Service-learning: A training method to enhance multicultural competence toward international students.

Abstract

The present study had 2 goals: (a) evaluate the effectiveness of service-learning on counselor trainees' multicultural counseling competence (MCC); and (b) explore trainees' own perspectives on service-learning. To achieve the first goal, we conducted hierarchical linear modeling (HLM) analysis on data from 74 participants including a service-learning group (n ϭ 52) and a comparison group (n ϭ 22). The service-learning group showed significantly higher levels of MCC than those in the comparison group, t ϭ 3.10, p Ͻ .001. To achieve the second goal, we qualitatively analyzed trainees' responses to their experiences in service-learning using consensual qualitative research methodology (CQR;Hill et al., 1997). Consistent with quantitative results, qualitative domains regarding participant experience in the service-learning condition also revealed increase in MCC. We discuss the implications, limitations, and directions for further research on service-learning.

Exploring the Relationship Between Pedagogy and Counselor Trainees’ Multicultural and Social Justice Competence

“…In a comprehensive review of multicultural counseling courses, Malott (2010) found both an increased focus on traditional course formats and an absence of consensus concerning which instructional approaches best promote cultural competency, further arguing for future research to compare course designs, assess pedagogy, and increase direct cross‐cultural exposure. Additional researchers (e.g., Chao, Paiko, Zhang, & Zhao, 2017; K. A. Lee & Kelley‐Petersen, 2018; Midgett & Doumas, 2016; Midgett, Hausheer, & Doumas, 2016) have acknowledged the benefit of alternative pedagogical approaches (such as service learning) to promote cross‐cultural exchanges.…”

“…Those using quantitative approaches have reported increases in MCC awareness (Burnett et al, 2004; Chao et al, 2017) and knowledge (Chao et al, 2017; Midgett & Doumas, 2016; Midgett et al, 2016) competencies. Likewise, qualitative research highlighted the emergence of themes regarding MCC knowledge (Chao et al, 2017; Hipolito‐Delgado, Cook, Avrus, & Bonham, 2011; Koch, Ross, Wendell, & Aleksandrova‐Howell, 2014; Nilsson, Schale, & Khamphakdy‐Brown, 2011; Smith, Jennings, & Lakhan, 2014), awareness (Chao et al, 2017; Hipolito‐Delgado et al, 2011; Koch et al, 2014; K. A. Lee & Kelley‐Petersen, 2018; Smith et al, 2014), skills (Hipolito‐Delgado et al, 2011; Koch et al, 2014; Nilsson et al, 2011; Smith et al, 2014), and counseling relationship (Koch et al, 2014) concluding a CSL experience. Within these studies, scholars reinforce the lack of quantitative research comparing pedagogy or measuring student growth within a CSL course.…”

Examining the Correlation between American Students’ Cultural Intelligence, Political Affiliations, and Their Social Distances from Their International Peers

“…International students experience isolation and difficulty in making and maintaining close SD with American-born students and local communities, both of which present significant challenges to their sociocultural adjustments and academic engagements (Chao, Paiko, Zhang, & Zhao, 2017;E. J. Lee, 2016;Wang, Heppner, Wang et al, 2015).…”

“…Lee, 2016;Tawagi & Mak, 2015). As such, depending on their background variables, CQ, and self-reported SD from international peers, the American-born student could play a significant role in reducing such challenges and developing cross-cultural competencies (Chao et al, 2017).…”

“…According to a 2018 report by Open Doors, international students added 42 billion dollars to the U.S. economy during the 2016-2017 academic year (Institute of International Education [IIE], 2018). In addition to the economic value international students provide, their interactions with their American peers provide opportunities for cultural exposure critical to their career aspirations in today's global economy (Chao, Paiko, Zhang & Zhao, 2017;Holtbrugge & Engelhard, 2016). Furthermore, having international students as classmates or roommates may be fundamental in altering the biased beliefs and misperceptions that American students may have toward people of other nationalities (I- Ching, Ahn, Kim, & Lin-Siegler, 2017;McFaul, 2016).…”