Current Practices in Multicultural Assessment by School Psychologists

  • Eric J. López New Mexico State University
  • Loretta Salas New Mexico State University
  • Elsa Arroyos-Jurado New Mexico State University
  • Kathleen Chinn New Mexico State University
Keywords: multicultural, school psychology, qual­it­ative research

Abstract

onducting appropriate assessments that take into account multicultural issues is a cur­rent research topic in the field of counseling psy­chology. However, little, if any, research has been conducted on how practicing school psychologists deal with this issue. Pilot studies have indicated, in general, that multicultural issues were not con­sidered. The current investigation, as part of a larger study, analyzed the responses of numerous members of a school psychology state association along the U.S.-Mexico borderlands. Vignettes were developed in which two studies were pre­sented varying only in ethnic identity of the student having academic problems. Only one vignette is analyzed and presented in this paper. URN: urn:nbn:de:0114-fqs0403231

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Author Biographies

Eric J. López, New Mexico State University
Eric J. LÓPEZ is an Assistant Professor at New Mexico State University in Educational Diagnostics, School Psychology, and Bilingual Special Education.
Loretta Salas, New Mexico State University
Loretta SALAS is an Assistant Professor at New Mexico State University in Bilingual Special Education.
Elsa Arroyos-Jurado, New Mexico State University
Elsa ARROYOS-JURADO is an Assistant Professor at New Mexico State University in School Psychology.
Kathleen Chinn, New Mexico State University
Kathleen CHINN is an Assistant Professor at New Mexico State University in Deaf Education.
Published
2004-09-30