Theses and Dissertations

ORCID

https://orcid.org/0009-0006-5272-8759

Advisor

Wildmon, Mark E.

Committee Member

McCleon, Tawny E.

Committee Member

Wei, Tianlan

Committee Member

Looby, Eugenie Joan

Date of Degree

8-13-2024

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Educational Psychology (School Psychology)

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

The need for multicultural competency in school psychology is crucial for creating inclusive and culturally responsive learning environments. While research has often focused on graduate student perspectives, there's a notable gap regarding faculty members in school psychology programs. Ensuring that faculty are multiculturally competent is essential, and examining factors that influence their competency is imperative. This study explores multicultural competency from the perspectives of school psychology faculty, involving 75 participants who reflected on their interactions with diverse individuals and assessed their program climate regarding multicultural issues. Using the SPCMS-R and the MEI-R measures, the study analyzed the impact of program climate and three distinct variables—training level, personal experience, and professional experience—on faculty members’ self-reported multicultural competency. The regression analyses for Cultural Awareness, Cultural Knowledge, Cultural Skills, and Cultural Appreciation indicated that independent variables such as curriculum and supervision, climate and comfort, honesty in recruitment, and multicultural research explained modest to significant variance in these factors. However, none significantly impacted the factors individually, suggesting that their individual influence is insufficient for substantial changes. Higher training levels were positively associated with cultural knowledge and engagement in multicultural research, whereas lower levels were not. Personal experience with diverse individuals positively influenced cultural appreciation for diversity and curriculum and supervision practices. Professional experience positively related to integrating diversity appreciation into curriculum and supervision practices and fostering an inclusive environment at average and high levels but was insufficient alone for enhancing awareness in these areas. The study highlights the need for comprehensive training and experience to enhance multicultural competency among school psychology faculty.

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