Abstract
Given the increased cultural and linguistic diversity in schools across the nation, coupled with the prevalence of high-intensity needs among students and families served in schools, there is a critical need for models of multicultural supervision for trainers of school psychologists to inform service delivery within the K-12 schools and the university. Existing literature in school psychology supervision largely focuses on foundational theories and conceptualization of supervisory practices, thus training programs may struggle with how to implement such models. Multicultural supervision models that attend to cross-cultural issues that can arise during supervisory relationships, with specific attention to intersectionality across factors such as race, culture, religion, ableism, power, sexual orientation, gender identity, colonization, and generational status, are critical components of a holistic approach to supervision. The inclusion of such factors within existing models of supervision offers a contemporary approach for school psychologists to effectively and ethically traverse important supervisory duties. This article reviews recent developments and models of multicultural supervision, noting advances in the literature as well as gaps in current knowledge. The authors describe the San Diego State University’s (SDSU) approach to multicultural supervision, using case-based scenarios to illustrate ways that the model addresses and supports intersectionality within multicultural supervision. We end with suggestions and implications for training programs with respect to multicultural supervision.
