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

Desireé Vega, Rhonda Tabbah, Michele Monserrate

Research output: Contribution to journalArticle

2 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)449-463
Number of pages15
JournalPsychology in the Schools
Volume55
Issue number5
DOIs
StatePublished - May 2018

Keywords

  • cultural competence
  • multicultural training
  • social justice

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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