). National Association of School Psychologists.
  • *Wilson, M., & Reschly, D. (1995). Gender and school psychology: Issues, questions, and answers. School Psychology Review, 24(1), 45–61. https://doi.org/10.1080/02796015.1995.12085751
  • Wilson, S. (2003). Progressing toward an Indigenous research paradigm. Canadian Journal of Native Education, 27(2), 161–178.
  • Yang, C., Chen, C., Chan, M., Wang, C., Luo, H., & Lin, X. (2020). Training experience in the U.S. school psychology program: Understanding Asian international students’ assets, challenges, and coping. Contemporary School Psychology. Advance online publication. https://doi.org/10.1007/s40688-020-00320-x

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.