The purpose of this investigation was to replicate findings from Holcomb‐McCoy and Myers's () study, which assessed the multicultural competence of professional counselors. Factor analysis was conducted to determine the components of multicultural competence (N = 171). Differences existed between multicultural competence and race/ethnicity, F(2, 168) = 4.86, p = .009, Wilks's Λ = .95, partial η2 = .06, and education level, F(2, 167) = 8.95, p < .001, Wilks's Λ = .82, partial η2 = .10.
The present study investigated the relationship between cultural competence, multicultural self-efficacy, and ethnic identity among professional counselors (n = 172). Researchers found a moderate positive correlation between cultural competence and multicultural ethnic identity, r = .41, p < .01, and between ethnic identity and multicultural self-efficacy, r = .31, p < .01. Additionally, there was a large positive correlation between cultural competency and multicultural self-efficacy, r = .61, p < .01. Finally, results from a hierarchical multiple regression indicated that ethnic identity and multicultural self-efficacy accounted for 42.4% of the variance in multicultural counseling competence after controlling for social desirability, F(3, 159) = 38.99, p < .001. Discussion of the results, implications for the counseling profession, and areas for future research are explored.
As we become more of a global society, it is imperative for the work environment to mirror this diversity and for individuals to be supported in their professional development. Therefore, the aim of this chapter is to describe how the field of counseling can contribute to the advancement of workforce diversity education. The understanding and application of counseling skills (e.g., attending skills) can positively influence interactions within the workplace and enhance workforce diversity initiatives. A case study is included with discussion questions along with an exploration of future directions for enhancing workforce diversity.
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