Programs
With a Focus on Multiculturalism and/or Bilingualism
The following programs were self-nominated as part of a NASP multicultural
training program survey. The information reported below was based on the
information gathered on the self-report survey however, some information
such as mission statement, funding in the form of grants, and faculty research
interests were gathered via program websites. Information located on program
websites is included in the program’s description.
Programs desiring to add/change information associated with their listing,
should contact the NASP office, phone (301) 657-0270, or e-mail Mary Beth Klotz mbklotz@naspweb.org.
Programs not included on the list that wish to self-nominate can complete
the online survey: http://nasp.informz.net/survistapro/s.asp?id=297. Nominations
should be completed by full-time core faculty. Thank you for your ongoing
commitment to diversity and multicultural issues.
Programs with a bilingual specialization are designated with an asterisk*.
Programs that are considered to have comprehensive model of training
and financial support are bolded. Comprehensive programs are those
that include student minority representation, multicultural curricular
emphasis, faculty members involved in minority research and outreach, recruitment
and financial retention strategies in the form of research and training
grants.
Specialist Level Programs
Argosy University-Hawaii
Brigham Young University
Brooklyn College-City University
of New York*, NASP-Approved
New Mexico State University,
NASP-Approved
Queens College-City University of New
York*, NASP-Approved
San Diego State University,
NASP-Approved
University of Arizona-Tucson
University of Massachusetts-Boston, NASP-Approved
Programs With Both Specialist and Doctoral Levels
Gallaudet University*, NASP-Approved
Lehigh University, NASP-Approved
St. John’s University*
The Ohio State University, NASP-Approved
University of Wisconsin-Madison, NASP-Approved
Doctoral-only Programs
Pennsylvania State University, NASP-Approved
Texas A&M University,
NASP-Approved
Note: NASP will be adding additional training programs to this list. Please
check back for updates.
This document is intended for informational purposes only, and does not
imply a formal review or official designation by NASP as a multicultural
or bilingual program. Prospective students are encouraged to obtain further
information by visiting the training programs’ websites and by contacting
the programs directly.
Phone: (800) 377-0617
The Master of Arts (MA) in School Psychology program is dedicated to producing ethical, responsible, and competent school psychologists who are able to function effectively in a number of professional roles. During their graduate training, students develop core competencies in psychological assessment, intervention, consultation/education, as well as cultural and individual diversity. Graduates of the program may be eligible for Department of Education certification and will be prepared to be employed as school psychologists. The program is designed to prepare students to become Nationally Certified School Psychologists in accordance with criteria developed by the National Association of School Psychologists.
Degree Awarded: MA degree in School Psychology
Total number of credits: 62 semester/hours
NASP-Approved: No
Student Demographics: More than 50% of students come from traditionally underrepresented groups.
Bilingual Specialization: No
Program Specifics
As part of the curriculum at Argosy University-Hawaii, multicultural content is infused throughout the curriculum is used to enhance learning and competency in diversity issues.
Specialized Training Experiences
Grants: N/A
Immersions: N/A
Retention & Recruitment
Funding is available through the program that covers all or a portion of the student’s tuition and/or related fees. The focus of the funding is specific to working with multicultural populations. In addition, special materials are used to recruit candidates from CLD backgrounds along with special retention strategies.
Field Placements
Students are provided with placements in schools serving a high number of CLD students and assigned to supervisors that have had training or experience working with diverse populations.
Faculty
Faculty profiles can be viewed at http://www.argosyu.edu/honolulu/facultyBios.asp?gid=37
Core faculty whose focus of interest and research is related to multicultural/ diverse populations includes: NA
Phone: (801) 422-3859
The SP Program at Brigham Young University prepares graduate students with
knowledge, skills, and professional dispositions essential in providing effective
school-based services that facilitate positive change. With this foundation,
our students are mentored in applying their skills to practical application,
meeting the diverse needs of children and schools. We prepare school psychologists
who will assist in enhancing personal and academic progress for all children,
reducing or eliminating barriers to growth.
