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Social and academic Integration into school psychology graduate programs: lessons learned from a multicultural lens. By Priti Dave Queens College School Psychology Graduate Student. Introduction. 2 nd year graduate student Grew up in Mumbai, India
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Social and academic Integration into school psychology graduate programs: lessons learned from a multicultural lens By Priti Dave Queens College School Psychology Graduate Student
Introduction • 2nd year graduate student • Grew up in Mumbai, India • Completed Masters in Applied Psychology from Mumbai University • Worked as a school counselor in Mumbai • Currently a member of Dr. Proctor’s research team at Queens College, City University of New York
Queens college, cuny • School Psych Club: Activities organized by club officers • Facilitates social and academic integration for all students • First year “buddy program” • Walks like annual “Autism Walk” • Faculty members select diverse cohort of students each year • Helps with social and academic integration for CLD graduate students • Proctor and Truscott (2012) recommended school psychology program recruit and retain “critical mass” of CLD students to help with academic and social integration. • Queens College Multicultural and Bilingual Training Track
What does research say about social and academic integration of cld students? • Graduate students identifying as racial and/or ethnic minority group may experience difficulty integrating socially and academically into their graduate program (Clark, Mercer, Zeigler-Hill, & Dufrene, 2012; Maton et al., 2011; Proctor & Truscott, 2012) • Opportunities to facilitate these students’ integration into the social and academic life of graduate education should be built into the programs strategically and systematically (Proctor, Simpson, Levin, & Hackimer, in press; Proctor & Truscott, 2012).
My experience integrating socially and academically in my graduate program • Involvement in research team • Benefits of research team • Social integration • Academic integration • Increased knowledge of the research • Strengthen relationship with faculty members • Challenge • Understanding the process involved in research work • Balancing school work and studying with research team responsibilities • Participation in research team facilitated my social and academic integration into my graduate program