Personal Statement

This week I've heard that, once again, all our recent graduates in School Psychology have been hired. Their employers are quite fortunate. In keeping with tradition, they are a brilliant and talented group. This week has also been my last as coordinator of the School Psychology Program. My capable associate, Dr. Peter Mortola will take over from here. The 15 years I served in that role were rich and generous to me. I cannot begin to catalogue all I have learned. I am grateful to my faculty colleagues, my practitioner colleagues across Oregon and the Pacific Northwest and to the magnificent women and men who moved with curiosity, committment, and vision through our program and into the profession. Now I step into the fantastic adventure of helping bring a new initiative of the Graduate School into being: The Oregon Center for Inquiry and Social Innovation. What a profound privilege to serve the faculty and the wider community in this way. Check out our programming via the link below and come to everything you can. Through this Center, Oregonians and all people of the Pacific Northwest and the rest of the world have the opportunity to think and act together in support of increasingly healthy and thriving communities. We need every one of your good strong minds for this work. I look forward to seeing you.

Professional Biography

Mary M. Clare is a Professor in the graduate school and director of the Indigenous Ways of Knowing Programs at Lewis & Clark in Portland, Oregon. Her research and scholarship have focused on applications of psychology in schools with particular emphasis on identifying and correcting enculturated systems of oppression. Her book, Responsive Assessment: A New Way of Thinking About Learning (1994, Jossey-Bass) is in revision.

Current Research

• Intercultural competence in consultation
• Surviving and thriving in schools and communities: Reslilience among people of historically marginalized groups
• Migrant farm working students in schools
• Spirituality and integrity in social service provision

Recent Publications

Clare, M. M., & Torres, D. (in press). ¡Si se puede!Finding culturally congruent instructional support for migrant students experiencing difficulty with learning. Multiple Voices.

Clare M., & Garcia G. (in press). Working with migrant children and their families. In G. B. Esquivel, E. C. Lopez, and S. Nahari (Eds.), Handbook of Multicultural School Psychology, New York: Erlbaum.

Clare, M., Jimenez, A., & McClendon, J. (2005). Toma el tiempo: The wisdom of migrant families in consultation. Journal of Educational and Psychological Consultation, 16, 95-111.

Clare, M. M. (2002). Diversity as a dependent variable: Considerations for research and practice in consultation. Journal of Educational and Psychological Consultation, 13, 251-263

Henning-Stout, M. & Meyers, J. (2000). Consultation and human diversity: First things first. School Psychology Review, 29, 419-425.

Henning-Stout M., James, S., & Macintosh, S. (2000). Reducing Harassment of Lesbian, Gay, Bisexual, Transgender, and Questioning Youth in Schools. School Psycholog Review, 29, 180-191.

Henning-Stout, M. (1994). Responsive assessment: A new way of thinking about learning. San Francisco: Jossey-Bass.

Academic Credentials

Ph.D. 1986 University of Nebraska at Lincoln
M.A. 1980, B.A. 1978 Austin College