Degree Awarded: EdS degree
in School Psychology
Total number of credits: 70 semester/hours
NASP-Approved: No
Student Demographics: Approximately Thirty-five percent of BYU students
are fluent in a language other than English and practice bilingually
Bilingual Specialization: N/A
Program
Specifics
The BYU School Psychology program is housed with and collaborates with one
of the few joint "Special Education and ESL endorsement" programs
in the nation. BYU students are required across courses to engage in community
outreach and service to historically disadvantaged CLD populations. As part
of the curriculum at BYU, several courses are required that focus on a range
of multicultural, cross-cultural or bilingual issues. In addition, multicultural
content is infused throughout the curriculum to further enhance learning
and competency.
Specialized
Training Experiences
Grants: N/A
Immersions: N/A
Retention & Recruitment
Funding is available through the program that covers all or a portion of
the student’s tuition and/or related fees. The focus of the funding is specific
to working with multicultural populations. In addition, special materials
are used to recruit candidates from CLD backgrounds along with special retention
strategies.
Field
Placements
Students are provided with placements in schools serving a high number of
CLD students.
Faculty
Faculty profiles can be viewed at http://education.byu.edu/cpse/faculty.html
Core faculty whose focus of interest and research is related to multicultural/
diverse populations includes:
Melissa Heath, PhD
Tim Smith,
PhD
Phone: (718) 951-5876
The aim of the Graduate Program in School Psychology is to meet the community
needs for professionally competent personnel to function in the schools as
consultants on psychological aspects of learning and mental health. Students
will be prepared to make assessments of situations involving children, parents
and school personnel in order to achieve the most optimal functioning of
the children in the school setting. As a result of a strong background in
measurement and personality theory, as well as educational objectives and
procedures, students will also be expected to provide assistance with curriculum
development to meet special educational programs and to conduct research
when experience has not been adequate to resolve specific problems. Students
will also be trained to help secure a greater integration between the school
and related community agencies and resources. The focus in all coursework
is to meet the needs of a diverse school population, both culturally and
linguistically. Brooklyn College, which is located in a diverse urban milieu,
is committed to training school psychologists who can meet the needs of this
population.
Degree Awarded: MS in Education and an Advanced Certificate (AGS)
in School Psychology
Total number of credits: 60 semester/hours. Multicultural or Bilingual
specialization require 66 semester/hours
NASP-Approved: Yes
Student Demographics: At least 35% of students come from traditionally
underrepresented groups.
Bilingual Specialization: Yes, bilingual university training program
registered with the New York State Education Department
Program
Specifics
As part of the curriculum at the Brooklyn College-CUNY, a combination of
required multicultural courses and content infused throughout the curriculum
are used to enhance learning and competency in diversity issues.
Specialized
Training Experiences
Grants: N/A
Immersions: N/A
Retention & Recruitment
Funding is available through the program that covers all or a portion of
the student’s tuition and/or related fees. The focus of the funding is specific
to working with multicultural populations. In addition, special materials
are used to recruit candidates from CLD backgrounds along with special retention
strategies.
Field
Placements
Students are provided with placements in schools serving a high number of
CLD students and assigned to supervisors that have had training or experience
working with diverse populations.
Faculty
At least one member of the faculty is involved in community outreach or
providing direct service to specific populations.
Core faculty whose focus of interest and research is related to multicultural/
diverse populations:
Alberto M. Bursztyn, PhD, NCSP
Graciela Elizalde-Utnick, PhD
Students enrolled in the
Program for School Psychologyat New
Mexico State University are trained as
school psychologists to work with teachers and
other school professionals as well as
parents and families to promote the
mental health and academic development of
all children and adolescents. The program
is accredited by the National Association
of School Psychologists (NASP), the only
accredited program in the state of New
Mexico; additionally, it is the only
accredited school psychology program in the
country housed in a minority-serving institution of
higher education. Throughout the curriculum,
the importance of knowledge and experience
with a wide range of individual
differences including, but not limited to
ethnicity, gender, disability, age, culture,
sexual orientation, religion, race, and
life-style are
emphasized.
Degree Awarded: EdS degree
in School Psychology
Total number of credits: 60 semester/hours
NASP-Approved: Yes
Student Demographics: More than 50% of students come from traditionally
underrepresented groups.
