School Psychology Review
Multicultural Training In School Psychology: A National Survey
Margaret R. Rogers, Joseph G. Ponterotto, Marty J. Wiese, and Jane Close Conoley
Mini-Series: Understanding and Meeting the Psychological and Educational Needs of African-American and Spanish-Speaking Students
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A national sample of directors of school psychology training programs responded to a survey measuring the extent to which the programs integrated multicultural themes into core courses, offered minority related courses, exposed students to culturally diverse clients during practica and internships, provided minority issues research opportunities, and represented culturally diverse groups among faculty and students. Directors of 121 doctoral and nondoctoral school psychology programs in the U.S. responded, constituting a response rate of 57%. Results show that APA accredited and PhD granting programs were making the most effort to include minority themes in assessment coursework, offer optional minority related courses, and involve students in minority issues research projects. However, many programs sampled (40%) do not yet offer specific courses in minority issues nor integrate multicultural content/themes into core school psychology courses and almost one-third of the programs surveyed provided limited access to minority children during fieldwork experiences. Specific results are discussed and suggestions for future research and policy also are presented.