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Promoting Culturally Competent Assessment in Schools

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Handbook of Culturally Responsive School Mental Health

Abstract

Chapter 17 presents the status of current assessment instruments and related processes in schools and discusses the extent to which they are implemented from a cultural competence framework. The chapter discusses best practices to culturally competent assessment, including barriers and innovations (22 pages).

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Author information

Authors and Affiliations

  1. Virginia State University, Petersburg, VA, USA

    Toni Harris, Zewelanji N. Serpell & Brittney Pearson

  2. Duquesne University, Pittsburgh, PA, USA

    Scott Graves

Authors
  1. Toni Harris
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  2. Scott Graves
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  3. Zewelanji N. Serpell
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  4. Brittney Pearson
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Corresponding author

Correspondence to Toni Harris .

Editor information

Editors and Affiliations

  1. Graduate School of Education, Dept. Educational Psychology, Rutgers University, Seminary Place 10, New Brunswick, 08901, New Jersey, USA

    Caroline S. Clauss-Ehlers

  2. , Department of Psychology, Virginia State University, Hayden Drive 1, Petersburg, 23806, USA

    Zewelanji N. Serpell

  3. , Department of Psychology, University of South Carolina, Pendleton Street 1512, Columbia, 29208, South Carolina, USA

    Mark D. Weist

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Harris, T., Graves, S., Serpell, Z.N., Pearson, B. (2013). Promoting Culturally Competent Assessment in Schools. In: Clauss-Ehlers, C., Serpell, Z., Weist, M. (eds) Handbook of Culturally Responsive School Mental Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4948-5_16

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