The Impact of ‘Race’, Culture and Ethnicity on the Practice of White, British Educational Psychologists

One criticism of the increased ‘racial’, ethnic and cultural diversification of British society is the oft-repeated narrative in the British media about educational services being under enormous strain as they grapple with the influx of immigrant children moving into Britain. However, with figures indicating that children of immigrant parents, particularly those from minority ethnic backgrounds, face profound challenges in academic attainment and their school experiences compared to their non-BME peers, the changing demography of schools appears to be a matter of increasing importance for educational policy makers.With a significant number of the UK school population composed of those from linguistically, ethnically and culturally diverse backgrounds, it is unlikely for Educational Psychologists (EPs) not to encounter pupils who differ from them in terms of ‘race’, ethnicity and culture. However, with attitudes and perspectives of a culturally diverse population likely to be quite different from that of the helping professional, EPs must be adequately prepared to address the challenges presented when working with those from ethnically, ‘racially’ and culturally diverse backgrounds. Yet, herein lies the predicament. Since EPs rely on theoretical frameworks that are conventionally derived from a privileged, White Eurocentric/North American middle-class value system, the social, emotional and cognitive needs of other ethnic groups are likely to be neglected, as definitions of normality and abnormality may differ considerably. As a result of this, the need to become culturally competent as EPs has never been more important.On account of the researcher’s reflexivity on being a trainee from a minority ethnic background and, the majority of research into multicultural competence originating in North America, using a social constructionist stance, this study set out to explore the impact of ‘race’, culture and ethnicity on the practice of White, British EPs.Twelve EPs across three London local authorities were recruited to participate in the research and data collected via focus groups and semi-structured interviews.Data was analysed using thematic analysis which identified five final themes as impacting on EPs’ abilities to provide services to those from minority ethnic backgrounds; challenges of working with minority ethnic parents, the culture of schools, changes to education services, EP training courses and reflections on their role when working in a multicultural society.The implications of these findings for parents, schools, services, EP training courses and EPs are considered. In addition, the impact of this research on the researcher is also addressed.