An examination of ethnic incongruence in school-based psychological services and diversity-training experiences among school psychologists

Loe, Scott A.; Miranda, Antoinette Halsell

doi:10.1002/pits.20062

Cited by 19 publications

(12 citation statements)

References 14 publications

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“…These findings provide several important implications for the training of school psychologists. Consistent with previous literature, interns reported relatively few opportunities to engage with diverse families (Loe & Miranda, ). Further, interns’ abilities to interact with families were restricted largely by the types of interactions they saw demonstrated by supervisors or by the constraints of their roles.…”

Section: Discussionsupporting

confidence: 81%

School psychology interns’ characterizations of family–school partnerships

Soutullo

Sanders-Smith

Smith-Bonahue

2019

Psychology in the Schools

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School psychologists are encouraged to establish family–school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more traditional but limited concept of unidirectional parent involvement in school. This qualitative study describes five specialist‐level school psychology interns’ experiences facilitating family–school partnerships with culturally diverse families during their internship year. Findings focus on defining and identifying characteristics of family–school partnerships from interns’ recollections of their lived experiences. Five salient elements characterized the practical experience of a partnership: requisite situations for partnering, stakeholder involvement, intern's actions, intern's emotional responses, and the outcome or quality of the family–school partnership. These findings have implications for the training of school psychologists and the ways that family–school interactions are conceptualized both in training programs and in school settings.

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Section: Discussionsupporting

confidence: 81%

School psychology interns’ characterizations of family–school partnerships

Soutullo

Sanders-Smith

Smith-Bonahue

2019

Psychology in the Schools

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“…On the one hand, teachers might be helped to directly improve negative relationships with parents by learning about their possible antecedents. As suggested by this and other research, ethnicity is one of these antecedents, and like other school professionals (see Loe & Miranda, 2005) teachers may benefit from cultural diversity training. By gaining knowledge about specific ethnic differences—but perhaps also differences related to other characteristics, such as marital status (see Kohl et al, 2000), education (see Wong & Hughes, 2006), or income (Wyrick, & Rudasill, 2009)—teachers might become more tolerant and understanding toward specific groups of parents, and this could benefit their mutual relationships.…”

Section: Discussionsupporting

confidence: 53%

Teachers' perceptions of parent–teacher alliance and student–teacher relational conflict: Examining the role of ethnic differences and “disruptive” behavior

Thijs

Eilbracht

2012

Psychology in the Schools

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Although parents' relationships with teachers are considered to be an important aspect of parental school involvement, few studies have examined their implications for students' school adjustment. The present study provided further insight into the relevance of teachers' perceptions of the parent–teacher relationship by examining their link to teachers' perceptions of student–teacher relational conflict. Participants were 36 native Dutch teachers who rated their relationships with 230 Grade 4–6 students (59 Turkish–Dutch, 62 Moroccan–Dutch, and 109 native Dutch) and their parents. It was found that the perceived parent–teacher relationship could explain ethnic differences in student–teacher conflict that were previously unaccounted for. Moreover, the effect of the parent–teacher relationship was most pronounced for students with more perceived inattention/hyperactivity problems. Results are discussed in light of their theoretical importance and practical implications. © 2012 Wiley Periodicals, Inc.

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“…Unlike their majority counterparts, ethnic minority students relatively often have teachers from a different ethnic background (see Hughes & Kwok, 2007). Ethnic incongruence has been examined in a variety of relationships, including those between teachers and children (Ewing & Taylor, 2009;Pigott & Cowen, 2000;Saft & Pianta, 2001), children and their fellow students (Benner & Graham, 2007), school psychologists and their clients (Loe & Miranda, 2005), and supervisors and subordinates in organizations (Avey, West, & Crossley, 2008). Theoretically, there are two complementary explanations as to why ethnic incongruence could have a negative impact on the quality of the teacher-student relationship.…”

Section: Relationship Quality and Ethnic Incongruencementioning

confidence: 99%