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Black Feminist Leadership and the Future of Advocacy in School Psychology

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Title: Black Feminist Leadership and the Future of Advocacy in School Psychology
Language: English
Authors: Celeste M. Malone, Nikki T. Sutton, Carleta A. Joseph, Amber M. Sessoms, Erika Wood
Source: Communique. 2026 54(7):26-29.
Availability: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed: N
Page Count: 4
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: School Psychology, Advocacy, Feminism, Resistance (Psychology), Females, School Psychologists, African American Leadership
ISSN: 0164-775X
Abstract: School psychologists face growing challenges in advocating for equity, especially when legislative efforts fall short and harm students. Black feminist leadership and resistance strategies offer fresh, practical ways to challenge injustice, build community, and reimagine advocacy.
Abstractor: As Provided
Entry Date: 2026
Access URL: https://www.nasponline.org/resources-and-publications/cq-archive
Accession Number: EJ1505719
Database: ERIC
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  Value: <anid>AN0193016198;[10uj]01may.26;2026Apr17.06:26;v2.2.500</anid> <title id="AN0193016198-1">Black Feminist Leadership and the Future of Advocacy in School Psychology </title> <p>Graph</p> <hd id="AN0193016198-2">School psychologists face growing challenges in advocating for equity, especially when legislative efforts fall short and harm students. Black feminist leadership and resistance strategies offer fresh, practical ways to challenge injustice, build community, and reimagine advocacy.</hd> <p> <bold>school psychologists have</bold> an ethical and professional duty to advocate for educational equity and culturally affirming schools, as well as to address unjust practices that harm youth (NASP, 2020). The profession has mainly concentrated on legislative advocacy, specifically communicating with lawmakers to influence the introduction, enactment, and modification of legislation (e.g., [<reflink idref="bib23" id="ref1">23</reflink>]). This advocacy is vital in school psychology because of the involvement of local, state, and federal governments in public education.</p> <p>However, in a highly partisan political environment where some legislators have proposed measures that could harm public education and students, legislative advocacy alone is not enough. School psychologists must also participate in social justice advocacy, which focuses on partnering with communities and using both traditional and unconventional strategies to address local issues, challenge injustices, and promote fair outcomes and opportunities for everyone ([<reflink idref="bib14" id="ref2">14</reflink>]).</p> <p>Resistance, or intentional and oppositional action for social change ([<reflink idref="bib22" id="ref3">22</reflink>]), is a vital component of social justice advocacy. Resistance is often regarded negatively in school psychology. For instance, "resistant consultees" do not implement an agreed-upon intervention. However, for marginalized communities, resistance is a strength that shows how they actively respond to—and not just passively experience—oppression and discrimination ([<reflink idref="bib20" id="ref4">20</reflink>]).</p> <p>As a group, school psychologists tend to be risk-averse and hesitant to challenge authority ([<reflink idref="bib15" id="ref5">15</reflink>]; [<reflink idref="bib21" id="ref6">21</reflink>]), which significantly limits their ability to engage in social justice advocacy. By paying attention to the resistance strategies employed by Black women and other marginalized communities, school psychologists can broaden their repertoire of advocacy skills, discover new ways to challenge power structures, and cultivate the courage to stand in solidarity with marginalized communities ([<reflink idref="bib19" id="ref7">19</reflink>]).</p> <p>This is the third and final article in our series on Black feminist leadership. The first article defined Black feminist leadership and described strategies to help Black women and other minoritized school psychologists enter leadership roles ([<reflink idref="bib13" id="ref8">13</reflink>]). The second addressed the leadership challenges faced by Black women and presented culturally relevant coping strategies for minoritized school psychology leaders ([<reflink idref="bib10" id="ref9">10</reflink>]). In this article, we describe the resistance strategies that Black female leaders use and provide specific recommendations for integrating these strategies into school psychology's leadership and advocacy.