Bilingual school psychology graduate students’ perceptions of a cultural immersion experience

Abstract

This exploratory study investigated the experiences of seven bilingual school psychology graduate students’ participation in a two-week cultural immersion experience at the Texas–Mexico border. Findings revealed five significant themes related to their experience: (1) pushed out of comfort zone, (2) bonding with peers, (3) language, culture, and identity, (4) awareness of unique challenges, and (5) changes needed in the immersion program. Implications for school psychology programs and future research directions are discussed.

Working together towards social justice, anti-racism, and equity: a joint commitment from school psychology international and journal of educational and psychological consultation

“…However, this goal cannot be achieved without acknowledging and incorporating scholarship that challenges discriminatory systems and practices. Although the journal has published a number of articles that apply social justice frameworks (e.g., Garbarino & Briggs, 2014; Grapin & Shriberg, 2020 article and special issue; Pillay, 2014; Shriberg & Clinton, 2016) and multicultural principles (e.g., Bartolo, 2010; Olson & Wilczenski, 1995; Parris et al., 2018; Rogers et al., 1999; Vega & Plotts, 2019), it has few examples of work specifically focused on disrupting individual and structural racism (for one example see Graves 2009, who calls out the field’s failure to recognize the historical contributions of school psychologists of color). Moreover, our own identities as U.S.-based, White women in editorial roles mean that our worldviews are inevitably influenced by racial privilege as well as Western notions of racism and social justice.…”