This brief report presents a Multicultural Competency Checklist that can be used by counseling training programs as a pragmatic guide in multicultural program development. The Checklist includes 22 items organized along six major themes: minority representation, curriculum issues, counseling practice and supervision, research considerations, student and faculty competency evaluation, and physical environment. Guidelines for using the Checklist are provided.

The authors describe an international cultural immersion field experience, make recommendations for counselor educators who want to establish a similar program, and present an example of a student's reflection on the experience as recorded in the personal multicultural competency portfolio.

The purpose of this study was to examine barriers to and facilitators of career goals among college students in the framework of the Social Cognitive Career Theory (R. W. Lent, S. D. Brown, & G. Hackétt, 1994). Questionnaires were completed by 2,743 college freshmen. Chi‐square tests and MANOVA were used to analyze the data. The authors found gender and ethnic differences in perceptions of barriers to career goals. Differences were found by ethnicity, but not by gender, in perceptions of facilitators of career goals. The authors examined factors influencing career choice goals and specific barriers and facilitators. They discuss implications for career counselors.

This study replicates and extends the Atkinson, Furlong, and Poston (1986) investigation that examined Black subjects' preferences for salient similar and dissimilar counselor characteristics within a disconfirmatory hypothesis-testing strategy framework. Using a markedly different Black college student sample and replicating the paired-comparison technique of , the present study found a generally high rank-order correlation (p = .91) between the two respective samples on preferences for counselor characteristics. Despite the global rank-order stability across samples, a number of important rank differentials are noted and discussed. We caution against generalizing the results of cross-cultural studies to geographically displaced samples and highlight suggestions for cross-cultural research using the paired-comparison technique.The authors express their appreciation to Donald R. Atkinson, Michael J. Furlong, and Carlos Poston for sharing their survey with us and for encouraging our replication study. Special thanks are extended to Michael J. Furlong for his review and commentary on an earlier draft of this manuscript.