</p> <p>We start by redefining resistance and exploring how Black women have resisted oppression to drive positive social change. Then, we share personal stories of how we applied Black feminist resistance strategies in various professional settings and suggest ways to create conditions that support Black feminist leadership in school psychology. We conclude with next steps for the profession.</p> <hd id="AN0193016198-3">Resistance and Black Feminist Leadership</hd> <p>The idea of resistance has been explored in the social sciences, but it is often viewed narrowly as public sociopolitical actions like marches, protests, and boycotts. Marginalized communities cannot always resist in these visible ways because of threats of economic or employment repercussions, violence, physical harm, or even death. As a result, this limited definition of resistance favors those with privileged sociocultural identities and downplays the everyday, ordinary, and sometimes hidden ways marginalized groups oppose oppression. This reinforces negative stereotypes about marginalized groups and assumptions that they lack agency.</p> <p>However, marginalized communities often engage in covert acts to challenge power structures, live free from oppressive systems, and create spaces where they can thrive ([<reflink idref="bib6" id="ref10">6</reflink>]; [<reflink idref="bib19" id="ref11">19</reflink>]). Such resistance helps foster resilience among marginalized groups and has enabled their survival despite oppression. Participating in acts of resistance, whether alone or with others, also promotes psychological well-being by fostering a sense of agency and giving marginalized individuals a way to resist internalizing negative messages of oppression, empowering them to work toward creating the world they envision ([<reflink idref="bib8" id="ref12">8</reflink>]).</p> <p>Table 1 lists common resistance strategies used by Black women. Reviewing the list, it is clear how these strategies are shaped by Black women's unique experiences of navigating intersectional racism and sexism. For example, coalition building, collective organizing, and confronting oppression help Black women connect different social movements to address the multiple forms of oppression they face simultaneously. By embracing their full and complex intersectional identities, Black women challenge the idea that oppressive systems operate separately and expand their influence by working in solidarity with other marginalized groups ([<reflink idref="bib13" id="ref13">13</reflink>]). This disrupts existing power structures and bolsters collective advocacy efforts.</p> <p>TABLE 1 Black Feminist Resistance Strategies and Applications to School Psychology</p> <p> <ephtml> <table><thead><tr><th align="left">RESISTANCE STRATEGY AND DESCRIPTION</th><th align="left">APPLICATION TO SCHOOL PSYCHOLOGY</th></tr></thead><tbody><tr><td>Coalition Building Building mutually beneficial relationships with other marginalized individuals or communities for safety, connection, resource sharing, knowledge exchange, and solidarity against oppression.</td><td><list list-type="Bullet"><list-item><p>■ Collaborate with other related service professionals (e.g., school counselors, social workers) to jointly advocate for improved working conditions and adequate professional support.</p></list-item><list-item><p>■ Develop partnerships with community organizations that provide resources to support students; offer psychoeducation workshops to the community members served by the organization.</p></list-item></list></td></tr><tr><td>Collective Organizing and Leadership Acting within an organization or local government to improve community conditions and promote change, including establishing organizations, taking on leadership roles, and engaging in other public-facing actions.</td><td><list list-type="Bullet"><list-item><p>■ Apply to join a NASP committee or task force.</p></list-item><list-item><p>■ Volunteer to serve on a local government board or commission that creates policies related to education, mental health, and community concerns.</p></list-item></list></td></tr><tr><td>Confronting Oppression Speaking out against discrimination and injustice directed at oneself or others.</td><td><list list-type="Bullet"><list-item><p>■ Call out colleagues who make microaggressive comments about marginalized or underrepresented communities.</p></list-item><list-item><p>■ Remind school staff of their duty to foster an affirming and welcoming school environment for students and families from marginalized groups.</p></list-item></list></td></tr><tr><td>Critical Consciousness Development – Self Learning more about structural oppression (e.g., racism and sexism) and the history of activism within the Black community.</td><td><list list-type="Bullet"><list-item><p>■ Participate in NASP's National Book Read to learn about the social injustices affecting marginalized youth.