Multicultural school psychology training: An examination of students’ self‐reported course outcomes

Abstract

This mixed methods study examined the outcomes of a multicultural course on school psychology students' feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students' perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students' feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non-White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity.Additionally, a content analysis of the participants' reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research. K E Y W O R D Scultural competence, multicultural training, social justice Recent data highlights the changing landscape of the public-school environment; for instance, in the 2014-2015 schoolyear, English language learners (ELLs) represented 9.4% of the student body in the United States, and Spanish was the most common home language of ELL students (77.1%) (McFarland et al., 2017). Moreover, Latina/o student enrollment increased from 19% to 25% between 2004 and 2014, whereas enrollment among White students decreased (58% to 49.5%) (McFarland et al., 2017). Projections for the year 2026 suggest a continued decline in enrollment among White students (49.5% to 45%) and an increase for Latina/o students (25% to 29%) (McFarland et al., 2017). With this demographic shift, the field of school psychology must prepare practitioners with the skills to work with students from diverse backgrounds. However, the most recent National Association of School Psychologists (NASP) member survey (Walcott, Charvat, McNamara, & Hyson, 2015) continues to show a pattern of incongruence with public school demographics. The 2015 survey found women represented 83% of school psychologists and Whites represented 87%

Cultural competence shifts in multicultural psychology: Online versus face-to-face.

“…However, the assessment effectiveness has been criticized because of the numerous ways in which competencies are defined and taught and the ways in which outcomes are measured (Gorski, 2009; Paul-Binyamin & Reingold, 2014). Also, more information is needed on the direct pathways, coursework, and delivery method in which individuals develop said competencies (Vega, Tabbah, & Monserrate, 2018). Although measures such as the Multicultural School Psychology Counseling Competency, Cross-Cultural Counseling Inventory (Reyna et al, 2017), and self-reported measures of change (Tomlinson-Clarke, 2000) are arguably different, their results are discussed in the same way when defining, assessing, and reporting aims of cultural competencies and multicultural coursework.…”

A snapshot of multicultural training in school psychology

“…The standalone coursework builds trainees’ knowledge of multicultural terminology, specific cultural groups, and multicultural interventions (Fouad, 2006; Mallott, 2010). It can also help trainees increase their awareness of and sensitivity to cultural issues (Patterson, Papa, Reveles, & Domenech Rodríguez, 2018; Vega, Tabbah, & Monserrate, 2018). The integration of multicultural content in core school psychology courses emphasizes to trainees that multiculturalism is central to all school psychology practice.…”

Interview with a Psychologist: Representing Marginalized Psychologists and Diversity Science in Psychology Coursework

“…Moreover, representations have the power to facilitate a sense of connection to others, both nationally and globally (Edelman, 2015). With exposure to new representations comes new knowledge, which students can integrate with their understanding of the self and society, enhancing their awareness of and actions in the multicultural environments they inhabit (Vega et al, 2018). For this process among representations , connections , and integration to occur, research has recommended that MPs/DS be included in psychology coursework (Alvarez et al, 2019).…”