DEI in School Psychology

Being interested in enhancing internationally representative, culturally informed scholarship, our lab has examined publication characteristics and outlets of international scholars, as well as change over time in geographic locations of authors and participants in school psychology research (e.g., Kim et al., 2018). We are interested in developing a research program to address multicultural issues in graduate training. Given that there is little research-based information regarding the unique assets and challenges faced by international graduate trainees in school psychology, we plan to continue developing research to improve multicultural training and supervision in school psychology to recruit and retain culturally and linguistically diverse future school psychologists. Furthermore, our lab is currently working on research studies that examine the recruitment and retention of racially and ethnically diverse students, mainly with Black and Asian American students. 

In the past decade, the United States' social and political events have exacerbated racial tension experienced by racially minoritized groups. In Asian-American families, conversations about race and ethnicity often focus on cultural heritage, rather than the historical racism and discrimination the population has faced (Young et al., 2020). Within the study of racial-ethnic socialization (RES) practices, Asian American families are the least studied (Simon, 2021). Specifically, Simon (2021) found a gap in the study of the exchange of RES messages from Asian-American parents to children. Thus the purpose of the study is to explore the bidirectional messages on racial-ethnic socialization (RES)  between immigrant and first-generation Asian American parents and their children and its effects on school readiness.

According to the International Institute of Education (2023), 467,027 international students pursued advanced degrees in the 2022-2023 academic year (IIE, 2023). However, their experiences vary greatly depending on their country of origin and temporary residence. Leaving one's home country presents challenges, and international students often grapple with finding community, combating racial discrimination, navigating cultural disparities, and language and financial barriers. Literature indicates that international students, especially those of color, face higher levels of discrimination and more obstacles than their white counterparts (Mwangi et al., 2018). Despite numerous challenges, international students bring significant strengths to school psychology training programs by enhancing multicultural competency and promoting multiculturalism in education, contributing to leadership development within the school psychology field (Luh & La Salle, 2020). There is a lack of research within the field of school psychology despite its status as a unique discipline requiring specialized skills and knowledge. Therefore, this study investigates the perceptions of program climate and the distinct challenges international graduate students encounter, particularly those of color in School Psychology programs.

International students of color bring a variety of perspectives, experiences, and cultural insights to graduate programs in the United States. Their diverse backgrounds enrich academic discussions and contribute to a more inclusive learning environment. Additionally, these students often demonstrate strong resilience, adaptability, and determination, having overcome various challenges to pursue their education abroad. Furthermore, international students of color can facilitate cross-cultural exchange and enhance global awareness within the academic community. However, previous studies have primarily focused on their challenges, lacking a strength-based approach to understanding their experiences. Therefore, our current study uses a risk and resilience framework to examine the meaning of the international student identity to international students of color and their perceptions of their unique assets and challenges while going through their graduate training. This will provide meaningful insight into their conceptualization of their identity and inform graduate programs of their unique perspectives, allowing them to optimize their support for international students of color.