SPSY 6905 - Equitable Practices In Diversity and Inclusion
Summer 2026 Syllabus, Section 01, CRN 30220,
Credit hours: 3
Course Meeting Times
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Instructor
Carrie Jackson
Professional Qualifications:
Ed.D. (Youngstown State University, 2026), D.Ed. (Indiana University of Pennsylvania, 2013), BCBA (Penn State University, 2005)
Assistant Professor; Program Director
Email: crjackson01@ysu.edu
Office: Beeghly College of Education - #4110
Office Phone: 330.941.3162
Additional Contact Methods:
https://ysu.webex.com/meet/crjackson01
Preferred Contact Method: Email
Communication Expectations:
I respond to all emails by the next business day.
How to Refer to me:
Dr. Jackson (she/her/hers)
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Course Description
6905. Equitable Practices In Diversity and Inclusion. Introduces pertinent theoretical cultural issues which relate to school psychologists as they work with diverse populations. Through lecture, discussion, and individual and group activities, candidates will develop multicultural competence allowing for appropriate individual and systemic interventions to be developed and implemented effectively. Candidates will explore their own level of cultural sensitivity as well as how their behavior impacts others, recognizing their own privilege and striving toward social justice in the educational setting. Prereq.: MEd in Intervention Services Candidate. 3 s.h.
Course Readings
| Group | Title | Author | ISBN |
|---|---|---|---|
| No required text |
Recommended Texts
Jones, J. {Ed.}. (2009). The psychology of multiculturalism in the schools: A primer for practice, training, and research. Bethesda, MD: National Association of School Psychologists.
Ladson-Billings, G. (2021). Critical race theory in education: A scholar’s journey.
New York: Teacher’s College Press. ISBN: 978-080776584-5
Theoharis, G. & Scanlan, M. (2026). Leadership for increasingly diverse schools, third edition. New York: Routledge. https://www.routledge.com/9781032901046
Shriberg, D., Song, S.Y., Miranda, A.H., & Radliff, K.M. (2013). School psychology and social justice: Conceptual foundations and tools for practice. New York: Routledge.
Resources
Center for Multicultural Resources
http://utexas.edu/coc/csdlmulticultural/index.html
CultureAlly (2024). Glossary of DEI terminology. https://www.cultureally.com/blog/glossary-of-dei-terminology
http://www.gamesforchange.org/game/a-closed-world/
Glossary for Understanding the Dismantling Structural Racism/Promoting Racial Equity Analysis https://mcusercontent.com/f7c3e8c5c5cbc6cd069cdecd3/files/3c6f8d6f-ca15-4ebc-8e1a 91789f00e0da /RCC_Structural_ Racism_Glossary _1_.pdf
JEDI Framework https://www.bcorporation.net/en-us/movement/justice-equity-diversity-inclusion
Materials for culturally and linguistically appropriate services http://ericps.crc.uiuc.edu/clas/clashome.html
Multicultural Teacher’s Corner http://www.edchange.org/multicultural/teachers.html
National Clearinghouse for Bilingual Education
http://www.ncbe.gwu.edu
https://thesafezoneproject.com
Teaching Tolerance: www.tolerance.org
http://therepresentationproject.org
Understanding Prejudice/Mc Graw-Hill High Ed: https://understandingprejudice.org
https://www.ywcaofcleveland.org/what-we-do/advocacy/
Related Readings
Bennetta, J., Edwards, H., Finnegan, C., Jones, R., Carpenter, C. & Sargeant, C. (2021). Educational psychologists’ involvement in critical incidents: self-efficacy and influencing factors. Educational Psychology in Practice, 37(4), 430–447. https://doi.org/10.1080/02667363.2021.2000371
Bergstrand Othman, L. (2018). The problem of disproportional representation of students from minority races in special education. International Journal of Special Education, 33(1), 171-183.
Broughton, A.J., Przymus, S.D., Ortiz, A.A., & Suarez Cruz, B.J. (2022). Critical consciousness in decision-making: A model for educational planning and instruction with bilingual/multilingual students with disabilities. Teaching Exceptional Children, 55(5), 338-349. https://doi.org/10.1177/00400599221093655
Cadime, I. & Mendes, S.A. (2024). Psychological assessment in school contexts: ethical issues and practical guidelines. Psychology: Research and Review, 37(32). https://doi.org/10.1186/s41155-024-00318-x
Crawford, B. F., Snyder, K. E., & Adelson, J. L. (2020). Exploring obstacles faced by gifted minority students through Bronfenbrenner’s bioecological systems theory. High Ability Studies, 31(1), 43–74.
https://doi.org/10.1080/13598139.2019.1568231
Emmerling, R.J. & Boyatzis, R.E. (2012). Emotional and social intelligence competencies: Cross cultural implications. Cross Cultural Management: An International Journal, 19 (1), 4-18.
