Programs With a Focus on Multiculturalism and/or Bilingualism
The following programs were self-nominated as part of a NASP multicultural training program survey. They have demonstrated a commitment to diversity issues through the recruitment and retention of students from culturally and linguistically diverse backgrounds, multicultural curricular emphasis, faculty members involved in multicultural research and outreach, and participation in related research and training grants.
The information reported below was based on the information gathered on the self-report survey however, some information such as mission statement, grant funding, 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. Programs not included on the list that wish to self-nominate can complete the online survey. Nominations should be completed by full-time core faculty. Programs with a bilingual specialization are designated with an asterisk*.
Thank you for your ongoing commitment to diversity and multicultural issues.
Specialist Level Programs
Argosy University-Hawaii
Brigham Young University, NASP-Approved
Brooklyn College-City University of New York*, NASP-Approved
Gallaudet University*, NASP-Approved
New Mexico State University, NASP-Approved
Queens College-City University of New York*, NASP-Approved
San Diego State University*, NASP-Approved
Tufts University, NASP-Approved
University of Arizona-Tucson
University of Colorado-Denver, NASP-Approved
University of Massachusetts-Boston, NASP-Approved
Programs With Both Specialist and Doctoral Levels
Georgia State University, NASP-Approved Doctoral Level
Lehigh University, NASP-Approved
St. John's University*
The Ohio State University, NASP-Approved
University of Nebraska-Lincoln, 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.argosy.edu/news-events/faculty-search.aspx?locationId=54
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: Yes
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 Psychology at 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: Yes
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
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.
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/index.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:
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 80% of students come from traditionally underrepresented groups.
Bilingual Specialization: Yes
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.
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 4 USDOE grants totaling $ 5.1 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://coe.sdsu.edu/csp/programs/schpsy/index.php
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
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
Katina Lambros, PhD
Phone: 617-627-3244
Our mission is to prepare effective, culturally competent problem solvers ready to serve all children in general public education and children with disabilities. We are committed to preparing professional school psychologists who will:
- Work effectively with children from racially, ethnically, and linguistically diverse backgrounds in a variety of settings including urban, urban-rim, suburban, and rural communities. Providing high quality services in urban and urban-rim schools is a program priority.
- Provide flexible, thorough analyses of children's school-based experiences drawing upon multiple sources, frames of reference, and assessment techniques in order to guide and monitor interventions designed to promote children's educational, social, and emotional needs.
- Promote and protect quality educational opportunities and psychological health for all children at the individual, group, school system, community, and policy levels.
- Assume a comprehensive collaborative role necessary to confront the complex problems children face in schools and the systemic nature of the constraints affecting their development.
Philosophy
School Psychology has a vital responsibility in the nation's schools to promote mental health and secure quality education for all children. Given this responsibility, our program strives to achieve its mission by committing to the following philosophical foundations:
- We are morally and ethically compelled to address the inequities present in our nation's educational system, such as the under-achievement of racial and linguistic minority children and the misidentification of children with disabilities.
- All knowledge is historically situated. The systemic problems children face in schools exist within a network of social relationships that can be studied and transformed.
- New knowledge and research are generated within a socio-political context. This context is infused in our program via the reflection upon all aspects of practice through a multicultural lens. We emphasize an expanded role for school psychologists built upon an eco-systemic and developmental perspective necessary to address the complex nature of contemporary school related problems.
Degree Awarded: Currently Tufts awards the Master of Arts/Certificate of Advanced Graduate Study in School Psychology. However, they anticipate approval of a pending proposal to award the Ed.S. as their terminal degree beginning with their 2009 graduates.
Upon graduation, students have earned a total of 72 credits.
NASP-Approved: Yes
Student Demographics: 25-33% of incoming class represents students of diverse backgrounds
Bilingual Specialization: No
Program Specifics
As part of the curriculum at Tufts University, the combination of a required multicultural course and content infused throughout the curriculum are used to enhance learning and competency in diversity issues.
Grants: Funding (research/training) is available through the program that covers all or a portion of the student's tuition and/or other related fees. Focus of the funding is specific to multicultural populations. These funds are awarded as available through our Master of Arts in Teaching program's Urban Teacher Training Collaborative. Tufts also have some stipended internships in urban settings that CLD students are encouraged to pursue, but these funds are not limited to CLD students.
Field Placement: Tufts has longstanding affiliations with numerous surrounding communities that have large CLD populations. Our students frequently do their practica and internships in these school districts. In addition, Tufts offers stipended internship opportunities with the Children's Hospital Neighborhood Partnership program and with Wediko Children's Services, both of which provide services to children in the Boston Public Schools.
