Exploring White Privilege Conceptions with School Psychology Graduate Interns: A Phenomenological Study
Abstract
The purpose of this study was to explore conceptions of White privilege with White school psychology graduate interns. Semi-structured interviews were conducted with 15 White school psychology graduate interns. A phenomenological methodology within the constructivist-interpretivist paradigm was used to explore how individuals conceptualized White privilege. Analysis of 15 verbatim transcripts resulted in the extraction of 5 themes. A framework was derived to summarize how these participants conceptualized White privilege. The interviews conducted revealed 5 key themes— Definitions and Examples of White privilege, Importance and process of awareness of White privilege, Emotions arising from confrontation with White privilege, Impact of White privilege in schools (specifically, in school psychology practice (including assessment, counseling, consultation, supervision) and Difficulty challenging White privilege and racism in schools. Significant statements from the participants are highlighted by themes and subthemes in the following section and provide rich insight into their conceptions of White privilege. Supporting quotes from the school psychology interns interviewed were used to illustrate these themes. Implications and recommendations are highlighted for graduate school training programs and school psychologists.
Subject Area
Educational tests & measurements|Educational psychology|Counseling Psychology|Organizational behavior
Recommended Citation
Broems, Victoria M, "Exploring White Privilege Conceptions with School Psychology Graduate Interns: A Phenomenological Study" (2021). ETD Collection for Fordham University. AAI28495261.
https://research.library.fordham.edu/dissertations/AAI28495261
