Graduation Semester and Year

Fall 2025

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Social Work

Department

Social Work

First Advisor

Dr. Danielle Harrell

Second Advisor

Dr. Jandel Crutchfield

Third Advisor

Dr. Jennifer Murphy

Fourth Advisor

Dr. Juterh Nmah

Abstract

Students from racially, ethnically, and culturally diverse backgrounds continue to experience disparities in access to and engagement with culturally affirming mental health services. School-based mental health professionals (SBMHPs) play a critical role in addressing these inequities. However, little is known about how they conceptualize and apply cultural competence in their work with children and families.

This dissertation study employed a qualitative instrumental case study design that explored how SBMHPs working in a large (Pre–K–12th) public charter school network in Texas perceived, conceptualized, developed, and applied cultural competence as a professional. Framed by the Multidimensional Model of Cultural Competence (MDCC), the study examined how practitioner identity, professional training, organizational context, and systemic barriers shape culturally responsive practice in schools. Five semi-structured focus groups (n = 26) were conducted with licensed counselors and social workers employed full-time within the network.

Findings revealed eight themes describing how SBMHPs understand and apply cultural competence: (1) cultural competence as a continuous, knowledge-informed practice; (2) identity, familiarity, and upbringing shape cultural practice; (3) policies constrain culturally responsive practice; (4) school interpretation supports and limitations in culturally responsive care; (5) cultural competence requires whole-school training; (6) cultural humility and curiosity as a culturally sustaining practice; (7) culturally competent practice: relational approaches to building trust (8) ongoing professional development through peer consultation and direct practice. Practitioners described cultural competence as a developmental, evolving process rooted in humility, curiosity, and relational practice rather than a fixed endpoint. They also emphasized that systemic barriers and the political climate influence cultural responsiveness and development.

Overall, the study demonstrates that culturally competent practice in school-based mental health is shaped by practitioners' identities, organizational culture, structural conditions, and opportunities for professional learning and development. The findings highlight implications for school-based mental health practice, school and national policy, and future research.

Keywords

School-based mental health, Cultural competence, Culturally responsive practices, Charter schools, Multidimensional model of cultural competence, Texas charter schools

Disciplines

Mental and Social Health | Other Mental and Social Health | Other Social and Behavioral Sciences | Social Work

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