A multilevel framework for recruiting and supporting graduate students from culturally diverse backgrounds in school psychology programs

TLDR

The field of school psychology suffers from a persistent lack of cultural diversity, with racial, ethnic, linguistic minority, and international students facing significant barriers to graduate study. Faculty and institutions must proactively dismantle these barriers to increase diversity among school psychologists and support all students' success. The article presents a multilevel framework—research‑based strategies at primary, secondary, and tertiary levels—to recruit and support culturally diverse graduate students, including outcome assessment and international application considerations.

Abstract

The lack of cultural diversity among practitioners and trainers in the field of school psychology has been recognized as a longstanding problem. In particular, individuals from racial, ethnic, and linguistic minority and international backgrounds often encounter a range of barriers to pursuing graduate study in school psychology. Given the urgent need to increase diversity among school psychologists, faculty and institutions must take proactive measures to deconstruct these barriers and to support the success of all students. This article outlines a multilevel framework for recruiting and supporting graduate students from culturally diverse backgrounds in school psychology programs. Within this framework, research-based strategies are presented at the primary, secondary, and tertiary levels of support. Moreover, considerations for assessing program and student outcomes are discussed, and applications to school psychology programs internationally are considered.