Bilingual Specialization: No
Comprehensive Program
The School Psychology program at NMSU is considered to have comprehensive
model of training and financial support. Comprehensive programs are those
that include student minority representation, multicultural curricular emphasis,
faculty members involved in minority research and outreach, recruitment and
financial retention strategies in the form of research and training grants.
Program
Specifics
The school psychology program is committed to
increasing its number of graduate students from what have traditionally
been viewed as minority backgrounds. As part of the curriculum at
NMSU, multicultural content is infused throughout the curriculum to enhance
learning and competency in diversity issues.
Specialized
Training Experiences
Grants: Currently, NMSU has a federal training grant specific to
recruiting and training bilingual (primarily Spanish/English) students in
becoming competent practitioners in the area of bilingual assessment.
Immersions: N/A
Retention & Recruitment
NMSU is considered a Hispanic-serving institution; hence the program has
not had to put out specific literature for recruiting CLD graduate students.
Field
Placements
Students are provided with placements in schools serving a high number of
CLD students and assigned to supervisors that have had training or experience
working with diverse populations.
Faculty
Faculty profiles can be viewed at http://education.nmsu.edu/cep/faculty.html
Core faculty whose focus of interest and research is related to multicultural/
diverse populations includes:
Elsa Arroyos-Jurado,
PhD, NCSP
Todd A. Savage, PhD
Enedina Garcia
Vázquez, PhD
Phone: (718) 997-5230
A graduate of the Queens College School Psychology Program
has expertise in psychology and education as well as knowledge of the contributions
of related disciplines. Using an ecological perspective, our graduates
work with general education as well as special education students, teachers,
administrators, parents and with others in the community to develop greater
understanding of all children and to contribute to constructive change
in environments including the classroom, school, and home. Particular attention
is given to serving the needs of children of diverse cultural and linguistic
backgrounds.
Degree Awarded: MA degree in School Psychology
Total number of credits: 60 semester/hours. Multicultural or Bilingual
specialization require 66 semester/hours
NASP-Approved: Yes
Student Demographics: At least 35% of students come from traditionally
underrepresented groups.
Bilingual Specialization: Yes, bilingual university training program
registered with the New York State Education Department.
Comprehensive Program
The School Psychology program at Queens College-CUNY is considered to have
comprehensive model of training and financial support. Comprehensive programs
are those that include student minority representation, multicultural curricular
emphasis, faculty members involved in minority research and outreach, recruitment
and financial retention strategies in the form of research and training grants.
Program
Specifics
As part of the curriculum at the Queens College-CUNY, a combination of required
multicultural courses and content infused throughout the curriculum are used
to enhance learning and competency in diversity issues.
Specialized
Training Experiences
Grants: The Bilingual Psychological and Educational Assessment Support
Center is a project funded by the New York State Education Department, Office
of Vocational and Educational Services for Individuals with Disabilities
(VESID). The Center provides training materials and technical assistance
in bilingual assessment. This support is available through the Lifelong
Services Networks to schools, school districts, university training programs,
and professional organizations involved in delivering assessment services
to culturally and linguistically diverse students. http://forbin.qc.edu/ECP/bilingualcenter/
Immersions: N/A
Retention & Recruitment
Special materials are used to recruit candidates from CLD backgrounds along
with special retention strategies.
Field
Placements
Students are provided with placements in schools serving a high number of
CLD students and assigned to supervisors that have had training or experience
working with diverse populations.
Faculty
Faculty profiles can be viewed at http://qcpages.qc.cuny.edu/ECP/SCHPSYCH/SchoolPsychHB.pdf
At least one member of the faculty is involved in community outreach or
providing direct service to specific populations.
Core faculty whose focus of interest and research is related to multicultural/diverse
populations includes:
David Goh
Emilia Lopez
Phone: (619) 594-7730
The mission of the School Psychology Program is to prepare school psychologists
who integrate educational, psychological, and social and cultural foundations
with relevant disciplines to create and engender a vision of educational
equity in the public schools. These school psychologists design, organize
and deliver services to meet the needs of the diverse children, youth, families,
and communities served by these schools. Their professional effectiveness
is enhanced by strong personal, interpersonal, and leadership qualities. They
are committed to their own life-long learning and to influencing the professions
which serve children, especially culturally and linguistically diverse children,
in the schools.