Faculty
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://grad.arizona.edu/live/programs/description/187
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
University of Colorado Denver
Phone: N/A
The school psychology program at University of Colorado Denver offers a comprehensive core curriculum that prepares students for successful careers in school psychology. Students learn how to: thrive in multicultural settings; collaborate and communicate effectively with parents, educators, and community leaders; provide screenings and diagnostic assessments to assist in the program planning of children with learning, mental health, or behavioral needs; provide direct mental health services that address needs at home and school to help students succeed academically, emotionally, and socially; and advocate for children and families through the application of legal, ethical, and professional standards for practice. The philosophy of the program is to prepare and inspire education and mental health leaders to have a profound impact in fostering student opportunity, achievement and success in urban and diverse communities.
Degree Awarded: EdS in School Psychology
Total number of credits: 75 semester hours
NASP Approved: Yes
Student Demographics: 12% of students enrolled in the program come from CLD backgrounds. This percentage has tripled in the last three years. It is anticipated that CLD enrollment will increase substantially in the fall of 2011 and beyond with continued strategic efforts to recruit diverse students to the program.
Bilingual Specialization: Bilingual School Psychologist Concentration — 9 hour program consisting of 3 courses, passing an oral and written language proficiency exam in another language, practicum hours with CLD students, and additional portfolio requirements. This concentration provides school psychology students with the knowledge and skills to effectively serve culturally and linguistically diverse English language learners in a school setting.
Program Specifics
Successful completion of the EdS degree requires a minimum of 75 graduate semester hours; 61 hours of coursework, 6 credits hours of practicum (500 hours in the field), and 8 credits of internship (1200 hours).
Specialized Training Experiences
Grants: N/A
Immersions: A two-week summer immersion practicum is offered in Cuernavaca, Mexico. See: Practicum with Culturally and Linguistically Diverse Students Cultural Immersion Program in Mexico (Course # SPSY 6915; 3 credit hours).
Retention & Recruitment
UC Denver's recruitment strategies include university-wide support such as staff designated to work on these endeavors, funding for recruitment strategies, and creating a school climate that encourages and supports a diverse student body. There are many student groups and support systems in place for CLD students. In addition, the school psychology graduate organization provides multiple presentations to colleges in the area that have a high percentage of CLD students.
Field Placements
All students are required to complete 1700 hours of supervised experience including 6 graduate semester hours of supervised practicum (500 hours) and an 8 graduate semester hour internship (1200 clock hours). Students are assigned to a supervisor who has had training in cultural diversity, has experience working with diverse populations or has a specific relevant skill (e.g., bilingual with training in bilingualism).
Faculty
Faculty profiles can be viewed at http://www.ucdenver.edu/academics/colleges/SchoolOfEducation/FacultyandResearch/Pages/OurFaculty.aspx
Core faculty whose focus of interest and research is related to multicultural/diverse populations includes:
Franci Crepeau-Hobson, Ph.D.
Bryn Harris, PhD.
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
Core faculty whose focus of interest and research is related to multicultural/ diverse populations includes: NA
Phone: 715-232-2229
The school psychology program at University of Wisconsin-Stout (UW-Stout) offers a comprehensive core curriculum that prepares students for successful careers in school psychology, with an emphasis on experiential learning. By then end of their fourth semester, students will have completed both school-based and clinic-based practicum. With strong ties to the school counseling program, many of our students opt to complete a dual-program in school counseling and school psychology, which also includes a counseling practicum experience.
UW-Stout's program emphasizes academic preparation in psychometrics, assessment, child development, psycho-educational disabilities and learning. Our faculty has additional expertise in the assessment, diagnosis, and intervention of English language learners (ELL) and culturally and linguistically diverse children and youth, autism and developmental disabilities, as well as functional behavioral assessment and function-based interventions.
Additionally, UW-Stout offers a summer immersion program, where participants work with Spanish speaking and Ngobe Buglé (Native Panamanian) students in Panama. The summer program aims at (1) providing intensive language training for beginner, intermediate, and advance Spanish speaking participants, (2) exposing program participants to the contemporary theories and current professional practices for working with ELL students through a specifically-designed coursework and fieldwork experience in public schools, and (3) high emphasis on participants' understanding of educational and psychological service delivery systems in Central America and Panama.
Degrees Awarded: MS and EdS
NASP-Approved: Yes
Student Demographics: 20-33% of the incoming class represents students of diverse backgrounds or traditionally underrepresented groups.
