Evaluating Multicultural Competence in School Psychology.
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This quantitative research study aimed to examine the relationship among school counselors’ multicultural self-efficacy and leadership practices. Specifically, this study attempted to determine if school counselors’ multicultural self-efficacy (i.e., knowledge of multicultural concepts, using data and understanding systemic change, developing cross-cultural relationships, multicultural counseling awareness, multicultural assessment, and applying racial and cultural knowledge to practice) predicted their leadership practices. This study included a nationwide sample of 212 school counselors. Findings from this study revealed positive, statistically significant correlations between school counselors’ multicultural self-efficacy and leadership practices. Findings also revealed that school counselors’ multicultural self-efficacy accounted for over a third of the variance in school counselors’ leadership practices, suggesting that school counselors’ multicultural capabilities are strongly related to their leadership practices. Results from this study could assist counselor educators and researchers in identifying multicultural factors that might impact school counselors’ effectiveness as leaders in the diverse contexts of today’s schools.
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Interest in the efficacy of multicultural training for practitioners and scientists working with multicultural populations has led to questions about the characteristics of students who seek this training. Students of ethnic minority background, as compared with White students, may be more likely to seek programs that offer this training, and their ethnic or racial identity may be related to this preference. This study explores the relevance of multicultural training to White and ethnic minority graduate students in accredited clinical psychology programs. Students rated the relevance of multicultural and general training components to their decisions about where to apply to graduate school. The ethnic minority students' mean ratings of the relevance of multicultural components were higher than those of White students, and the degree of ethnic minority students' ethnic identification was positively correlated to these relevance ratings.
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Abstract This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research.
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