Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

Abstract

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

Increasing the recruitment and retention of REM students within school psychology: The potential of diversity committees

“…Notably, only one program has reported data demonstrating success in increasing retention of culturally and linguistically diverse (CLD) students. Their increased retention correlates to their efforts in providing flexible accommodations for students needing more preparation or time in the program as well as providing awareness of discrimination and racism (Ding et al, 2021).…”

“…While recruitment strategies are an essential step in diversifying the field of school psychology, psychology graduate training programs must also seek to foster an inclusive, supportive climate for REM students with the goal of retaining these students in training programs (Rogers & Molina, 2006). For instance, addressing instances of discrimination and racism was one successful strategy for retaining students in a bilingual school psychology program (Ding et al, 2021). To do so, the program created faculty‐led or student‐led open forums to address student experiences of discriminatory or racist situations, implement official program remediation procedures to address racist behaviors or incidents, and provide specific anti‐racism educational training opportunities (Ding et al, 2021).…”

“…For instance, addressing instances of discrimination and racism was one successful strategy for retaining students in a bilingual school psychology program (Ding et al, 2021). To do so, the program created faculty‐led or student‐led open forums to address student experiences of discriminatory or racist situations, implement official program remediation procedures to address racist behaviors or incidents, and provide specific anti‐racism educational training opportunities (Ding et al, 2021).…”

“…A critical need to reform program training and curriculum has also been underscored. For CLD students, providing a flexible training model where students can enroll in prerequisite courses and receive extra faculty support around writing and analytical skills can mitigate systemic barriers in education and set students up for success (Ding et al, 2021). Additionally, psychology graduate training programs have been encouraged to integrate multicultural issues throughout the established curriculum, rather than having a single diversity‐related class or offering one‐off trainings (Bezrukova et al, 2012).…”

“…The inclusion of both faculty‐student and peer mentorship programs for REM students is also believed to lead to increased retention of such students in graduate psychology programs (Ding et al, 2021; Rogers & Molina, 2006). One school psychology program saw an increase in the retention of bilingual school psychologists after implementing a faculty mentorship program (Ding et al, 2021).…”