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<p>Faculty play an integral role in preparing multiculturally competent school psychologists; however, little is known about the faculty’s capacity to provide multicultural training. The present study examined graduate students’ perceptions of their faculty’s multicultural competence and explored differences in perceptions based on students’ race, sexual orientation, and gender. A sample of 112 graduate students completed the <i>Perceived Faculty Competence Inventory</i> (Multicultural Competence subscale) and a brief demographic questionnaire. Results indicate that participants had moderately favorable perceptions of faculty multicultural competence but were not strongly confident in their faculty’s multicultural competence. Additionally, Black students and female and other gender students had more negative perceptions of faculty multicultural competence compared to White peers and male peers. Recommendations for developing and maintaining faculty’s multicultural competence are provided.</p>

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School Psychology Students’ Perceptions of Faculty Multicultural Competence

  • 期刊论文

  • 发表日期：

    2025年4月22日

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  • Celeste M. Malone

摘要

Faculty play an integral role in preparing multiculturally competent school psychologists; however, little is known about the faculty’s capacity to provide multicultural training. The present study examined graduate students’ perceptions of their faculty’s multicultural competence and explored differences in perceptions based on students’ race, sexual orientation, and gender. A sample of 112 graduate students completed the Perceived Faculty Competence Inventory (Multicultural Competence subscale) and a brief demographic questionnaire. Results indicate that participants had moderately favorable perceptions of faculty multicultural competence but were not strongly confident in their faculty’s multicultural competence. Additionally, Black students and female and other gender students had more negative perceptions of faculty multicultural competence compared to White peers and male peers. Recommendations for developing and maintaining faculty’s multicultural competence are provided.