Bilingual Specialization: No
Program Specifics:
The program focuses on the interaction of content knowledge, process skills and the practical application of these skills to the practice of school psychology.
- Content Knowledge providing a basic foundation in psychology and education. Special emphasis is placed on developmental psychology, learning, special education, multiculturalism, and legal and ethical issues.
- Professional Core Courses focus on the profession of school psychology. They provide a strong background for effective practice as a school psychologist. Arranged sequentially, the professional core courses lead to technical proficiency in assessment, problem solving, diagnosis and interventions.
- Experiential Learning practices effective training through an integration of didactic and experiential learning. Students conduct assessment and counseling sessions with children, adolescents and adults. These sessions are observed live and digitally recorded so their peers and the faculty can provide feedback to promote student learning. In addition, students have the opportunity to develop specialized skills in play therapy, group counseling and consultation.
- Supervised Practica requires a minimum of 600 hours of supervised practica experiences in a school setting. UW-Stout's program exceeds this requirement.
- First year students complete a school counseling practicum one day per week for one semester.
- During the second year, students complete school psychology practica two days per week for two semesters, as well as, under supervision at the university's Clinical Services Center.
Grants:
The program at Wisconsin-Stout offers up to five graduate assistant positions for in-training students. The School Psychology program makes every attempt to recruit and retain minority students in the program through various means (e.g. financial support, per/mentor role models and support, etc.)
Field Placement:
The University of Wisconsin-Stout offers their students:
- a semester of cross-cultural field-work experience (100 hours)
- two semesters of practicum's (300 hours each),
- one-year of internship (1,200 hours),
- four week placement (60 hours) working directly with ELL students in various school placements (inner city, urban, and/or rural communities); various settings with a range of demographics (Hong, Hispanic, Somali students, age groups K-12, and social economic status)
Faculty:
Faculty profiles can be viewed at http://www3.uwstout.edu/programs/edssp/faculty.cfm.
Core faculty whose focus of interest and research is related to multicultural/ diverse populations includes:
Carlos Dejud, PhD
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://aaweb.gallaudet.edu/Psychology/Faculty_-_Staff.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:
Bryan Miller, PhD
Tania Thomas-Presswood, PhD., Program Director
Elizabeth Gibbons, PhD
Phone: (404) 413-8010
Based on our commitment to diversity, advocacy and the belief that changes are possible, the mission of the department is to prepare competent professionals in counseling and psychological services, to contribute to the body of knowledge that undergirds these professions, and to provide service to the profession and the community.
Degree Awarded: MEd, EdS, PhD in School Psychology
Total number of credits: MEd: 36 semester/hours; EdS: 43 semester/hours; PhD: 73-82 semester/hours
NASP-Approved: Doctoral Level
Student Demographics: At least 25% of students come from traditionally underrepresented groups. In 2007, 53% of the entering students were from traditionally underrepresented groups.
Bilingual Specialization: No
Comprehensive Program
The School Psychology program at GSU 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. This program seeks to develop and amplify the role of the school psychologist beyond their traditional roles and functions. The school psychology program has been accredited by APA since 1979, making it one of the earliest such approved programs in the United States.
Program Specifics
As part of the curriculum at GSU, 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: GSU offers research grants that focus on multiculturalism, bilingualism, and dialect. For example, the Urban Graduate Research Consortium (UGRC) which is an interdisciplinary effort in the College of Education funds students who are specifically interested in researching urban issues in education. The Georgia Learning Resource System (GLRS) grants fund work conducted in predominantly urban schools in an effort to reduce disproportionality of African American students by training teachers and specialists regarding behavior management techniques.
Immersions: Immersions in other countries are offered for the purposes of working in the schools, learning another language, or learning about another culture.
Retention & Recruitment
GSU uses a multifaceted approach to recruitment and retention of CLD students. 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 and methods 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 or have a specific skill such as training in bilingualism.
Faculty
Faculty profiles can be viewed at http://education.gsu.edu/cps/1064.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:
Catherine Cadenhead, PhD
Randy Kamphaus, PhD
Joel Meyers, PhD
Andy Roach, PhD
Steve Truscott, PhD
Kris Varjas, PsyD
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
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, EdS, PhD
Total number of credits: MA: 45 quarter hours; EdS: 45 quarter hours and internship ; 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
All students have their practicum experience their second year in an urban school district that serves a high number of CLD students.