Frisby, C. L. (2015). Helping minority children in school psychology: Failures, challenges, and opportunities. School Psychology Forum, 9(2).
Lonner, W. (2016). The introductory psychology text and cross-cultural psychology: Beyond Ekman, Whorf, and biased I.Q. tests. Online Readings in Psychology and Culture, 11, (1).
Teague, D. M. (2016). The effects of culturally responsive instruction and multicultural texts to support fifth grade struggling readers in an RtI Tier 2 classroom. Theses and Dissertations, Paper 575.
Thorell, L.B., Veleiro, A., Siu, A.F.Y., & Mohammadi, H. (2013). Examining the relation between ratings of executive functioning and academic achievement: Findings from a cross-cultural study. Child Neuropsychology, 19 (6), 630-638.
The course readings are subject to change in the event of extenuating circumstances, research developments, current events, and/or to ensure better learning.
Assignments/Assessments
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Schedule of Topics and Assignments
| Day | Date | Reading(s) | Proposed Topic | Due/To Prepare for Class |
|---|---|---|---|---|
| Tue | 6/30 | Identify topics of interest as cohort; Potential additional lecture topics F2F |
Orientation with Dr. Elmquist & Dr. Jackson (BCOE Room 3322) Review Syllabus / Course Resources Individual Presentation Date Selection Group Presentation Team /Date Selection | Review of Course Syllabus; NASP Self-Assessment Checklist https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/cultural-responsiveness/self-assessment-checklist |
| Thu | 7/2 | Materials provided by instructor in Blackboard VIRTUAL https://ysu.webex.com/meet/crjackson01 |
Foundations of Multicultural Competence in School Psychology / Disproportionality |
Reflection Prompt & Responses |
| Tue | 7/7 | Materials provided by instructor in Blackboard VIRTUAL https://ysu.webex.com/meet/crjackson01 |
Understanding Diverse Populations & Educational Equity | Reflection Prompt & Responses |
| Thu | 7/9 | Materials provided by instructor in Blackboard F2F |
Social Justice, Critical Race Theory, & School Mental Health | Reflection Prompt & Responses |
| Tue | 7/14 | Materials provided by instructor in Blackboard VIRTUAL https://ysu.webex.com/meet/crjackson01 |
Culture, MTSS/RTI, & Culturally Responsive Assessment | Reflection Prompt & Responses |
| Thu | 7/16 | Materials provided by instructor in Blackboard F2F |
Multicultural Consultation, Collaboration, & Leadership; Multicultural Research & Professional Integration | Reflection Prompt & Responses |
| Tue | 7/21 | None | Group Project Work Session | Collaborative Consultation Project Action Plan Due |
| Thu | 7/23 | Materials provided by instructor in Blackboard F2F |
Assessment & Barriers to Educational Success; Equity Audits | Reflection Prompt & Responses |
| Tue | 7/28 | None VIRTUAL https://ysu.webex.com/meet/crjackson01 |
Individual Self-Culture Presentations (Candidates 1-4) | All Individual Presentations Due – Upload to SLL: Please note: Critical tasks for SPSY courses will be graded via SLL. Candidates will not receive credit / grades for Critical Tasks that are not uploaded to SLL by their respective due dates Email PPT (in PDF form) presentation to Dr. Jackson prior before noon on 7/28 |
| Thu | 7/30 | None F2F |
Individual Self-Culture Presentations (Candidates 5-8) | All Individual Presentations Due – Upload to SLL: Please note: Critical tasks for SPSY courses will be graded via SLL. Candidates will not receive credit / grades for Critical Tasks that are not uploaded to SLL by their respective due dates Email PPT (in PDF form) presentation to Dr. Jackson prior before noon on 7/28 |
| Tue | 8/4 | None VIRTUAL https://ysu.webex.com/meet/crjackson01 |
Individual Self-Culture Presentations (Candidates 9-12) | All Individual Presentations Due – Upload to SLL: Please note: Critical tasks for SPSY courses will be graded via SLL. Candidates will not receive credit / grades for Critical Tasks that are not uploaded to SLL by their respective due dates Email PPT (in PDF form) presentation to Dr. Jackson prior before noon on 7/28 |
| Thu | 8/6 | None F2F |
Groups 1 & 2 Multicultural Project: Presentations | All Group Presentations Due – Upload to SLL: Please note: Critical tasks for SPSY courses will be graded via SLL. Candidates will not receive credit / grades for Critical Tasks that are not uploaded to SLL by their respective due dates Email PPT (in PDF form) presentation to Dr. Jackson by noon on 8/6 |
| Tue | 8/11 | None VIRTUAL https://ysu.webex.com/meet/crjackson01 |
Groups 3 & 4 Multicultural Project: Presentations | Email PPT (in PDF form) presentation to Dr. Jackson by noon on 8/6 Upload Critical Task to SLL |
| Thu | 8/13 | None | Final Reflection Papers Due | Submit via email by end of class time |
The course schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better learning.