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An exploration of educational psychologists' views on white privilege.

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Title: An exploration of educational psychologists' views on white privilege.
Authors: Wood, Helena (AUTHOR), Hayes, Ben (AUTHOR)
Source: Educational & Child Psychology. Sep2025, Vol. 42 Issue 3, p40-58. 19p.
Subjects: White privilege, Educational psychologists, Anti-racism, Critical race theory, Collective representation, Educational equalization, Cultural awareness, Research methodology
Abstract: Aims This study explores educational psychologists' views on white privilege, a concept often raised in connection with critical race theory and anti-racist practice. Method/Rationale A mixed-methods online survey, completed by 101 educational psychologists and trainee educational psychologists, yielded qualitative and quantitative data which was integrated to answer two research questions. Responses were analysed to understand how white privilege is perceived within the profession. Findings 82.18% of participants agreed or strongly agreed that white privilege manifests in the educational psychology profession. A reflexive thematic analysis generated five themes exploring these perceptions, addressing issues of representation, access to training, and the presence of white privilege in systems and practice, along with the view that white privilege is now less of an issue for the profession. Additionally, 90.1% of participants considered understanding white privilege to be 'very important' for educational psychologists, with three further themes highlighting its relevance to culturally competent practice and the educational psychologist's role in promoting equity, while cautioning the importance of considering white privilege alongside other factors. Limitations The focus of this research risks re-centring whiteness, and the positionality of the researchers inevitably impacted each stage of the research process. While advantageous in some ways, the use of an anonymous online survey may have led to shallower responses and limited opportunities for follow-up or clarification. Conclusions Overall, this research suggests that white privilege is perceived as an important and relevant concept to consider within the educational psychology profession. Possible implications for the profession and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: An exploration of educational psychologists' views on white privilege.
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  Data: <searchLink fieldCode="AR" term="%22Wood%2C+Helena%22">Wood, Helena</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hayes%2C+Ben%22">Hayes, Ben</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Sep2025, Vol. 42 Issue 3, p40-58. 19p.
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  Data: <searchLink fieldCode="DE" term="%22White+privilege%22">White privilege</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Anti-racism%22">Anti-racism</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink><br /><searchLink fieldCode="DE" term="%22Collective+representation%22">Collective representation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+awareness%22">Cultural awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Aims This study explores educational psychologists' views on white privilege, a concept often raised in connection with critical race theory and anti-racist practice. Method/Rationale A mixed-methods online survey, completed by 101 educational psychologists and trainee educational psychologists, yielded qualitative and quantitative data which was integrated to answer two research questions. Responses were analysed to understand how white privilege is perceived within the profession. Findings 82.18% of participants agreed or strongly agreed that white privilege manifests in the educational psychology profession. A reflexive thematic analysis generated five themes exploring these perceptions, addressing issues of representation, access to training, and the presence of white privilege in systems and practice, along with the view that white privilege is now less of an issue for the profession. Additionally, 90.1% of participants considered understanding white privilege to be 'very important' for educational psychologists, with three further themes highlighting its relevance to culturally competent practice and the educational psychologist's role in promoting equity, while cautioning the importance of considering white privilege alongside other factors. Limitations The focus of this research risks re-centring whiteness, and the positionality of the researchers inevitably impacted each stage of the research process. While advantageous in some ways, the use of an anonymous online survey may have led to shallower responses and limited opportunities for follow-up or clarification. Conclusions Overall, this research suggests that white privilege is perceived as an important and relevant concept to consider within the educational psychology profession. Possible implications for the profession and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=188317600
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        Value: 10.53841/bpsecp.2025.42.3.40
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        Text: English
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              M: 09
              Text: Sep2025
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