Degree Awarded: EdS degree
in School Psychology and the California Pupil Personnel Services Credential
in School Psychology
Total number of credits: 100 semester/hours
NASP-Approved: Yes
Student Demographics: More than 50% of students come from traditionally
underrepresented groups.
Bilingual Specialization: No
Comprehensive Program
The School Psychology program at SDSU is considered to have comprehensive
model of training and financial support. Comprehensive programs are those
that include student minority representation, multicultural curricular emphasis,
faculty members involved in minority research and outreach, recruitment and
financial retention strategies in the form of research and training grants.
Program
Specifics
As part of the curriculum at SDSU, several courses are required that focus
on a range of multicultural, cross-cultural or bilingual issues. In addition,
multicultural content is infused throughout the curriculum to further enhance
learning and competency. http://edweb.sdsu.edu/csp/main/programs/sp_supplemental/program-outcomes.html
Specialized
Training Experiences
Grants: SDSU has a 20+ year history of offering multicultural and/or
culture-specific specializations funded by the U.S. Department of Education
(USDOE). Currently, the SDSU school psychology program has 5 USDOE grants
totaling $ 4.5 million dollars. All grants focus on a range of diversity
issues that assist in covering student tuition, books, conference travel
etc. For detailed information on these grants please see the following: http://edweb.sdsu.edu/csp/CSP_old/programs/sp_supplemental/program-projects.html
Immersions: Summer Immersion to
Mexico-
For the past several years students have been funded to go to
Mexico
(Guanajuato, Merida, Oaxaca,
&Vera Cruz) to enhance student Spanish-language skills, cultural awareness,
and familiarity with school systems.
Retention & Recruitment
SDSU uses a multifaceted approach to recruitment and retention of CLD students.
Admissions criteria are: academic, professional, and cross-cultural readiness.
Funding is available through the program that covers all or a portion of
the student’s tuition and/or related fees. The focus of the funding is specific
to working with multicultural populations. In addition, special materials
are used to recruit candidates from CLD backgrounds along with special retention
strategies.
Field
Placements
San Diego is one of the most culturally, linguistically and ethnically diverse
cities in the
U.S.
As such, students are provided with fieldwork, practicum and internship
placements in schools serving a high number of CLD students and assigned
to supervisors that have had training or experience working with diverse
populations.
Faculty
Faculty profiles can be viewed at http://edweb.sdsu.edu/csp/faculty/faculty_core.htm
At least one member of the faculty is involved in community outreach or
providing direct service to specific populations.
Core faculty whose focus of interest and research is related to multicultural/diverse
populations includes:
Valerie Cook-Morales, PhD
Tonika Duren-Green, PhD
Colette L. Ingraham, PhD
Carol Robinson Zañartu, PhD
Phone: (520) 626-3795
Overall mission of the University
of Arizona program is to prepare culturally competent school psychology professionals
(EdS. level) to work with teachers, parents, and other school professionals
involved in working with school-age children and youth with limited English
proficiency (LEP). The program, in addition to providing sound psychological
foundation, provides program participants rich opportunities for cultural
and linguistic immersion through a specifically designed summer immersion
and summer institute experiences (see NASP Communiqué, Volume 34, Number
8, pp.5-6). The curriculum prepares students to obtain NCSP certification
and Arizona state certification as school psychologists. The three-dimensional
model of training (student support, curriculum, and cultural/linguistic dimension)
that underlies the program puts particular emphasis on recruitment, retention,
financial support, mentoring, and exposure to a sound culturally-embedded
curriculum for ensuring culturally competent background to deliver school
psychological services to children, youth, and their families.
Degree Awarded: EdS degree
in School Psychology
Total number of credits: semester/hours: Not available on the program
website
NASP-Approved: No
Student Demographics: At least 50 % of students come from traditionally
underrepresented groups.
Bilingual Specialization: Yes
Comprehensive Program
The School Psychology program at University of Arizona-Tucson is considered
to have comprehensive model of training and financial support. Comprehensive
programs are those that include student minority representation, multicultural
curricular emphasis, faculty members involved in minority research and outreach,
recruitment and financial retention strategies in the form of research and
training grants.
