A Critical Review of Educational Psychologist Engagement with the Black Community: A Diverse Group Within a Local United Kingdom Community Context

Article


Ajewole, S. 2023. A Critical Review of Educational Psychologist Engagement with the Black Community: A Diverse Group Within a Local United Kingdom Community Context. Educational Psychology Research and Practice. 9 (1), pp. 1-13. https://doi.org/10.15123/uel.8wqx7
AuthorsAjewole, S.
Abstract

A diverse group within a community is described as a collective of individuals that are different from others within that same community (Pickup, 2021). Burnham (2012) highlights that these differences may pertain to factors such as gender, identity, class, sexual orientation or ethnicity. This perception of difference can lead to prejudice by the dominant group. The mere threat of deviation from societal norms can result in the marginalisation of diverse groups whereby they are overtly or covertly dispelled to live on the fringes of society (Pickup, 2021). Such groups often experience reduced functioning and disadvantage compared with the rest of the community (Brind et al., 2008). This paper provides a critical review of educational psychologists’ (EPs’) engagement with the Black community within the United Kingdom (UK); a diverse group within a predominantly White local community Educational Psychology Service (EPS) placement context. Relevant literature, insight into the experiences of the Black community and ways to promote group participation in professional practice are underscored. Critical analysis of factors that lead to underachievement, disaffection and exclusion among this group is also examined. A reflective writing style is incorporated throughout as I critically consider placement practice experiences of engagement with the Black community as a Black thirdyear Trainee Educational Psychologist (TEP) at the University of East London at the time of writing.

JournalEducational Psychology Research and Practice
Journal citation9 (1), pp. 1-13
ISSN2059-8963
Year2023
PublisherSchool of Psychology, University of East London
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Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8wqx7
Publication dates
Online2023
Publication process dates
Deposited03 Oct 2023
Copyright holder© 2023, The Author
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