Faculty
Core faculty whose focus of interest and research is related to multicultural/ diverse populations includes:
Antoinette Halsell Miranda, PhD and Kisha Haye Radliff, PhD
Phone: (402) 472-2210
The School Psychology Program at the University of Nebraska-Lincoln is devoted to providing students with multiple opportunities to work with clients from diverse populations and cultures. Previously, Nebraska had been an ethnically homogenous state mostly populated by Caucasian homesteaders. Within past 15 years, the state has undergone dramatic increases in the number of minority immigrant families settling in small towns supported by the agricultural industry. This advent increased the need to focus on multicultural and linguistic diversity and sensitivity training to help school psychologists satisfy the needs of diverse students. The program is premised on an ecological view of human behavior and psychological services in which human behavior is viewed as a complex result of how developing individuals interact with the various social and psychological systems that comprise their life.The UNL Doctoral Program in School Psychology is fully accredited by both the American Psychological Association (APA) and the National Council for Accreditation of Teacher Education (NCATE) in association with the National Association of School Psychologists (NASP). The Educational Specialist Program in School Psychology is fully accredited by the NCATE in association with NASP. Both the Doctoral and Educational Specialist Programs are also approved by the Nebraska Department of Education.
Degree Awarded: EdS, PhD
Total number of credits: EdS - 72 hours; PhD - 120-130 hours
NASP-Approved: Yes
Student Demographics: At least 12% of students come from traditionally underrepresented groups.
Bilingual Specialization: No
Program Specifics
Cultural and Individual Diversity is one of the six primary curricular components for the school psychology program. Professional issues relating to cultural and individual diversity are infused throughout all aspects of the program including courses, practicum, and internship requirements.
Specialized Training Experiences
Grants: N/A
Immersions: A partnership has been established a partnership between the UNL program and the Universidad del Valle de Atemajac (UNIVA), a small Catholic university in Guadalajara, Jalisco (Mexico). Every other year the program coordinator, Dr. Beth Doll, takes a group of students to visit the schools, communities, homes, health centers, and soup kitchens of low income communities surrounding Guadalajara. On the off years, the faculty and students of UNIVA come to Nebraska to visit the services provided here for families after they have immigrated. The purpose of the partnership is to extend the opportunities for both universities' students to understand the cultural experiences of families before and after immigration.
Retention & Recruitment
UNL has an Ethic Minority Affairs Committee (EMAC) comprised of American ethnic minority, international, and majority students and faculty who share an interest in issues pertaining to diversity and multiculturalism. Although EMAC focuses each year on recruiting high quality students of color for all of the programs in our department, its primary function is to serve as a support network once students arrive on campus and begin their studies.
Field Placements
UNL has targeted schools serving the most diverse communities (with regards to ethnicity, language, and social-economic status) to place students for practicum and internship experiences. Four are sites with programs for English Language Learners, all have more than 40% of their enrollment qualifying for free or reduced lunch based on economic need, and all have a significant proportion of non-white students enrolled. To strengthen the preparation of all students for working with diverse populations, practicum students visit each others' schools, and practicum classes meet at the various schools so that school faculty and staff can consult with practicum students. Practicum students with some fluency in a second language are systematically placed in one of the four schools that have ELL programs on site.
| School |
% non-white |
% free and reduced lunch |
% ELL students |
| Elementary 1 |
39% |
64% |
26% |
| Elementary 2 |
24% |
51% |
No program |
| Elementary 3 |
61% |
80% |
23% |
| High School |
38% |
52% |
9% |
Faculty
Faculty profiles can be viewed here.
Core faculty whose focus of interest and research is related to multicultural/diverse populations include:
Dr. Beth Doll
Dr. Beth Doll, the UNL School Psychology program coordinator, has been involved in ongoing research related to multicultural diversity. Dr. Doll's research interests relate to immigrant families and the unique challenges faced by the families and schools. In addition, she has a small line of qualitative and quantitative studies published that describe the experiences of immigrant families and students and the school practices that are important for the success of these students.
Dr. Susan Sheridan
In addition, Dr. Susan Sheridan has analyzed data on consultation to examine the question of consultation effectiveness with diverse consultees and white or non-white consultants.
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. UW's Graduate School also provides multi-year fellowships for some students to assist CLD students matriculate.
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.education.wisc.edu/edpsych/default.aspx?content=schoolpsychology.html#fac
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
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
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.
Immersions: Currently the school psychology program at Texas A&M has an intense three week immersion program in Mexico. This program allows students to take 6 credit hours related to multicultural issues in Mexico, while at the same time participating in observations, and delivery of services in schools and mental health clinics in Mexico. This program is open to all students in the program, but it is encouraged that students who are interested in working specifically with Latinos and their families, participate in the program.
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.