Bilingual school psychology graduate students’ perceptions of a cultural immersion experience

Desireé Vega; Cynthia Plotts

doi:10.1177/0143034319888965

Bilingual school psychology graduate students’ perceptions of a cultural immersion experience

Desireé Vega, Cynthia Plotts

Disability and Psychoeducation Studies

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

This exploratory study investigated the experiences of seven bilingual school psychology graduate students’ participation in a two-week cultural immersion experience at the Texas–Mexico border. Findings revealed five significant themes related to their experience: (1) pushed out of comfort zone, (2) bonding with peers, (3) language, culture, and identity, (4) awareness of unique challenges, and (5) changes needed in the immersion program. Implications for school psychology programs and future research directions are discussed.

Original language	English (US)
Pages (from-to)	137-153
Number of pages	17
Journal	School Psychology International
Volume	41
Issue number	2
DOIs	https://doi.org/10.1177/0143034319888965
State	Published - Apr 1 2020

Keywords

bilingual school psychology
cultural competence
cultural immersion

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Psychiatry and Mental health

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10.1177/0143034319888965

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Bilingual school psychology graduate students’ perceptions of a cultural immersion experience

Abstract

Keywords

ASJC Scopus subject areas

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