Program
Specifics
As part of the curriculum at the University of Arizona, a combination of
required multicultural courses and content infused throughout the curriculum
are used to enhance learning and competency in diversity issues.
Specialized
Training Experiences
Grants: The training program has received funding from the U.S. Office
of English Language Acquisition and Minority Affairs for approximately 2.5
million dollars.
Immersions: The program participants have an opportunity to
enrich their cultural experiences by attending a summer program in Puerto
Vallarta, Jalisco,
Mexico
. Students are able to enhance their language skills
and also be involved in fieldwork associated with the courses offered.
Retention & Recruitment
Funding is available through the program that covers all or a portion of
the student’s tuition and/or related fees. The focus of the funding is specific
to working with multicultural populations. In addition, special materials
are used to recruit candidates from CLD backgrounds along with special retention
strategies.
Field
Placements
Students are provided with placements in schools serving a high number of
CLD students and assigned to supervisors that have had training or experience
working with diverse populations.
Faculty
Faculty profiles can be viewed at http://www.ed.arizona.edu/bischoolpsych/team.html
At least one member of the faculty is involved in community outreach or
providing direct service to specific populations.
Core faculty whose focus of interest and research is related to multicultural/
diverse populations includes:
Shitala P. Mishra, PhD
Carlos Dejud
Phone: (617) 287-7661
The school psychology curriculum is based on a thoughtful and responsive practitioner conceptual framework that is compatible with the guiding principles for all instruction in the Graduate College of Education at the University of Massachusetts Boston. Guiding principles for instruction endorsed by the Graduate College of Education faculty are based on the belief that the best professional decisions are made after adequate reflection, with the interest and welfare of the persons affected by the decisions in mind. Becoming a thoughtful and responsive practitioner is an ongoing process which is accomplished by developing competence in the educational and psychological knowledge base of school psychology, by acquiring a theoretical and practical grounding in school psychology service delivery, by complying with agreed-upon standards of professionalism, and by fostering sensitivity and responsiveness to human diversity. With this strong foundation the school psychologist plans assessment and interventions, acts upon those plans, reflects upon the outcome, and responds by making adjustments.
Degree Awarded: M.Ed./C.A.G.S., School Psychology
Total number of credits: 66 semester/hours
NASP-Approved: Yes
Student Demographics: At least 25% of students come from traditionally underrepresented groups.
Bilingual Specialization: No
Program Specifics
As part of the curriculum at UMASS Boston, multicultural content is infused throughout the curriculum is used to enhance learning and competency in diversity issues.
Specialized Training Experiences
Grants: N/A
Immersions: N/A
Summer Program: A summer program or institute is available which focuses on cultural learning of specific culturally and linguistically diverse populations.
Retention & Recruitment
N/A
Field Placements
Students are provided with placements in schools serving a high number of CLD students and assigned to supervisors that have had training or experience working with diverse populations.
Faculty
Faculty profiles can be viewed at N/A
Core faculty whose focus of interest and research is related to multicultural/ diverse populations includes: NA
Phone: (202) 651-5540 (voice or tty)
The program of study is designed to provide a comprehensive plan of studies
that integrates basic psychology, practitioner skills, and educational planning.
The fundamental commitment of the program is to develop competent school
psychologists who also subspecialize in the area of deafness, whose skills
will be directed to service in a variety of educational settings. The program
centers on a solid core of academic and applied courses supplemented by extensive
practicum experiences and a one year internship. The Gallaudet School Psychology
Program functions on a bilingual campus (ASL and English) and provides immersion
(socially and academically) in Deaf Culture and diversity. The program trains
candidates to serve not only diverse hearing populations but also students
representing diverse Deaf cultural backgrounds.
Degree Awarded: Psy.S in School Psychology with a specialization
in deafness
Total number of credits: 72 semester/hours.
NASP-Approved: Yes
Student Demographics: At least 35% of students come from traditionally
underrepresented groups.
Bilingual Specialization: Yes, American Sign Language (ASL)/English
Program
Specifics
As part of the curriculum at the school psychology program at Gallaudet
University, a combination of required multicultural courses and content infused
throughout the curriculum are used to enhance learning and competency in
diversity issues. Classes are bilingual, professors and candidates communicate
in ASL and English.
