Abstract
School psychologists enact social justice through culturally responsive professional practice and advocacy to create schools, communities, and systems that ensure equity and fairness for all children. [...]practitioners support social justice by using their political skills, practicing what they preach in terms of modeling the changes they are seeking to bring about, and engaging in culturally responsive practice (Jones et al., in press). [...]to these respondents, enacting social justice effectively is both a personal and a professional enterprise, a point of view also expressed in a study of newer school psychology practitioners (Jenkins, Shriberg, Conway, Ruecker, & Jones, 2018). [...]one is able to act more fluidly and competently (unconscious competence). [...]depending on one's stage in this process, a self-report measure, even in the absence of social desirability bias, may not accurately capture one's knowledge, attitude, or skills. Using the criteria that the work must be published in English, present psychometric properties, and not be focused on specific areas of cultural diversity (e.g., instruments focusing on one's religious views as they relate to social justice attitudes were excluded), they were able to select four instruments: the Activism Orientation Scale (AOS; Corning & Myers, 2002), the Social Issues Advocacy Scale (SIAS; Nilsson, Marszalek, Linnemeyer, Bahner, & Misailek, 2011), the Social Issues Questionnaire (SIQ; Miller et al., 2009), and the Social Justice Scale (SJS; Torres-Harding, Siers, & Olson, 2012).