Cutting edge practices to teach multicultural competencies in counseling, psychology, and education: teaching abroad or on campus?

Abstract

This manuscript provides the results of a comparative study conducted in the USA with counseling, psychology, and education graduate students in which multicultural competencies were taught using the traditional on-campus and international study abroad course formats. Data were collected via the MivilleGuzman Universality-Diversity Scale, a 45-item self-report of openness towards diverse clients, along with qualitative analysis of two permanent products: cultural activity paper (framed as analysis of cultural interactions) and ReactionJournal (an open-ended reflection on the content of class lectures, readings, presentations, and discussions). A total of 29 graduate students from diverse backgrounds were sampled through two semesters. The results revealed that compared to peers taught via the traditional on-campus format, students enrolled in the international study abroad course reported more willingness to learn and interact with diverse populations. Further, these students evidenced more growth relative to empathy towards diverse clientele, insight into cultural viewpoints, as well as a deeper understanding of their own cultural biases. The manuscript provides the study results; a brief overview of how the international study abroad and the on-campus courses were taught and organized, along with the pros and cons of each course format. It also offers a list of recommendations for the professions of counseling, psychology, and education in terms of the cutting edge practices relative to implementation, instruction, and delivery of multicultural competencies.

Cultural humility and the teaching of psychology.

“…Cultural immersion courses, which can be conducted internationally or domestically (Dietz et al, 2017), produce significantly different student outcomes when the same course has been provided in-seat and out of country (Swazo & Celinska, 2014). In a study of a course comprised of U.S. American students studying in Guatemala or a classroom in the Midwest, students studying in Guatemala demonstrated greater empathy toward diverse others, understanding of personal biases, and increased ability to engage in cultural perspective-taking (Swazo & Celinska, 2014). Examples of immersion experience models utilizing Relational Cultural Theory (RCT; Dietz et al, 2017) focus on interpersonal connection, relatedness, and harmful controlling images that are informed by discrimination and oppression, and intergroup dialogue (IGD; Dessel & Rodenborg, 2017).…”

“…Conversely, psychologically focused cultural immersion experiences, with course-supported activities for reflection and integration of coursework and activities, can serve as growth-enhancing catalysts for experiential learning (Dietz et al, 2017). Cultural immersion courses, which can be conducted internationally or domestically (Dietz et al, 2017), produce significantly different student outcomes when the same course has been provided in-seat and out of country (Swazo & Celinska, 2014). In a study of a course comprised of U.S. American students studying in Guatemala or a classroom in the Midwest, students studying in Guatemala demonstrated greater empathy toward diverse others, understanding of personal biases, and increased ability to engage in cultural perspective-taking (Swazo & Celinska, 2014).…”

Developing Intercultural Competence of Educators: Self-Regulated Learning Perspective

“…Today more than ever, preparation for diversity is essential for all educators and service providers across various settings and populations (Celinska & Swazo, 2019;Keengwe, 2010;Lemmons, 2021;Miller & Fuller, 2006;Swazo & Celinska, 2021). Similar to other professional fields, educator preparation programs are charged with preparing culturally competent educators who have the knowledge, skills, and disposition to work with children and families from cultures and backgrounds different from their own (Celinska & Swazo, 2019;Celinska & Swazo, 2016;Celinska & Swazo, 2015;Miller & Fuller, 2006;Swazo & Celinska, 2018;Swazo & Celinska, 2014). Research has evidenced that educator and human service provider preparation programs with intercultural training components provide excellent opportunities for students to learn and develop intercultural skills that will be necessary in educational and human services settings (Celinska & Swazo, 2019;Celinska & Swazo, 2016;Celinska & Swazo, 2015;Dimitrov, Dawson, Olsen & Meadows 2014;George, Richardson & Watt, 2018;Han & Thomas, 2010;Keengwe, 2010;Lin & Rime, 2008;Swazo & Celinska, 2018;Swazo & Celinska, 2014;Tinkler & Tinkler, 2016, White-Clark, 2005.…”

Multicultural Counselor Supervision and Perceived Differences on Client Outcome

“…Multicultural factors play a role in counselor supervision. Changing demographics across the USA has increased the need to address cultural differences in counseling (Swazo & Celinska, 2016;Hope & Chappell, 2015;King & Jones, 2019;Soheilian et al, 2014). Supervisors, counselors, and clients vary from each other in many different ways.…”