Specialized
Training Experiences
Grants: N/A
Immersions: N/A
Retention & Recruitment
Funding is available through the program that covers all or a portion of
the student’s tuition and/or related fees. The focus of the funding is specific
to working with multicultural populations. In addition, special materials
are used to recruit candidates from CLD backgrounds along with special retention
strategies.
Field
Placements
Students are provided with placements in schools serving a high number of
CLD students and assigned to supervisors that have had training or experience
working with diverse populations.
Faculty
Faculty profiles can be viewed at http://depts.gallaudet.edu/psychology/School/school_faculty.htm
At least one member of the faculty is involved in community outreach or
providing direct service to specific populations.
Core faculty whose focus of interest and research is related to multicultural/diverse
populations includes:
Lynne
Blennerhassett, EdD., Program Director
Kurt Metz,
PhD
Bryan Miller,
PhD
Tania
Thomas-Presswood, PhD
Degree Awarded: EdS, PhD
Total number of credits: EdS: 66 semester hours; PhD: 99 semester hours
NASP-Approved: Yes
Student Demographics: N/A
Bilingual Specialization: N/A
Program Specifics
The program requires a course in diversity and multicultural perspectives. In addition, multicultural issues are infused throughout the content of all clinical courses. Students are required to have at least a portion of their practica in urban, diverse environments. Lehigh maintains a standing committee related to diversity which is comprised of students and faculty. The program has faculty that lead the university-wide efforts in diversity, and also several faculty who conduct research specifically related to diverse populations. Around 20% of students in the program are from CLD backgrounds.
Specialized Training Experiences
Grants: N/A
Immersions: N/A
Retention & Recruitment
Funding is available through the program that covers all or a portion of the student’s tuition and/or related fees. The focus of the funding is specific to working with multicultural populations. In addition, special materials are used to recruit candidates from CLD backgrounds along with special retention strategies.
Field Placements
Students are provided with placements in schools serving a high number of CLD students and assigned to supervisors that have had training or experience working with diverse populations.
Faculty
Faculty profiles can be viewed at www.lehigh.edu/~ineduc/degree_programs/school_psych/faculty/fac_open.htm
Core faculty whose focus of interest and research is related to multicultural/ diverse populations includes:
Patricia H. Manz
Phone: (718) 990-5861
St. John's has two special "Bilingual Tracks" that are designed
to help students meet the state requirements for certification as Bilingual
School Psychologists. Providing both an education as well as practical experience
in working with ethnic minority children in the schools is consistent with
the mission of the University in terms of its commitment to Vincentian service
to the disadvantaged, underprivileged and efforts to promote social justice.
We remain committed to recruiting and retaining students from diverse backgrounds
and providing them with the skills and knowledge they need to serve children
in the schools who are much like themselves. We have trained students to
work with culturally and linguistically diverse populations, irrespective
of their own cultural/linguistic backgrounds (that is, it's not just the
students in the bilingual track who get this training) and over the years
we have graduated students from at least two dozen different cultural and
ethnic backgrounds.
Degree Awarded: MS, PsyD degree in School Psychology
Total number of credits: MS: 66 semester/hours: PsyD: 107 semester/hours
NASP-Approved: No
Student Demographics: Not listed
Bilingual Specialization: Yes, bilingual university training program
registered with the New York State Education Department
Program
Specifics
As part of the curriculum at St. Johns University, a combination of required
multicultural courses and content infused throughout the curriculum are used
to enhance learning and competency in diversity issues.
Specialized
Training Experiences
Grants: N/A
Immersions: N/A
Retention & Recruitment
Funding is available through the program that covers all or a portion of
the student’s tuition and/or related fees. The focus of the funding is specific
to working with multicultural populations. In addition, special materials
are used to recruit candidates from CLD backgrounds along with special retention
strategies.
Field
Placements
The program is situated in one of the most diverse counties (Queens) in
the entire
U.S.
Hence, students are provided opportunities to work with an extremely broad
range of children in the schools and assigned to supervisors that have had
training or experience working with diverse populations.
