Bicultural Identity Development:

The Role of School Psychologists in Cultural Identity Formation and Cultural Integration

Milton A. Fuentes, Rachel Singer, Melissa Phillips, Faith Sproul and Mamona Butt

Montclair State University

Independent Practice 

U.S. schools are becoming more diverse, with immigrant students comprising 23 percent of national enrollments; multiethnic or multiracial children are one of the fastest growing subgroups of the population.  There is a clear relationship between schools and students’ experiences of acculturation, which in turn may impact academic outcomes.  The purpose of this study was to examine the role schools play in the cultural identity development processes of students as it relates to cultural integration or biculturalism.  The researchers examined the retrospective, narrative accounts of 101 university students who self-identified as bicultural. Participants discussed the major factors that contributed to their bicultural development and identity, with a majority (n=80) of participants indicating that schools played a contributing role.

Specifically, content analysis revealed four major themes associated with the facilitation or inhibition of cultural integration or bicultural identity development, including:  facilitating biculturalism, integrating tensions, cross-cultural awareness, and assimilation.  Additionally, statistical analyses indicated a relationship between participants who were born outside of the United States and the “integrating tensions” category, suggesting that these individuals experienced more alienating or dismissive experiences than those born in the U.S.  

School psychologists are in a unique position to create a sense of belonging for all students by promoting equity, diversity, and inclusion in their schools.  The main article provides steps that school psychologists and related personnel can take at the structural, academic, clinical, familial and community levels, to ensure an optimal learning experience for their students.  For example, at the structural level, school psychologists can assist with climate assessment endeavors. Additionally, in the clinical arena, school psychologists can help students develop healthy self-narratives that are mindful of the intersectionality associated with their complex identities.  Finally, on the academic front, school psychologists can partner with teachers in engaging in equitable learning practices in the classroom that do not promote identity threat and foster academic as well as personal growth.

One suggestion is to consider facilitating a learning community within your school with relevant stakeholders to discuss the article.  Some helpful prompts after the reading might include: “ With respect to the article, I learned that…”; “I was pleased that”; “I was surprised that…”; I was disappointed that…”. Based on the reading, members can also share one activity they might engage in.  In short, all efforts – big and small -- can help school psychologists meet their obligation to examine their biases and beliefs, and to consider their impact on their identities, interactions, professional practices and decisions.

For an in-depth analysis, click here to access the complete article.

Bicultural V2b (2).docx.pdf

Dr. Milton Fuentes is a professor in the Psychology Dept at Montclair State University and a licensed psychologist.

Dr. Rachel Singer is a licensed psychologist who works in private practice settings.  

Dr. Melissa Phillips is a licensed psychologist in private practice providing psychotherapy, psychological evaluations and clinical supervision.

Dr. Faith Sproul is a licensed psychologist and a certified school psychologist.  

Ms. Mamona Butt is a graduate student and research assistant in the Psychology Dept at Montclair State University. 

Author Note

Correspondence concerning this article should be addressed to Milton A. Fuentes, Department of Psychology, Montclair State University, 1 Normal Avenue, Montclair,. NJ 07043, United States.  Email:  fuentesm@montclair.edu