EARLY CAREER SCHOOL PSYCHOLOGISTS' PERCEPTION OF MULTICULTURAL COMPETENCE DEVELOPMENT: A GROUNDED THEORY STUDY

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dc.contributor.advisorStrein, William Oen_US
dc.contributor.authorSweeney, Samantha Courtneyen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2012-07-10T05:37:32Z
dc.date.available2012-07-10T05:37:32Z
dc.date.issued2012en_US
dc.description.abstractWith the demographics of American school children rapidly changing and the demographics of school psychologists remaining relatively unchanged, more than ever school psychologists are working within the cross-cultural zone. This means that they are working with students and families who are culturally different from them. It has become vital that school psychologists are multiculturally competent; however how this form of competence develops is relatively unknown. Grounded theory methodology was used in the current study to explore how early career school psychologists who work in diverse schools define multicultural competence and multicultural competence development. Results indicate that the participants felt that multicultural competence should largely focus on interpersonal relationships with students and families as well as self-awareness. Additionally, the participants felt that multicultural competence was dynamic as opposed to stagnant. With respect to multicultural competence development, the participants felt that their early career experiences contributed to this area of competence more than any other factor. The foundation of their multicultural competence was made up of a desire to work in a diverse setting as well as their background and exposure to different cultures. They felt that their graduate school classes contributed to this foundation. Personal experiences also contributed to multicultural competence, but were not as significant as professional experiences.en_US
dc.identifier.urihttp://hdl.handle.net/1903/12802
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pqcontrolledPsychologyen_US
dc.subject.pquncontrolledDiversityen_US
dc.subject.pquncontrolledMulticulturalen_US
dc.subject.pquncontrolledTrainingen_US
dc.titleEARLY CAREER SCHOOL PSYCHOLOGISTS' PERCEPTION OF MULTICULTURAL COMPETENCE DEVELOPMENT: A GROUNDED THEORY STUDYen_US
dc.typeDissertationen_US

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