Faculty
Faculty profiles can be viewed at http://www.stjohns.edu/academics/graduate/liberalarts/departments/psychology/faculty
Core faculty whose focus of interest and research is related to multicultural/
diverse populations include:
Samuel Ortiz, PhD
The foundation for the School Psychology program at The Ohio State University is based on socio-cultural theories of psychological and educational practices with youth. Socio-cultural theories encompass social cognition and social behavioral principles of understanding and working with a diversity of youth in America's schools. Children do not experience life in a vacuum, but do so within socio-cultural contexts such as school, home, and community. The focus of the School Psychology program is service delivery across many different settings with a particular emphasis on children in urban settings. Within this framework, students are trained as scientist-practitioners who function as data-based decision makers and collaborative problem solvers. The program has a commitment to diversity at the research, training, and service levels.
Degree Awarded: MA, PhD
Total number of credits: MA: 90 quarter hours; PhD: 135 quarter hours
NASP-Approved: Yes
Student Demographics: At least 25 % of students come from traditionally underrepresented groups.
Bilingual Specialization: No
Program Specifics
As part of the curriculum at The Ohio State University, a combination of required multicultural courses and content infused throughout the curriculum are used to enhance learning and competency in diversity issues. In addition, OSU has an urban specialty focus.
Specialized Training Experiences
Grants: N/A
Immersions: N/A
Retention & Recruitment
Special materials are used to recruit candidates from CLD backgrounds along with special retention strategies.
Field Placements
Students are provided with placements in schools serving a high number of CLD students.
Faculty
Faculty profiles can be viewed at http://www.coe.ohiostate.edu/paes/newacademic/schoolpsychology/faculty.htm
Core faculty whose focus of interest and research is related to multicultural/ diverse populations includes:
Antoinette Halsell Miranda, PhD
Phone: (608) 262-3432
The mission of the School Psychology Program at the UW-Madison is to work actively toward inculcating issues of diversity in every aspect of its training program. The students and faculty in the School Psychology Program recognize an obligation to be aware of, sensitive to, and responsive to forms of diversity in professional activities. We work toward meeting this obligation by integrating and increasing attention given to diversity through several activities and mechanisms, including: (a) active recruitment of students and faculty with diverse backgrounds; (b) commitment to conducting research that generates new knowledge reflecting a diverse society; (c) integration of diversity issues into assessment and intervention courses; (d) encouragement and facilitation of students' participation in practicum, field work, and/or internship experiences with diverse populations; (e) development of a School Psychology colloquium series that focuses on issues of diversity; (f) maintaining an active School Psychology Diversity Committee including faculty, staff, and student members; and (g) faculty and student participation in an ongoing diversity book group.
Degree Awarded: MA, PhD
Total number of credits: MA: 90 quarter hours; PhD: 135 hours
NASP-Approved: Yes
Student Demographics: At least 25 % of students come from traditionally underrepresented groups.
Bilingual Specialization: No
Program Specifics
As part of the curriculum at the University of Wisconsin-Madison, multicultural content is infused throughout the curriculum is used to enhance learning and competency in diversity issues. In addition, the school psychology program has established a Diversity Committee whose goals are to support and monitor diversity training at program, committee, and course levels, organize colloquia on diversity issues, and promote awareness of diversity in professional activities.
Specialized Training Experiences
Grants: N/A
Immersions: N/A
Retention & Recruitment
Funding is available through the program that covers all or a portion of the student’s tuition and/or related fees. The focus of the funding is specific to working with multicultural populations. In addition, special materials are used to recruit candidates from CLD backgrounds along with special retention strategies.
Field Placements
Students are provided with placements in schools serving a high number of CLD students and assigned to supervisors that have had training or experience working with diverse populations.
Faculty
Faculty profiles can be viewed at www.education.wisc.edu/edpsych/gradprog/sch_resources.htm
Core faculty whose focus of interest and research is related to multicultural/ diverse populations includes:
Craig A. Albers, PhD, caalbers@wisc.edu
Stephen Quintana PhD, quintana@education.wisc.edu
Pennsylvania State University
Phone: (814) 865-1881
School psychologists from Penn State perform a wide variety of functions
in school systems and in health delivery systems. They create and transmit
knowledge, promote intellectual and emotional growth, and advance understanding
among different peoples and cultures. Accordingly, their professional preparation
must involve development of a broad range of knowledge and skills. Because
all of our students complete core courses in several areas of psychology
and education along with supervised training, they are eligible for certification
by state education agencies and are academically eligible to take the national
examinations for independent practice in psychology and national certification
as school psychologists.
