Desireé Vega

Global Migration: The Need for Culturally Competent School Psychologists.

Never before have more children lived away from their home countries. Given the unique social, emotional, and academic needs of children who have migrated, school psychologists must be well prepared to meet these growing demands. Consequently, school psychology training programs must invest in the preparation of culturally competent future school psychologists. In this article, we review relevant literature regarding children, migration, and school psychology and then describe a model training program that was developed to prepare school psychologists in Texas, where there are a significant number of migrant children from Mexico and South America. Broader implications for training school psychologist in the areas of cultural and linguistic diversity are discussed.

Latino immigration: preparing school psychologists to meet students' needs

As the population of immigrant Latino students continues to rise, school psychologists serving Latino children and families must develop the knowledge and skills necessary to provide high-quality psychological services to culturally and linguistically diverse students from immigrant families. Following a review of the relevant literature on the educational, social, and emotional needs of immigrant Latino children, we describe Project SUPERB (Scholars Using Psychology and Education to Reach Bilinguals), a grant-funded initiative to address the shortage of bilingual (Spanish-English) school psychologists. We discuss important issues regarding training and preparation to develop the competencies necessary for effective assessment, intervention, and collaboration in the context of school settings to help immigrant children achieve success. Finally, we identify ways in which school psychologists may adopt a leadership role in working with schools and families to promote positive outcomes. (PsycINFO Database Record

Chutes and Ladders: Young African American Males Navigating Potholes to Achieve Academic Success

Abstract There has been a substantial increase in the number of successful African Americans. However, many students, especially African American males, continue to encounter numerous academic obstacles. This chapter focuses on the factors (e.g., social, academic, personal, and familial) that African American males often have to navigate throughout their PreK-12 schooling. Hindrances, such as poverty, lack of academic readiness, poor school experiences, teacher quality, and peer influences, often negatively impact the academic progress of these students and their access to higher level or gifted instruction. In this chapter, the authors discuss strategies that best counter these factors and support and supplement gifted black boys’ educational experiences. Additionally, educational practice and policy recommendations are provided.

Making Student Achievement a Priority: The Role of School Counselors in Turnaround Schools

Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings.

Where Are All the Latino Males in Gifted Programs

Abstract Despite the challenges Latino males face throughout their educational experience, promising practices exist to enhance their academic success (Saenz & Ponjuan, 2011). This chapter addresses factors that commonly hinder the educational opportunities of Latino males, and it pinpoints those supportive factors that help advance their educational progress. Recommendations are provided to assist in increasing the identification of gifted Latino males and their participation in gifted education. Educational practice and policy recommendations are also offered.

“I’m going to prove you wrong”

Purpose – This study aims to explore perceptions of discrimination among ten African American youths as part of a larger qualitative investigation. Design/methodology/approach – The qualitative methodology utilized the “Prove them Wrong Syndrome” as a theoretical framework. Individual interviews and biographical questionnaires were the primary sources of data collection. Findings – Four major themes emerged from data analysis: perceived discrimination from others, perceived discrimination from members of one’s own racial group, responses to perceived discrimination and buffers against perceived discrimination. Practical implications – Implications for educators including teachers, school psychologists and school counselors are discussed. Originality/value – This paper attempted to fill the void in the literature, as it explored the perceptions of discrimination among African American youth, their responses to perceived discrimination and the identification of buffers to compensate for negative experiences...