Wood, Helena;
Hayes, Ben;
(2025)
An exploration of educational psychologists’ views on white privilege.
Educational and Child Psychology
, 42
(3)
pp. 40-58.
10.53841/bpsecp.2025.42.3.40.
Preview |
Text
Hayes_ECP Manuscript Accepted.pdf Download (648kB) | Preview |
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.
Archive Staff Only
 |
View Item |