</p></list-item><list-item><p>■ Join a professional learning community to connect with other educators interested in antioppressive education.</p></list-item></list></td></tr><tr><td>Critical Consciousness Development – Other Empowering others with historical knowledge about structural oppression and its personal and collective effects, including teaching White people about racism and Black men about patriarchy and misogyny.</td><td><list list-type="Bullet"><list-item><p>■ Educate colleagues on how discrimination and microaggressions negatively impact students' mental health, behavior, and perceptions of school climate.</p></list-item><list-item><p>■ Analyze school discipline data to identify vulnerable decision points and develop strategies to address and reduce the negative impact of bias in the discipline process.</p></list-item></list></td></tr><tr><td>Financial Support Providing financial support and other material resources to activist movements and organizing fundraising efforts to back movement work.</td><td><list list-type="Bullet"><list-item><p>■ Donate to local organizations that address community and educational inequities.</p></list-item><list-item><p>■ Organize a fundraiser to support an organization focused on youth mental health.</p></list-item></list></td></tr><tr><td>Othermothering and Community Caregiving Caregiving and acts of service toward children who are not biologically theirs (e.g., classroom students), those involved in activism, and other community members.</td><td><list list-type="Bullet"><list-item><p>■ Create or contribute to a mutual aid network to support the distribution of food, money, or other resources to students, families, and colleagues in need.</p></list-item><list-item><p>■ Volunteer as an advisor for student organizations dedicated to students with marginalized identities or school equity concerns.</p></list-item></list></td></tr><tr><td>Resisting Internalized Oppression Embracing and valuing the uniqueness of being a Black woman and intentionally speaking of oneself and community with positive regard, including rejecting an inferior quality of life or lowered expectations for themselves or other Black people.</td><td><list list-type="Bullet"><list-item><p>■ Embrace school psychologists' roles as mental and behavioral health providers and challenging the notion that school psychologists are the "gatekeepers" of special education.</p></list-item><list-item><p>■ Advocate for NCSP stipends to achieve parity with nationally certified teachers.</p></list-item></list></td></tr><tr><td>Sisterhood/Cultivating Community Being present for other Black women by providing emotional, mental, physical, and other forms of support.</td><td><list list-type="Bullet"><list-item><p>■ Start a district-level school psychology association to support colleagues.</p></list-item><list-item><p>■ Create affinity groups to offer space where colleagues with shared identities or interests can discuss common concerns and develop strategies to address them.</p></list-item></list></td></tr><tr><td>Sociopolitical Action Engaging in public acts of protest against injustice, such as marching, demonstrating, attending political rallies, or writing letters to the editor.</td><td><list list-type="Bullet"><list-item><p>■ Write an op-ed to raise public awareness of an issue affecting youth and propose research-based solutions.</p></list-item><list-item><p>■ Participate in an advocacy day sponsored by a professional or community organization.</p></list-item></list></td></tr><tr><td>Visibility Showing up as their authentic selves in professional and activist spaces and other contexts in which Black women have historically been marginalized.</td><td><list list-type="Bullet"><list-item><p>■ Organize a group to attend a city council meeting to show support or opposition to an agenda item related to education or youth mental health.</p></list-item><list-item><p>■ Petition for school psychologists to be included on any state or district committees that develop policies related to school-based mental health services.</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note</emph>. Strategies and descriptions derived from [<reflink idref="bib4" id="ref14">4</reflink>], [<reflink idref="bib5" id="ref15">5</reflink>], [<reflink idref="bib6" id="ref16">6</reflink>], [<reflink idref="bib11" id="ref17">11</reflink>], [<reflink idref="bib16" id="ref18">16</reflink>], [<reflink idref="bib22" id="ref19">22</reflink>].