Predictors of Perceived Multicultural Competence Among Neuropsychological Trainees

Abstract

Predictors of Perceived Multicultural Competence Among Neuropsychological Trainees Hannah K. Greenbaum Multicultural competence is necessary to provide psychological services to an increasingly diverse population (Sue, 2001). It is established that multicultural competence is important for training in psychology (Bodin et al., 2014; Diaz-Santos & Hill, 2016). Despite increased interest in recent years, multicultural competence in neuropsychology has not progressed in parallel with the focus of multiculturalism in psychology broadly (Rivera Mindt, Byrd, Saez, & Manly, 2010). Little is known about multicultural assessment, and it is not yet known what factors in training contribute to perceived multicultural competence in neuropsychological trainees (Elbulok-Charape, Rabin, Spadaccini, & Barr, 2014). The primary purpose of this quantitative descriptive study was to examine several variables, alone or in various combination (age, training level, racial identity development phases, and multicultural training) that may contribute to perceived multicultural competence. Following completion of a self-report survey, data were analyzed from 97 neuropsychology trainees in doctoral, internship, or postdoctoral programs. Results of correlation analyses indicated that age, training level, racial identity developmental phases, and multicultural training were statistically significantly related to multicultural competence. Results of the primary analysis (hierarchical multiple regression) indicated that, after controlling for social desirability, age, training level, and racial identity development phases, multicultural training was a statistically significant predictor of perceived Total Multicultural Competence and Multicultural Knowledge. Findings indicated that models comprised of social desirability, age, training level, racial identity development phases, and multicultural training had a statistically significant effect on Total Multicultural Competence, Multicultural Knowledge, and Multicultural Awareness. Implications for training and future research are offered. iii DEDICATION This dissertation is dedicated to anyone who has ever felt like an "other." Platt, Jeffrey Daniels, and Cecil Smith, for serving on my committee and supporting me throughout my experience at West Virginia University. Thank you, Vicki Railing, for all that you do. The above-mentioned faculty and staff in the College of Education and Human Services (CEHS) at West Virginia University make it possible every day for students to reach their educational and professional goals. Thank you from the bottom of my heart for supporting me and for supporting all students. Thank you to those on the CEHS Professional Development Committee who help fund student research projects. To my Dad teaching me the importance of "to love, to knowledge." To my Mom, you are my role model and champion. To my sister, your strength and perseverance teaches me lessons every day. Finally, to my husband. This dissertation would not have been possible without you.