Race/Ethnicity and Multicultural Competence Among School Counselors: Multicultural Training, Racial/Ethnic Identity, and Color‐Blind Racial Attitudes

Chao, Ruth Chu‐Lien

doi:10.1002/j.1556-6676.2013.00082.x

Cited by 76 publications

(123 citation statements)

References 45 publications

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“…Findings from this study are consistent with those of previous empirical literature that suggest that counselors of color score significantly higher than White counselors across a number of multicultural competence subscales that measure counselor awareness, knowledge, and skills with culturally diverse clients (Chao, 2006;Chao et al, 2011;Hill et al, 2013;Ponterotto et al, 1996;Pope-Davis & Ottavi, 1994;Vinson & Neimeyer, 2000, 2003. Furthermore, findings from this study are consistent with Sheu and Lent's (2007) research that supports differences between White trainees and trainees of color on some dimensions of multicultural CSE.…”

Section: Discussionsupporting

confidence: 92%

“…A majority of studies that have assessed multicultural competence indicated that counselors of color scored significantly higher than White counselors across a number of subscales that measure counselor awareness, knowledge, and skills in clinical work with diverse clients (Chao, 2006;Chao et al, 2011;Hill et al, 2013;Ponterotto et al, 1996;Pope-Davis & Ottavi, 1994;Vinson & Neimeyer, 2000, 2003. For example, in their initial scale development of the Multicultural Awareness Scale, Ponterotto and colleagues (1996) found that when they combined trainees of color into one group, trainees of color scored significantly higher than White trainees on the Knowledge and Skills subscales.…”

Section: Trainee Race and Multicultural Competencementioning

confidence: 98%

“…In addition to multicultural competence, empathy and counseling self-efficacy (CSE) have been highlighted as important counselor characteristics for working with clients from diverse cultural backgrounds (Constantine, 2000;Sue & Sue, 2008). Additionally, studies that have investigated counselor multicultural competence with diverse client populations have revealed differences between White trainees and trainees of color on subscales of multicultural competence (Chao, 2006;Chao, Wei, Good, & Flores, 2011;Hill, Vereen, McNeal, & Stotesbury, 2013;Ponterotto et al, 1996;Pope-Davis & Ottavi, 1994;Vinson & Neimeyer, 2000, 2003. One cultural group for which there is limited counseling competence literature is Middle Eastern American (MEA) clients (sometimes referred to as Arab Americans in the literature).…”

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confidence: 97%

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Competent Counseling for Middle Eastern American Clients: Implications for Trainees

Soheilian

Inman

2015

J Multicult Couns & Deve

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The authors used a factorial multivariate analysis of variance (MANOVA) to determine whether counselor trainees' group differences on measures of multicultural competence, empathy, and multicultural counseling self-efficacy (CSE) when working with Middle Eastern American (MEA) clients were moderated by trainee race. Two hundred and fifty-six trainees responded to 3 different clinical vignettes that gave information on clients who had varying degrees of MEA characteristics. MANOVA results revealed a significant main effect for trainee race. Follow-up analyses demonstrated that trainees of color reported higher multicultural competence and multicultural CSE than White trainees. Keywords: multicultural, cultural competence, Middle Eastern AmericansLos autores usaron an análisis factorial multivariante de la varianza (MANOVA, por sus siglas en inglés) para determinar si las diferencias en grupos de consejeros en formación respecto a competencia multicultural, empatía y autoeficacia en consejería (CSE) multicultural al trabajar con clientes americanos con ascendencia de Oriente Medio (MEA) estaban moderadas por la raza del consejero. Doscientos cincuenta y seis consejeros en formación respondieron a 3 viñetas clínicas que ofrecían información sobre clientes que tenían diversos grados de características de MEA. Los resultados del MANOVA revelaron un efecto principal significativo para la raza del consejero. Análisis de seguimiento demostraron que los consejeros de color en formación comunicaron un mayor nivel de competencia multicultural y CSE multicultural que los consejeros blancos.Palabras clave: multicultural, competencia cultural, americanos con ascendencia de Oriente Medio

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Section: Discussionsupporting

confidence: 92%

Section: Trainee Race and Multicultural Competencementioning

confidence: 98%

mentioning

confidence: 97%

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Competent Counseling for Middle Eastern American Clients: Implications for Trainees

Soheilian

Inman

2015

J Multicult Couns & Deve

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“…Taken together, these studies indicate that multicultural training enhances the knowledge-base for counselors-in-training, and may subsequently increase the level of multicultural effectiveness for counselors in the field. Chao (2013) found that multicultural training enhances school counselors' multicultural counseling competence (MCC) by assisting counselors to become more aware of their own racial/ethnic backgrounds while advancing their knowledge of color-blind racial attitudes (CoBRA). This study stressed the importance of a 3-way interaction among race/ethnicity, training, and CoBRA in order to increase their MCC.…”

