Abstract

Educational psychology as a field and area of inquiry has gone underexamined in terms of its role in and contributions to racism and antiblackness. We position educational psychology as a racialized organization relative to the institution of education, a widely recognized site of institutionalized racism. We, therefore, explore the role the history, content, norms, and practices of educational psychology have played in creating and sustaining racial inequity in U.S. education. We draw attention to the racism of commission in the field’s origins by tracing the founding scholars’ white supremacist commitments and motives. Using a systematic review, we then describe the contemporary complicity of the field in sustaining racism through the omission of Black lives, perspectives, and scholarship in teaching, research, and publishing. In doing so, we demonstrate that educational psychology, by and large, fails to engage with its racist history and roots and its modern entanglements. The field also has not taken up questions of racism in educational psychology research in engaged and central ways. We conclude with a call for educational psychologists to turn toward critical frameworks, to center equity and justice in their work, and to honestly and intentionally grapple with our collective racist history.

摘要

就其在种族主义和反黑人中的作用和贡献而言，教育心理学作为一个研究领域和领域的研究不足。我们将教育心理学定位为相对于教育机构的种族化组织，教育机构是公认的制度化种族主义场所。因此，我们探讨了教育心理学的历史、内容、规范和实践在美国教育中造成和维持种族不平等的作用。我们通过追溯创始学者的白人至上主义承诺和动机，提请注意该领域起源中的种族主义佣金。然后，我们通过系统回顾，描述了该领域在维持种族主义方面的当代共谋，方法是在教学、研究和出版中忽略黑人的生活、观点和奖学金。在这样做，我们证明，教育心理学总体上未能与其种族主义历史和根源及其现代纠葛相结合。该领域也没有以参与和集中的方式处理教育心理学研究中的种族主义问题。最后，我们呼吁教育心理学家转向批判性框架，在他们的工作中以公平和正义为中心，并诚实和有意识地应对我们的集体种族主义历史。