{"id":{"repo_id":"temple","oai_identifier":"oai:scholarshare.temple.edu:20.500.12613/1820"},"canonical_url":"https://search.dev.ndltd.org/etd/temple/oai:scholarshare.temple.edu:20.500.12613/1820","repository":{"repo_id":"temple","name":"Temple University","base_url":"https://scholarshare.temple.edu/server/oai/request"},"display":{"title":"The Examination of the School Psychology Multicultural Competence Scale","abstract":"The School Psychology Multicultural Competence Scale (SPMCS) is a 45-item, self-report measure designed to assess the multicultural competence of school psychologists and school psychology trainees. The SPMCS was developed to address the need for a multicultural assessment tool specific to school psychology. The purpose of the present study was twofold: to determine the underlying factor structure of the SPMCS and to determine which characteristics of training programs and individual trainees were related to higher self-reported scores on multicultural competence. Participants in this study were 312 school psychology specialist and doctoral students enrolled in NASP approved and/or APA accredited school psychology programs in the United States. All students completed the SPMCS and a brief demographic survey in which they were asked about coursework in multicultural and diversity issues and practicum experiences with culturally and linguistically diverse populations. The results of the factor analysis demonstrated that a four factor solution best fit the data obtained from the sample of graduate students who completed the SPMCS. The four factor subscales were Cultural Knowledge/Skills, Cultural Appreciation, Basic Skills, and Cultural Awareness. These four subscales may provide a clearer and more accurate description of multicultural competence in professional psychology. Overall, education and training (i.e., advanced standing in graduate program, multicultural/diversity coursework, practicum with culturally and linguistically diverse clients, and internship) were associated with higher self-reported scores of multicultural competence. Female trainees, ethnic minority trainees, and bilingual/multilingual speakers also reported higher multicultural competence than male, Caucasian, and monolingual trainees. These results lend tacit support for an integrated-separate course model of multicultural training with explicit coursework in multicultural issues, integration of multicultural content into all coursework, and practicum experiences with culturally and linguistically diverse clients.","abstract_html":"The School Psychology Multicultural Competence Scale (SPMCS) is a 45-item, self-report measure designed to assess the multicultural competence of school psychologists and school psychology trainees. The SPMCS was developed to address the need for a multicultural assessment tool specific to school psychology. The purpose of the present study was twofold: to determine the underlying factor structure of the SPMCS and to determine which characteristics of training programs and individual trainees were related to higher self-reported scores on multicultural competence. Participants in this study were 312 school psychology specialist and doctoral students enrolled in NASP approved and/or APA accredited school psychology programs in the United States. All students completed the SPMCS and a brief demographic survey in which they were asked about coursework in multicultural and diversity issues and practicum experiences with culturally and linguistically diverse populations. The results of the factor analysis demonstrated that a four factor solution best fit the data obtained from the sample of graduate students who completed the SPMCS. The four factor subscales were Cultural Knowledge/Skills, Cultural Appreciation, Basic Skills, and Cultural Awareness. These four subscales may provide a clearer and more accurate description of multicultural competence in professional psychology. Overall, education and training (i.e., advanced standing in graduate program, multicultural/diversity coursework, practicum with culturally and linguistically diverse clients, and internship) were associated with higher self-reported scores of multicultural competence. Female trainees, ethnic minority trainees, and bilingual/multilingual speakers also reported higher multicultural competence than male, Caucasian, and monolingual trainees. These results lend tacit support for an integrated-separate course model of multicultural training with explicit coursework in multicultural issues, integration of multicultural content into all coursework, and practicum experiences with culturally and linguistically diverse clients.","abstract_has_math":false,"creators":["Malone, Celeste Monique"],"institution":"Temple University. Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Fiorello, Catherine A."],"committee_chairs":[],"committee_members":["Connell, James","DuCette, Joseph P.","Farley, Frank","Rotheram-Fuller, Erin"],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-27T21:22:26Z","subjects":["Psychology","Culture","Multicultural Competence","School Psychology","Training"],"languages":["eng"],"rights":["IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available."],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["864885408"],"render_values":[{"text":"864885408","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12613/1820","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Fiorello, Catherine A."