Abstract
This study examined the characteristics of school psychology programs noted for training students from a multicultural perspective. The program characteristics and training environment at 17 programs were studied through semistructured interviews with faculty and students, and reviews of prospective student application materials for multicultural content. Findings suggest that students at all programs were exposed to minority clients during applied fieldwork, 94% of the programs required a diversity issues course, 59% of the programs specialized in training with specific minority group populations, 31% of the students and 25% of the faculty represented a racial-ethnic minority group member, and 24% of the faculty were bilingual. Most programs used multiple multicultural curriculum models and employed a wide variety of recruitment and retention strategies specifically aimed at minority students. Faculty and students characterized their overall university training environment as supportive of programmatic initiatives regarding diversity issues, yet several reported uneven experiences with implementation.
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