NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1113646
Record Type: Journal
Publication Date: 2016-Sep
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1045-3830
Promoting Diversity through Program Websites: A Multicultural Content Analysis of School Psychology Program Websites
Smith, Leann V.; Blake, Jamilia J.; Graves, Scott L.; Vaughan-Jensen, Jessica; Pulido, Ryne; Banks, Courtney
School Psychology Quarterly, v31 n3 p327-339 Sep 2016
The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to recruit diverse students. The purpose of this study was to evaluate whether school psychology program websites include sufficient levels of diversity-related content critical for attracting diverse applicants. The website content of 250 professional psychology programs (165 school psychology training programs and 85 clinical and counseling psychology programs) were examined for the presence of themes of diversity and multiculturalism that prospective racially/ethnically and linguistically diverse students deem important for selecting a graduate program. Results indicated that school psychology programs had less diversity-related content on their program's website relative to clinical and counseling psychology programs. Implications for improving recruitment of racially/ethnically and linguistically diverse students through websites are discussed.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Grant or Contract Numbers: N/A