Section: Cognitive-knowledge Domainmentioning

confidence: 99%

Multicultural Curriculum Designs in Counselor Education Programs: Enhancing Counselors-in-Training Openness to Diversity

Celińska¹,

Swazo²

2016

JCPS

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Multicultural competencies are critical elements in both counselor preparation and practice. In accordance with the standards of the Council of Accredited Counseling and Related Educational Programs (CACREP), counselor education programs must implement multicultural competencies as one of core curriculum areas. Although research evidences the positive impact of multicultural training, it remains a challenge to establish which curriculum designs and pedagogical approaches are most effective. This study compares self-reported openness and comfort in interactions with diverse populations of 87 counselors-in-training across two distinct multicultural curriculum designs (i.e., single multicultural course vs. infusion through the curriculum) in a CACREP accredited counselor education program in the Midwest. Implications for counselor education programs and counselors in the field are provided. Author's NotesCorrespondence concerning this article should be sent to Dorota Celinska at dcelinsk@roosevelt.edu and Roberto Swazo at roberto.swazo@uni.edu multicultural competencies regardless of the pedagogical approach (Brown, 2004;Castillo, Brossart, Reyes, Conoley, & Phoummarath, 2007;Cates, Schaefle, Smaby, Maddux, & LeBeauf, 2007; Chu-Lieu Chao, Wei, Good & Flores, 2011;Malott, 2010;Pack-Brown, Thomas, & Seymour, 2008;Sammons & Speight, 2008;Tomlinson-Clarke, 2000). However, it remains a paramount challenge to find the curriculum designs for implementing the multicultural standards that most effectively enables counselors in the field to apply their multicultural knowledge and skills with diverse populations.In particular, there is no evidence to indicate whether or not a single multicultural course (i.e., explicit multicultural curriculum design) is superior to the infusion of multicultural content throughout the counselor education program (i.e., implicit multicultural curriculum design). To address this gap in the multicultural literature, the current study compares the effects of these two curriculum designs (i.e., explicit-single multicultural course versus implicit-infusion throughout the curriculum) on trainees' openness and comfort in interactions with diverse populations. Single Multicultural Course -Explicit Curriculum DesignSeveral studies support the use of one specific course dedicated solely to multicultural training as an effective curriculum design (Castillo et al., 2007;Coll, Doumas, Trotter, & Freeman, 2013;Malott, 2010;Sammons & Speight, 2008). The authors of the aforementioned studies assert that this curriculum design allows students to gain knowledge about culturally different groups, examine cultural biases, and develop multicultural skills. The acquisition of these competencies are assumed to reduce culturally insensitive behavior and aid in the evergrowing span of multicultural competencies that counselors need in order to work with a diverse clientele.Similarly, a study on introductory multicultural counseling courses conducted by Priester, Jones, Jackson-Bailey, Jana-Masri, Jordan, and M...

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“…As there is an established link within the school counseling literature between exposure to specific topics and experiences in counselor training and subsequent attitudes and behaviors in practice (Chao, 2013;Scarborough & Luke, 2008), there are several potential implications for counselor educators and supervisors. First, school counselor education programs may benefit from an internal audit to assess when and how the curricula addresses professional identity and peer membership.…”

Section: School Counselor Preparationmentioning

confidence: 99%

The Professional Peer Membership of School Counselors and the Resources Used Within Their Decision-Making

Gilbride¹,

Goodrich²,

Luke³

2016

JCPS

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The purpose of this study was to describe the demographic identity of a national sample of professional school counselors who were members of the American School Counselor Association (ASCA), understand the manner in which they conceptualized their professional peer membership, and explore what sources they use to make professional and ethical decisions. Consistent with previous research, the majority of participants were white woman, across all four regions in the sample; however, when compared to previous studies, there were a slightly higher percentage of non-white school counselors. Results suggest that there is still a significant gap between the demographics of school counselors and the students they serve. The results of this study indicate that professional school counselors hold a wide range of opinions concerning who they view are their professional peers. There were also significant differences on what resources participants' used to make professional and ethical decisions. Implications and future directions for research are discussed.

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Race/Ethnicity and Multicultural Competence Among School Counselors: Multicultural Training, Racial/Ethnic Identity, and Color‐Blind Racial Attitudes

Cited by 76 publications

References 45 publications

Competent Counseling for Middle Eastern American Clients: Implications for Trainees

Competent Counseling for Middle Eastern American Clients: Implications for Trainees

Multicultural Curriculum Designs in Counselor Education Programs: Enhancing Counselors-in-Training Openness to Diversity

The Professional Peer Membership of School Counselors and the Resources Used Within Their Decision-Making

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