A Consensual Qualitative Research Exploration of School Counselor Multicultural Education Behaviors

Abstract

In this consensual qualitative research study, we explored how school counselors enact multicultural education behaviors by studying the experiences of 10 practicing school counselors. We also examined barriers that prevent school counselors from implementing multicultural education. Participants described acknowledging their contexts, being influenced by intrapersonal factors and awareness of others, and implementing different types of interventions. We discuss implications for practicing school counselors to navigate barriers and enact multicultural education in their schools.

Examining the impact of a Diversity Dinner Dialogue led by school counselors on student and faculty multicultural attitudes

“…Professional school counselors support students’ social/emotional, academic, and career development through data‐driven comprehensive school counseling programs (ASCA, 2019). If school counselors’ efforts to support their students are to be successful, they should focus on developing positive MC attitudes, as these attitudes are inseparable from successful development (Merlin, 2017; Ponterotto et al., 2008). Moreover, promoting positive MC attitudes among students is an ethical imperative for school counselors (ASCA, 2016; Owens et al., 2010).…”

“…A small body of previous literature has addressed the role school counselors can play in leading MC interventions in schools. For example, professional school counselors can apply Banks’ five dimensions of MC education in their schools (Merlin, 2017). One of these dimensions, prejudice reduction, involves promoting more positive attitudes toward people of different MC groups (Banks & Banks, 2010).…”

“…One of these dimensions, prejudice reduction, involves promoting more positive attitudes toward people of different MC groups (Banks & Banks, 2010). School counselors can use experiential activities and school‐wide interventions to reduce prejudice (Merlin, 2017; Roaten & Schmidt, 2009). They can also engage in behaviors emphasizing unity among students, akin to the Human Relation dimension of MC education (Merlin‐Knoblich & Chen, 2018; Sleeter & Grant, 2009).…”

“…School counselors can use experiential activities and school‐wide interventions to reduce prejudice (Merlin, 2017; Roaten & Schmidt, 2009). They can also engage in behaviors emphasizing unity among students, akin to the Human Relation dimension of MC education (Merlin‐Knoblich & Chen, 2018; Sleeter & Grant, 2009). Likewise, Pica‐Smith and Poynton (2015) suggested that school counselors reduce prejudice by encouraging interethnic and interracial friendships among students through intergroup dialogues.…”

“…Given these reasons, school counselors should prioritize work that promotes the development of positive MC attitudes among students and faculty. They are especially well‐positioned to lead such work, given their role and expertise (ASCA, 2019; Merlin, 2017). However, there is limited research on how school counselors effectively facilitate the development of MC attitudes.…”