Skip Navigation Links

Multicultural and/or Bilingual Programs

Tufts University
Specialist Level

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.


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.

  • NASP-Approved: Yes
  • 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.
  • Total number of credits: Upon graduation, students have earned a total of 72 credits.
  • Bilingual Specialization: No
  • Student Demographics: 25-33% of incoming class represents students of diverse backgrounds


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.


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 Profiles