Author ORCID Identifier

https://orcid.org/0009-0004-1547-2649

Date Available

9-25-2024

Year of Publication

2024

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational, School, and Counseling Psychology

Advisor

Dr. Kathleen Aspiranti

Co-Director of Graduate Studies

Dr. Isaac Woods Jr.

Abstract

Multicultural supervision is essential in preparing psychologists-in-training to provide ethical, multiculturally competent practices to diverse populations. In the field of school psychology, Black graduate students remain underrepresented despite increasing diversity in schools. While there are many resources for establishing best practices in multicultural supervision in related fields, there is a lack of literature in school psychology, especially that examines Black graduate students’ experiences. Therefore, the purpose of the current study is to attend to the gap in the literature and better understand Black graduate students’ experiences with the supervisory relationship, satisfaction with supervision, and multicultural competency skill development. The current study used an explanatory sequential mixed methods design to explore their experiences. Participants were invited to complete The School Psychology Multicultural Competence Scale (SPMCS) (N = 34), and qualitative follow-up interviews (N = 8) were conducted. Quantitative findings revealed no differences in perceptions of their supervisor’s commitment to multicultural competency development and its influence on multicultural skills by age or program type (i.e., master’s, specialist, doctoral). Qualitative interviews produced themes related to assessing the multiculturally diverse, positive and negative supervisory attributes, and factors influencing supervision satisfaction. The results will have implications for supervisors and school psychology graduate programs.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2024.315

Download

Share

COinS