Achieving ethnic minority parity in school psychology

Abstract

AbstractThe article addresses the demographic characteristics of students in school psychology programs nationwide with respect to providing a rationale for the importance of increasing the proportion of minority school psychologists who are underrepresented. Emphasis on training culturally competent psychologists is reviewed within a historical context. Barriers impeding the graduate training of minority students in school psychology are delineated. Feasible strategies to recruit minority students and faculty are presented. The implications for training and practice are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 443–450, 2004.