</p> <p>Black women's position on the margins also increases their awareness of both formal and informal power structures within organizations, fostering their organizational savvy and helping them avoid missteps that could harm themselves or their community ([<reflink idref="bib7" id="ref20">7</reflink>]). This expertise includes deciding between working within organizations to advocate for better policies that promote inclusivity and meet the needs of marginalized communities, or eschewing organizational roles to lead from outside and imagine liberatory possibilities beyond organizational constraints. Black women recognize that this combined approach of "inside participation and outside agitation" ([<reflink idref="bib5" id="ref21">5</reflink>], p. 336) is necessary for transformative change.</p> <p>Black women's resistance strategies are also culturally informed, highly relational, and focused on community empowerment. For instance, the notion of sisterhood describes the loyalty and attachment Black women have to each other because of shared experiences of oppression and how they care for one another, including sharing family caregiving responsibilities when needed ([<reflink idref="bib6" id="ref22">6</reflink>]; [<reflink idref="bib10" id="ref23">10</reflink>]). Othermothering and its extension, community caregiving, not only allow Black women to work toward their collective survival but also provide spaces to educate others about oppression and share culturally affirming messages and resistance strategies. This is demonstrated by Black women who have established educational institutions and used teaching as a form of activism and civic engagement ([<reflink idref="bib13" id="ref24">13</reflink>]). In sum, Black women use the tools available to them to engage in both public and private acts of resistance to work toward eradicating all forms of oppression and leading social change.</p> <hd id="AN0193016198-4">Black Feminist Leadership in Practice</hd> <p>As highlighted in our first article, Black female school psychologists also employ Black feminist resistance strategies to make school psychology a more equitable profession. Consider past NASP president Dr. Deborah Crockett's vision in establishing the Minority Scholarship Program to reduce financial barriers for minoritized students pursuing graduate education. Dr. Crockett herself led the initial fundraising efforts. Or past NASP president Dr. Celeste Malone's initiative to propose and lead the Equity, Diversity, and Inclusion Implementation Task Force to integrate social justice into NASP policies and school psychology practice ([<reflink idref="bib13" id="ref25">13</reflink>]).</p> <p>Chandrai Jackson-Saunders, the 2020 NASP School Psychologist of the Year and first person of color to receive this award, is another example. She developed alliances with community agencies, parent groups, and school staff to secure funding for food and clothing for students in need and created a safe passage program that helps students travel safely to and from school. Other examples of Black feminist resistance and leadership can be found among our writing team.</p> <hd id="AN0193016198-5">Stories From Black Women in Leadership</hd> <p>The experiences of Drs. Nikki Sutton and Amber Sessoms highlight the experience of navigating leadership in school districts and professional associations. These are just two examples of how Black female school psychologists have employed resistance strategies, including coalition building, collective organizing, confronting oppression, developing critical consciousness, securing financial support, and increasing visibility. Their actions, and those of countless other Black women in the profession, embody Black feminist leadership rooted in justice, healing, and community care, and have helped make school psychology a more inclusive and justice-oriented profession.</p> <hd id="AN0193016198-6">Dr. Nikki Sutton, District MTSS Program Manager</hd> <p>I am one of several leaders who participate in the annual review and content approval of the district's student handbook and code of conduct. Working to obtain consensus on creating equitable policies sometimes leads to heated debates. To help the team navigate these, I collaborate with other minoritized staff members to call out unjust policies and procedures and to provide district or school-level data to support our arguments. Not only has this helped to reduce disagreements among the leadership team, but coalition building with other staff has strengthened our relationships and led to changes in system-wide practices, such as behavior screening.</p> <hd id="AN0193016198-7">Dr. Amber Sessoms, State Association Past President</hd> <p>When I was named the first Black recipient of the School Psychologist of the Year award by the Association of School Psychologists of Pennsylvania, and later became its first Black president, I joked that it was a "good look." But beneath the humor was a deep reckoning with a legacy long overdue to be addressed. I leaned into this by committing to building the board's capacity to name uncomfortable truths and align our practices with our values, not "tradition." My presidency was not about optics. Each President's Pen became my love letter to those who would follow and a reminder that leadership is not about being the first, but rather to ensure that we are not the last.