Table of Contents

Foreword by Jonathan Sandoval

Preface

Acknowledgments

About the Editors

List of Contributors

Part I: History and Professional Issues

1. The Evolution of Multiculturalism: An Interdisciplinary Perspective
Markeda L. Newell and Shannon Chavez-Korell

2. Professional and Ethical Issues from a Multicultural Perspective
Emily C. Graybill and Kris Varjas

Part II: Consultation and Collaboration

3. Supporting Teachers of English Learners via Instructional Consultation
Emilia C. Lopez and Patricia M. Velasco

4. Consulting with Culturally and Linguistically Diverse Parents
Sara G. Nahari, Danielle G. Martines, and Peishi Wang

5. Multicultural Process and Communication Issues in Consultee-Centered Consultation
Colette L. Ingraham

Part III: Interventions Focused on Academic and Mental Health Issues

6. Building Reading Skills for English Learners within a Response to Intervention Framework
Doris Luft Baker, Cara Richards-Tutor, Russell Gersten, Scott K. Baker, and Jean Lousie M. Smith

7. Educating Culturally and Linguistically Diverse Children and Youth with Low Incidence Disabilities
Craig A. Michaels, Sara G. Nahari, and Carolyn Hughes

8. Culturally Responsive Mathematics Interventions for Culturally and Linguistically Diverse Students
Sun A. Kim

9. Counseling Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning (LGBTQQ) Youth of Color
Annaliese A. Singh

10. Cultural Adaptation of a School-Based Depression Prevention Program for Adolescents in Puerto Rico
Emily Saéz-Santiago, Natalia Rodríguez-Hernández, Angélica Núñez-Méndez, and Guillermo Bernal

Part IV: Data-based Decision Making

11. Assessment of English Language Learners
Graciela Elizalde-Utnick and Patricio A. Romero

12. Social, Emotional, and Behavioral Assessment with Culturally and Linguistically Diverse Populations
Tara C. Raines and Howard Crumpton

Part V: Systems-based Issues

13. Systemic Approaches to Reduce Prejudice in Schools
Sheri R. Levy, Jiyun Elizabeth Shin, Ashley Lytle, and Lisa Rosenthal

14. Systemic Issues in the Implementation of Response to Interventions in Culturally and Linguistically Diverse Schools
Janette K. Klinger, Lucinda Soltero-González, Clara Smith, John J. Hoover, Amy Eppolito, Clara E. Smith, Edilberto Cano-Rodríguez, and Kathryn White

15. Addressing Disproportionately High Rates of Disciplinary Removal for Students of Color: The Need for Systemic Interventions
M. Karega Rausch and Russell J. Skiba

16. Cultural Reciprocity in Home–School Consultation and Collaboration within International Contexts
Maya Kalyanpur

17. Systemic Approaches to Addressing Disproportionality of Culturally and Linguistically Diverse Students in Special Education
Amanda L. Sullivan, Alfredo J. Artiles, and David Hernández-Saca

Part VI: Training and Research

18. Preparing School Professionals to Deliver Services Using a Social Justice Framework
David Shriberg, Elizabeth M. Vera, and Casey McPherson

19. Qualitative Research with Multicultural Populations in Educational Settings
Sherrie L. Proctor

20. Conducting Multicultural School Psychology Research Using Quantitative Methods
Amado M. Padilla

21. Critical Issues in Training School Psychologists to Work with Culturally and Linguistically Diverse Students
Margaret R. Rogers and Elisabeth C. O’Bryon

Part VII: Future Perspectives

22. Culturally Responsive Collective Impact Teams: An Interdisciplinary Vision for the Future
Janine M. Jones

23. Looking Back and Ahead: Envisioning Research, Training, and Practice in School Psychology
Alberto M. Bursztyn and Carol Korn-Bursztyn

About the Author

Emilia C. Lopez is Professor in the School Psychology Program at Queens College, City University of New York, USA.

Sara G. Nahari was Adjunct Faculty in the School Psychology Program at Queens College, City University of New York, USA.

Sherrie L. Proctor is Associate Professor in the School Psychology Program at Queens College, City University of New York, USA.

Reviews

"Handbook of Multicultural School Psychology, 2nd Edition is required reading for any school psychology practitioner and graduate student. As school psychologists serve more diverse learners, this text provides an important resource in developing increased cultural competence with topics ranging from assessment to intervention with students and families. The questions at the end of each chapter lead to greater self-reflection and discussions to influence the study and practice of school psychology from a multicultural lens."—Erika Wood, Certified School Psychologist, New Town High School, Cedarmere Elementary, USA"Ideal for pre-service and in-service training on multicultural school psychology, this comprehensive and interdisciplinary book exposes readers to theory and research from various approaches. The new section on systemic issues, such as RtI for CLD and ELL students, is especially timely."—Chieh Li, Associate Professor and Director of Clinical Training, School Psychology Program, Department of Applied Psychology, Northeastern University, USA"As North America continues its evolution as a multicultural and multilingual continent, as many segments of our society contend with injustice and bias, and as our school systems and communities face increasingly complex challenges in promoting the academic, socio-emotional, and multicultural competence of our youngest generations, there exists no better book in the field to guide school psychologists and related professionals in their day-to-day service delivery, consultation, research, and training. Simply put, this new edition of Handbook of Multicultural School Psychology is an integrative masterpiece of interdisciplinary applied science that should be on the shelf or e-reader of every school psychologist in America."—Joseph Ponterotto, Professor, Counseling Psychology, Graduate School of Education, Fordham University, USA