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Multicultural Supervision: What Difference Does Difference Make?

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Abstract

Multicultural sensitivity and competency represent critical components to contemporary practice and supervision in school psychology. Internship and supervision experiences are a capstone experience for many new school psychologists; however, few receive formal training and supervision in multicultural competencies. As an increased number of students from culturally diverse backgrounds are accepted into school psychology training programs, it is likely students will encounter supervisory experiences in which the supervisor is of a culture other than their own. This paper explores cultural factors impacting supervision, reviews research on cultural match between supervisor and supervisee, as well as highlights best practice considerations for engaging in effective multicultural supervision.

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Authors and Affiliations

  1. School Psychology Program, College of Education, University of Arizona, 1430 E. Second Street, Tucson, AZ, 85721, USA

    Katie Eklund, Megan Aros-O’Malley & Imelda Murrieta

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  1. Katie Eklund
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  2. Megan Aros-O’Malley
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  3. Imelda Murrieta
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Correspondence to Katie Eklund.

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Eklund, K., Aros-O’Malley, M. & Murrieta, I. Multicultural Supervision: What Difference Does Difference Make?. Contemp School Psychol 18, 195–204 (2014). https://doi.org/10.1007/s40688-014-0024-8

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