Content area
Abstract
This research addressed the gap in the existing literature on the advancement of psychology graduate students’ intercultural competence. Specifically, this study used a recurrent institutional cycle research design to explore the development of intercultural competence through the IDI Guided Development® process. Additionally, this study analyzed the participants’ Intercultural Development Plans® for qualitative differences to gain information for professors to assist them in adapting their course content to the intercultural needs of their students. The results showed that the IDI Guided Development® process advanced the intercultural competence of school psychology graduate students. Moreover, qualitative information demonstrated both differences and similarities of themes across monocultural, transitional, and intercultural mindsets. Overall, this study highlighted the need for culturally appropriate interventions in higher education, the importance of consistent explicit instruction, and the discussion regarding intercultural attitudes, knowledge, and skills. The study offered implications for school psychologists and advocated for future research on psychology graduate students’ intercultural competence.