Development and Initial Examination of the School Psychology Multicultural Competence Scale Celeste M. Malone 1 & Candyce Briggs 2 & Elizabeth Ricks 1 & Kyndra Middleton 1 & Sycarah Fisher 3 & James Connell 4 Published online: 15 December 2015 # California Association of School Psychologists 2015 Abstract This study reports on the initial development and examination of the School Psychology Multicultural Competence Scale (SPMCS), a 45-item self-report measure for evaluating school psychologists’ multicultural competence in the primary domains of school psychology practice (i.e., assessment, consultation, intervention). A sample of 312 school psychology graduate students was recruited by out- reach to school psychology training programs and email listservs to complete the SPMCS and a questionnaire about previous multicultural/diversity coursework and practicum with culturally and linguistically diverse clients. The results from principal axis factoring indicated that 28 of the 45 SPMCS items contributed to a four-factor solution with sub- scales identified as cultural skills, cultural knowledge, cultural appreciation, and cultural awareness. Internal consistency for each subscale was moderate to high. Overall, completion of multicultural/diversity courses and completion of practicum with culturally and linguistically diverse clients were associ- ated with higher self-reported scores of multicultural compe- tence. The SPMCS can potentially be used as one component to evaluate the extent to which training programs develop the multicultural competence of their trainees. Additionally, these findings provide additional insight into the conceptualization of multicultural competence. Keywords Multicultural competence . Training The USA is becoming more racially and ethnically diverse; it is estimated that approximately 67 % of all children will be non-White by 2060 (U.S. Census Bureau 2012). In marked contrast, the field of school psychology lacks racial and ethnic diversity. In a survey of the National Association of School Psychologists (NASP) members, ap- proximately 91 % of the respondents identified themselves as White (Castillo et al. 2011). Thus, there exists a large difference in the racial-ethnic composition of school psy- chologists and the school-age population they serve. In light of this, it is imperative that we ensure that all school psychologists, regardless of ethnicity, have the necessary education and training to serve diverse students and their families. There is general consensus between the two major profes- sional organizations and program-accrediting bodies, the American Psychological Association (APA) and NASP, that trainees should be prepared by their programs to provide services to culturally and linguistically diverse (CLD) indi- viduals (i.e., racial, ethnic, and linguistic minorities; American Psychological Association 2013 ; National Association of School Psychologists 2010b). Additionally, both organizations view culturally competent service delivery as a foundation of ethical practice (American Psychological Association 2010 ; National Association of School Psychologists 2010a). * Celeste M. Malone celeste.malone@howard.edu 1 Human Development and Psychoeducational Studies, Howard University, 2441 4th Street NW, Washington, DC 20059, USA 2 Behavioral and Social Sciences, University of the District of Columbia, Washington, DC, USA 3 Department of Counseling, School, and Educational Psychology, The University of Kentucky, Lexington, KY, USA 4 A.J. Drexel Autism Institute, Drexel University, Philadelphia, PA, USA Contemp School Psychol (2016) 20:230–239 DOI 10.1007/s40688-015-0079-1 Author's personal copy