School psychology graduate students' perspectives on multicultural training and program environment

Abstract School psychology training programs are vital to promoting culturally responsive and equity‐centered practices. However, research on multicultural training in school psychology tends to be based on faculty reports, often excluding graduate students' perspectives. The present investigation sought to obtain a more comprehensive understanding of multicultural training in school psychology. A sample of 108 graduate students completed the Multicultural Environmental Inventory‐Revised and a training experiences questionnaire to explore their perspectives on the models and methods used for school psychology multicultural training, perceptions of their program's multicultural environment, and the extent to which these perceptions are associated with programs' multicultural training offerings. Results indicate that almost all participants reported that their programs provided multicultural training. However, there was limited discussion of diversity regarding age, gender identity, national origin, and religion, and of social justice topics. Additionally, there were differences in perceptions of multicultural program environment by race, sexual orientation, and political ideology. Findings of this study suggest that programs should emphasize social justice and skills‐based instruction and create program environments that support the development of cultural competence. Recommendations for enhancing multicultural training and creating inclusive program environments are provided.