IMPLICATIONS FOR SCHOOL-PSYCHOLOGISTS - SYNTHESIS OF THE MINISERIES

A synthesis of the special issue is presented by showing how the psychoeducational status of minority students can be enhanced if school psychologists and teachers take into consideration the linguistic and cultural differences of students. More responsive educational approaches that match and nurture the positive cultural experiences of minority students are emphasized. Implications for conducting culturally relevant assessments of intelligence and personality are discussed. A research agenda for the next decade is proposed.