Degree Awarded: PhD in School Psychology
Total number of credits: Certification: 62 semester/hours: PhD: 102-111
semester/hours
NASP-Approved: No
Student Demographics: Not listed
Bilingual Specialization: No
Program
Specifics
As part of the curriculum at Penn State, multicultural courses and content
infused throughout the curriculum are used to enhance learning and competency
in diversity issues.
Specialized
Training Experiences
Grants: The Penn State Specialization in Culture and Language Education
(SCALE) program was funded by the U. S. Department of Education to train
future leaders in the provision of services to English Language Learners. http://espse.ed.psu.edu/schoolpsych/139
Immersions: N/A
Retention & Recruitment
Funding is available through the program that covers all or a portion of
the student’s tuition and/or related fees. The focus of the funding is specific
to working with multicultural populations. In addition, special materials
are used to recruit candidates from CLD backgrounds along with special retention
strategies.
Field
Placements
Students are provided with placements in schools serving a high number of
CLD students and assigned to supervisors that have had training or experience
working with diverse populations.
Faculty
Faculty profiles can be viewed at http://espse.ed.psu.edu/schoolpsych/faculty.php
Core faculty whose focus of interest and research is related to multicultural/
diverse populations includes:
Barbara A. Schaefer, PhD
Beverly J. Vandiver, PhD
Phone: (979) 845-1833
The primary goal of the program is the development
of psychologists who recognize the importance of scholarly inquiry and
the application of various methods to the resolution of problems encountered
in their daily practice, teaching, continuing professional development
and their discipline at large. The program strives to train psychologists
capable of contributing to the health care of children and adolescents,
from perspectives of prevention and intervention, related to mental, academic,
emotional, and behavioral difficulties, especially as related to schools
and the educational process, at the individual and organization level.
Since children and families may be encountered in a variety of settings,
the training program attempts to equip students to work in a variety of
private and institutional settings, in addition to public and private schools.
The program emphasizes diversity issues related to the practice of psychology,
as well as addressing achievement and mental health disparities among minority
populations.
Degree Awarded: PhD degree
in School Psychology
Total number of credits: PhD: 90-111 semester/hours
NASP-Approved: Yes
Student Demographics: At least 25 % of students come from traditionally
underrepresented groups
Bilingual Specialization: Yes
Comprehensive Program
The School Psychology program at Texas A&M is considered to have comprehensive
model of training and financial support. Comprehensive programs are those
that include student minority representation, multicultural curricular emphasis,
faculty members involved in minority research and outreach, recruitment and
financial retention strategies in the form of research and training grants.
Program
Specifics
As part of the curriculum at Texas A&M, several courses are required
that focus on a range of multicultural, cross-cultural or bilingual issues.
Specialized
Training Experiences
Grants: Currently, Texas A&M has an Office of Special Education
Programs (OSEP) grant. The purpose of the pre-doctoral fellowships is to
facilitate the training of leadership personnel in an effort to improve the
education and overall well-being of Hispanic children and youth with learning
and behavior problems. For detailed information on this grant please see
the following: http://epsy.tamu.edu/articles/doctoral_training_grant & the
December 2005 Communiqué article describing the doctoral training grant (hide
link http://www.nasponline.org/publications/cq/mocq344multiculturalspot.aspx).
Immersions: N/A
Retention & Recruitment
Funding is available through the program that covers all or a portion of
the student’s tuition and/or related fees. The focus of the funding is specific
to working with multicultural populations. In addition, special materials
are used to recruit candidates from CLD backgrounds along with special retention
strategies.
Field
Placements
Students are provided with placements in schools serving a high number of
CLD students and assigned to supervisors that have had training or experience
working with diverse populations.
Faculty
At least one member of the faculty is involved in research and publication
in the area of multicultural or bilingual issues. Faculty profiles and research
interests are not available on the Texas A&M website at this time.