Bilingual school psychology graduate students’ perceptions of a cultural immersion experience

Desireé Vega, Cynthia Plotts

Research output: Contribution to journalArticlepeer-review

Abstract

This exploratory study investigated the experiences of seven bilingual school psychology graduate students’ participation in a two-week cultural immersion experience at the Texas–Mexico border. Findings revealed five significant themes related to their experience: (1) pushed out of comfort zone, (2) bonding with peers, (3) language, culture, and identity, (4) awareness of unique challenges, and (5) changes needed in the immersion program. Implications for school psychology programs and future research directions are discussed.

Original languageEnglish (US)
JournalSchool Psychology International
DOIs
StateAccepted/In press - Jan 1 2019

Keywords

  • bilingual school psychology
  • cultural competence
  • cultural immersion

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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