Ethnic diversification in clinical psychology graduate training.

Abstract

Thirty-eight directors and 334 advanced graduate students from clinical psychology programs completed a survey on ethnic minority training offered in clinical doctoral programs. Comparisons were made between directors' and students' ratings on the following variables: students' level of interest in ethnic minority training, the importance of this training, and the effectiveness of the clinical programs' minority-related education. Minority and nonminority students' responses were also compared on these variables. Supplementary data were collected on ethnic minority education in coursework, research, and clinical practica. Findings indicate that students, relative to clinical directors, assign more importance to ethnic minority training and lower efficacy ratings to their programs' ethnic minority education. The results also suggest that minority students feel more strongly about the value of ethnic minority training than do their nonminority peers and the directors. The implications of these results are discussed, and recommendations are made to address identified problems.