Racially and ethnically minoritized students experience a wide range of negative outcomes when compared to their White counterparts. School psychologists are called to address these disparate outcomes for racially and ethnically minoritized students and are uniquely positioned to use their consultation training as a mechanism to improve them. Consultation is a systematic problem-solving process in which consultants (e.g., school psychologists) collaborate with consultees (e.g., teachers, administrators) to address clients’ (e.g., students’) problems. All of these individuals can have different racial and ethnic backgrounds; and yet, there is little attention placed on how these racial differences might impact the effectiveness of consultation. A consultation model that explicitly considers the cultural backgrounds of those within the consultation triad (i.e., the consultant, consultee, client) is multicultural consultee-centered consultation, which is the theoretical framework that informs all three papers within this dissertation. The three papers in this dissertation explore how multicultural consultee-centered consultation might be used to improve outcomes for racially and ethnically minoritized youth. The first two papers examine how racial match (i.e., when students and teachers share the same race) influences school-based consultation. The third paper focuses on student race, and (a) investigates how de-implementation is conceptualized in the literature, (b) how de-implementation impacts racially and ethnically minoritized populations, and (c) how multicultural consultee-centered consultation can be leveraged to promote de-implementation that supports positive student outcomes. Each of the three papers provide recommendations for how research and practice can integrate race and ethnicity, and other cultural factors, into school-based consultation.
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