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Connell, James","DuCette, Joseph P.","Farley, Frank","Rotheram-Fuller, Erin"]},{"key":"dc:creator","label":"Author","values":["Malone, Celeste Monique"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-10-27T15:14:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-10-27T15:14:22Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["Temple University. 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The SPMCS was developed to address the need for a multicultural assessment tool specific to school psychology. The purpose of the present study was twofold: to determine the underlying factor structure of the SPMCS and to determine which characteristics of training programs and individual trainees were related to higher self-reported scores on multicultural competence. Participants in this study were 312 school psychology specialist and doctoral students enrolled in NASP approved and/or APA accredited school psychology programs in the United States. All students completed the SPMCS and a brief demographic survey in which they were asked about coursework in multicultural and diversity issues and practicum experiences with culturally and linguistically diverse populations. The results of the factor analysis demonstrated that a four factor solution best fit the data obtained from the sample of graduate students who completed the SPMCS. The four factor subscales were Cultural Knowledge/Skills, Cultural Appreciation, Basic Skills, and Cultural Awareness. These four subscales may provide a clearer and more accurate description of multicultural competence in professional psychology. Overall, education and training (i.e., advanced standing in graduate program, multicultural/diversity coursework, practicum with culturally and linguistically diverse clients, and internship) were associated with higher self-reported scores of multicultural competence. Female trainees, ethnic minority trainees, and bilingual/multilingual speakers also reported higher multicultural competence than male, Caucasian, and monolingual trainees. These results lend tacit support for an integrated-separate course model of multicultural training with explicit coursework in multicultural issues, integration of multicultural content into all coursework, and practicum experiences with culturally and linguistically diverse clients."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph.D."]},{"key":"dc:title","label":"Title","values":["The Examination of the School Psychology Multicultural Competence Scale"]}]}],"canonical_facts":{"dc:contributor.advisor":["Fiorello, Catherine A."],"dc:contributor.committeemember":["Connell, James","DuCette, Joseph P.","Farley, Frank","Rotheram-Fuller, Erin"],"dc:creator":["Malone, Celeste Monique"],"dc:date.accessioned":["2020-10-27T15:14:22Z"],"dc:date.available":["2020-10-27T15:14:22Z"],"dc:date.issued":["2012"],"dc:description.abstract":["The School Psychology Multicultural Competence Scale (SPMCS) is a 45-item, self-report measure designed to assess the multicultural competence of school psychologists and school psychology trainees. The SPMCS was developed to address the need for a multicultural assessment tool specific to school psychology. The purpose of the present study was twofold: to determine the underlying factor structure of the SPMCS and to determine which characteristics of training programs and individual trainees were related to higher self-reported scores on multicultural competence. Participants in this study were 312 school psychology specialist and doctoral students enrolled in NASP approved and/or APA accredited school psychology programs in the United States. All students completed the SPMCS and a brief demographic survey in which they were asked about coursework in multicultural and diversity issues and practicum experiences with culturally and linguistically diverse populations. The results of the factor analysis demonstrated that a four factor solution best fit the data obtained from the sample of graduate students who completed the SPMCS. The four factor subscales were Cultural Knowledge/Skills, Cultural Appreciation, Basic Skills, and Cultural Awareness. These four subscales may provide a clearer and more accurate description of multicultural competence in professional psychology. Overall, education and training (i.e., advanced standing in graduate program, multicultural/diversity coursework, practicum with culturally and linguistically diverse clients, and internship) were associated with higher self-reported scores of multicultural competence. Female trainees, ethnic minority trainees, and bilingual/multilingual speakers also reported higher multicultural competence than male, Caucasian, and monolingual trainees. These results lend tacit support for an integrated-separate course model of multicultural training with explicit coursework in multicultural issues, integration of multicultural content into all coursework, and practicum experiences with culturally and linguistically diverse clients."],"dc:description.degree":["Ph.D."],"dc:identifier.other":["864885408"],"dc:identifier.uri":["http://hdl.handle.net/20.500.12613/1820"],"dc:language.iso":["eng"],"dc:publisher":["Temple University. Libraries"],"dc:rights":["IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available."],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Psychology","Culture","Multicultural Competence","School Psychology","Training"],"dc:title":["The Examination of the School Psychology Multicultural Competence Scale"],"dc:type":["Text"]},"updated_at":"2026-07-27T21:22:26Z"}