</p> <hd id="AN0193016198-8">Applying Black Feminist Leadership to Leadership and Advocacy</hd> <p>School psychologists possess the knowledge and skills to serve as systems-level advocates and change agents. However, they may feel disempowered if they lack a leadership role, are unsure how to engage with policymakers, or believe advocacy conflicts with their positions as public employees ([<reflink idref="bib18" id="ref26">18</reflink>]). Black feminist leadership and resistance strategies can help school psychologists see their unique position in schools as a source of influence instead of a limitation.</p> <p>We offer examples of how school psychologists can apply Black feminist resistance strategies in Table 1. For school psychology to adopt the principles of Black feminist leadership, we must change the narrative about what counts as leadership and who can be a leader. This involves school psychologists developing cultural humility to listen to and learn from Black women and other minoritized communities, recognizing diverse forms of leadership beyond traditional hierarchical models, and demonstrating civil courage through acts of resistance and authentic allyship with marginalized school psychologists and communities ([<reflink idref="bib9" id="ref27">9</reflink>]).</p> <p>Additionally, systemic changes within the profession are critical to creating conditions that support and promote Black feminist leadership in school psychology. Specifically, school psychology organizations can (a) establish policies and practices that recognize resistance as a legitimate form of leadership and advocacy, (b) expand beyond legislative advocacy to include resistance in organizational strategies, and (c) officially recognize individuals (especially those from marginalized groups) who use resistance in their leadership and advocacy.</p> <hd id="AN0193016198-9">Transforming School Psychology Leadership and Advocacy</hd> <p>Throughout this series on Black feminist leadership, we have highlighted the unique ways Black women—and Black female school psychologists—resist oppression and work collectively to create inclusive, affirming spaces where their communities can thrive. Black women's leadership has been instrumental in school psychology's progress toward social justice. However, they bear a significant mental, emotional, and physical toll, while the profession benefits from their labor.</p> <p>Black women are not alone in these struggles; colleagues from other marginalized and underrepresented groups also experience cultural taxation as they strive to survive and succeed in the field. For school psychology to grow and stay relevant, we must go beyond simply increasing representational diversity to embracing transformative inclusion. This means intentionally including those who have been historically excluded and valuing the knowledge, practices, and lived experiences of minoritized communities. By centering these voices, the field of school psychology will be better equipped to challenge oppressive systems and promote equity at all levels.</p> <p>Now is the time to reimagine school psychology practice, research, graduate education, leadership, and advocacy in ways that honor diverse ways of knowing and being ([<reflink idref="bib12" id="ref28">12</reflink>]). We invite all our colleagues to join us on this transformational journey. With courage, collaboration, and a commitment to justice, we can dismantle barriers and ensure that school psychology reflects the full richness and strength of the communities we serve.</p> <ref id="AN0193016198-10"> <title> Footnotes </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> The authors wish to thank Erin Harper, Aleah Hayes, Areana Padilla, and April Turner for their contributions to the planning of this article.</bibtext> </blist> </ref> <ref id="AN0193016198-11"> <title> RESOURCES </title> <blist> <bibtext> Brown Ambition Podcast: Hood Feminism & Homegrown Resistance ft. Mikki Kendall - https://<ulink href="http://www.youtube.com/watch?v=1qnStYMmkjE">www.youtube.com/watch?v=1qnStYMmkjE</ulink></bibtext> </blist> <blist> <bibl id="bib2" type="bt">2</bibl> <bibtext> Jackson, K. C. (2024). We refuse: A forceful history of Black resistance. Seal Press.