The Psychology of Multiculturalism in
the Schools: A Primer for Training, Practice, and Research: About the Editor and Chapter Authors
About the Editor
Janine M. Jones, PhD, is an Assistant Professor of School Psychology at
Washington. She is also a
Licensed Child Psychologist with a private practice called For A Child, LLC. Dr. Jones has been involved in research, teaching,
and clinical work since 1992. Her professional settings include community
mental health centers, private practice, schools, and universities. Her professional
experiences include providing child and adolescent therapy, psychological assessment,
and teaching and supervision of graduate students. Dr. Jones specializes in clinical
work with children suffering from depression, anxiety, exposure to violence,
and trauma. Her research focuses on resilience in children from a cultural
perspective. Her educational background includes a master’s degree in Marriage,
Family, and Child Counseling from the
Southern California and a doctoral
degree in School Psychology from the
About the Chapter Authors
Lionel Blatchley, PhD, LP, worked as a School Psychologist for the Saint Paul Public
for 33 years, until retirement in 2006. He specialized in multidisciplinary
teaming, assessment of culturally and linguistically different students, and
alternative service delivery. Dr. Blatchley currently
serves as a consultant to school districts and Minnesota Department of
Education projects relating to disproportionate representation and CLD
Amy Boland, MA, is a third-year doctoral student in
the School Psychology Program at
She has master’s degrees in Developmental Psychology and School Psychology. She
currently works as a behavior consultant and psychometrician in private practice and is an adjunct psychology faculty member at
PhD, LSSP, is a Licensed Psychologist, a Licensed Specialist in School Psychology, and an
Assistant Professor in the School Psychology Program at Texas Woman’s
University. Her research, teaching, and practice focus on intervention and
consultation with students at risk for academic failure and those in special
Julie Esparza Brown, EdD, is an Assistant Professor of Special Education at
Her teaching and research interests are in bilingual special education,
culturally and linguistically responsive RTI, and least biased cognitive
assessment for English language learners (ELLs).
Seeking social justice and equitable educational systems for ELLs is her passion.
Doris Wright Carroll, PhD, is an Associate Professor in the
Department of Special Education, Counseling, and Student Affairs at
University. She brings
more than 30 years of experience as a multicultural counselor, teacher, and
educator. Dr. Carroll earned a PhD in Counseling Psychology from the University
Valerie J. Cook-Morales, PhD, is a Professor of School Psychology at
University, where she has
directed 19 personnel preparation grants offering culture-specific or multicultural
training for school psychology students and practitioners. Her research,
teaching, grants, and consultation focus on effecting educational equity from
individual through system-wide levels.
Deborah Peek Crockett, PhD, NCSP, is a School Psychologist at the
Fayette County Board of Education and an Adjunct Professor at
University. Her school
practice, teaching, and research focus on providing culturally competent school
psychological services and recruitment and retention of minority school
Tonika Duren Green, PhD, is an Associate Professor of School Psychology at
Her publications and grants illuminate her passion for preparing school
psychologists for multicultural schools. Most notable is a $1.5 million grant
with Drs. Valerie Cook-Morales and Tam O’Shaughnessy to improve education for ethnolinguistically diverse students.
Megan Hemmeler, MA, is a
third-year doctoral student in the School Psychology Program at
University. She has a
master’s degree in School Psychology and currently works as a mental health
consultant for a Head Start agency.
Trista M. Huckleberry, PhD, is an Assistant Professor of Interdisciplinary
Psychology at the
Washington Tacoma. Her
research focuses on the social context of education, identity development, and
the relation between popular culture and African American culture. Dr.
Huckleberry currently teaches courses in adolescent and educational psychology
and in African American culture.
Colette L. Ingraham, PhD,
NCSP, is a Professor in, and
Director of, the School Psychology Program at
University and the
Founding Coordinator of the NASP Consultee-Centered
Consultation Interest Group. Her research interests focus on multicultural and
systemic issues in school psychology, with specialties in cross-cultural
consultation and conceptual change.
Janine M. Jones, PhD, NCSP, is an Assistant Professor of School
Psychology at the
Washington and a
Licensed Child Psychologist in private practice. Her research, teaching, and
clinical work focus on culturally competent service delivery and resilience in
children and adolescents from a cultural perspective.
Matthew Y. Lau, PhD, NCSP, is a Bilingual School Psychologist
in the Minneapolis Public Schools. He provides training and consultation with
other psychologists and school staff regarding assessment issues with ELLs and offers training and support to general and special
education staff on the district’s problem-solving model.
Antoinette Halsell Miranda, PhD, NCSP, is an Associate Professor of School
Her research interests include developing effective interventions with at-risk
children in urban settings, early intervention, and the development of racial
identity and its relationship to academic achievement.
Elizabeth D. Palacios, PhD, LSSP, LPC, is the Dean for Student Development
and an Adjunct Professor in the Departments of Educational Psychology and
Educational Administration at
University. Her research,
teaching, and university roles focus on multicultural issues, student
development, and the retention of students of color in higher education.
Carol Robinson-Zañartu, PhD, is a Professor in, and Chair of,
Department of Counseling and School Psychology. Her research, publications, and
consultations focus on issues of equity and social justice and on dynamic
intervention-based assessment. She holds special interest (and numerous federal
grants) in Native American education and psychology.
David Shriberg, PhD, is an Assistant Professor in the School Psychology
Program at Loyola University Chicago. His primary research interests are in the
areas of social justice, leadership, and facilitating effective
family/school/community collaboration. He is also the founder and cochair of NASP’s Social Justice
Pamala Trivedi, MA, MEd,
NCSP, is a
fifth-year doctoral student in the School Psychology Program at the
Washington, and her research is centered
on identity development in multiracial children. Her practice in different
clinical settings is premised on the importance of taking into account
culturally relevant and ecologically valid information in the evaluation and
treatment of children.