</bibtext> </blist> <blist> <bibl id="bib3" type="bt">3</bibl> <bibtext> NASP EDI Podcast Series: Leading the Change: Diversifying the School Psychology Field Through Research and Professional Leadership - https://<ulink href="http://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/social-justice/equity-diversity-and-inclusion-(edi)-podcast-series">www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/social-justice/equity-diversity-and-inclusion-(edi)-podcast-series</ulink></bibtext> </blist> </ref> <ref id="AN0193016198-12"> <title> REFERENCES </title> <blist> <bibl id="bib4" idref="ref14" type="bt">4</bibl> <bibtext> Aaron, T. S. (2020). Black women: Perceptions and enactments of leadership. Journal of School Leadership, 30 (2), 146-165. https://doi.org/10.1177/1052684619871020</bibtext> </blist> <blist> <bibl id="bib5" idref="ref15" type="bt">5</bibl> <bibtext> Abdullah, M. 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A., Wood, M., & Shriberg, D. (2024). Social justice and public policy: Learning from school and counseling psychologists. School Psychology International, 45 (4), 337-358. https://doi.org/10.1177/01430343231201858</bibtext> </blist> </ref> <aug> <p>By Celeste M. Malone; Nikki T. Sutton; Carleta A. Joseph; Amber M. Sessoms and Erika Wood</p> <p>Reported by Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib23" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib14" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib22" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib20" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib15" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib21" firstref="ref6"></nolink> <nolink nlid="nl7" bibid="bib19" firstref="ref7"></nolink> <nolink nlid="nl8" bibid="bib13" firstref="ref8"></nolink> <nolink nlid="nl9" bibid="bib10" firstref="ref9"></nolink> <nolink nlid="nl10" bibid="bib11" firstref="ref17"></nolink> <nolink nlid="nl11" bibid="bib16" firstref="ref18"></nolink> <nolink nlid="nl12" bibid="bib18" firstref="ref26"></nolink> <nolink nlid="nl13" bibid="bib12" firstref="ref28"></nolink>
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  Data: <searchLink fieldCode="AR" term="%22Celeste+M%2E+Malone%22">Celeste M. Malone</searchLink><br /><searchLink fieldCode="AR" term="%22Nikki+T%2E+Sutton%22">Nikki T. Sutton</searchLink><br /><searchLink fieldCode="AR" term="%22Carleta+A%2E+Joseph%22">Carleta A. Joseph</searchLink><br /><searchLink fieldCode="AR" term="%22Amber+M%2E+Sessoms%22">Amber M. Sessoms</searchLink><br /><searchLink fieldCode="AR" term="%22Erika+Wood%22">Erika Wood</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Communique%22"><i>Communique</i></searchLink>. 2026 54(7):26-29.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 4
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+Psychology%22">School Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+%28Psychology%29%22">Resistance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22School+Psychologists%22">School Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Leadership%22">African American Leadership</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0164-775X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: School psychologists face growing challenges in advocating for equity, especially when legislative efforts fall short and harm students. Black feminist leadership and resistance strategies offer fresh, practical ways to challenge injustice, build community, and reimagine advocacy.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://www.nasponline.org/resources-and-publications/cq-archive" linkWindow="_blank">https://www.nasponline.org/resources-and-publications/cq-archive</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505719
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505719
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
        StartPage: 26
    Subjects:
      – SubjectFull: School Psychology
        Type: general
      – SubjectFull: Advocacy
        Type: general
      – SubjectFull: Feminism
        Type: general
      – SubjectFull: Resistance (Psychology)
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: School Psychologists
        Type: general
      – SubjectFull: African American Leadership
        Type: general
    Titles:
      – TitleFull: Black Feminist Leadership and the Future of Advocacy in School Psychology
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Celeste M. Malone
      – PersonEntity:
          Name:
            NameFull: Nikki T. Sutton
      – PersonEntity:
          Name:
            NameFull: Carleta A. Joseph
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          Name:
            NameFull: Amber M. Sessoms
      – PersonEntity:
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            NameFull: Erika Wood
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            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0164-775X
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Communique
              Type: main
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