The Relationship Between Racial Identity Development and Multicultural Counseling Competency

Abstract

Eighty‐seven incoming doctoral students (65 European American and 22 people of color) completed a battery of tests (e.g., a multicultural counseling competency measure). More advanced levels of racial identity development were generally correlated with higher levels of multicultural counseling competency, greater amounts of prior multicultural training, and higher self‐reported ratings of overall counseling competency and multicultural counseling competency.

Mental Health Practitioners: The Relationship Between White Racial Identity Attitudes and Self-Reported Multicultural Counseling Competencies

“…Consistent with other studies Vinson & Neimeyer, 2000), the present study indicated that more sophisticated statuses of racial identity attitude development (Pseudo-Independence and Autonomy) generally were correlated with higher levels of selfperceived multicultural counseling competency. We found some support for our hypothesis describing associations between racial identity attitude development, specific demographic variables, and multicultural counseling competency.…”

Predictors of White Adoptive Parents' Cultural and Racial Socialization Behaviors With Their Asian Adopted Children

“…Multicultural Counseling Competence in Whites has been associated with the latter three levels of White racial identity development: Pseudo-Independence, Immersion/emersion, and Autonomy statuses (Ottavi, Pope-Davis, & Dings, 1994;Vinson & Neimeyer, 2000). Similar to counselors, White adoptive parents who are in these statuses of White racial identity development feel secure in their racial identity, and reject racism and White privilege, are probably more likely to engage in the cultural and racial socialization of their children.…”

La competencia intercultural en las organizaciones: una aproximación teórica

“…Partiendo de este trabajo, Chen & Starosta, (1996) proponen 3 dimensiones de la competencia intercultural: la dimensión afectiva (sensibilidad intercultural), la cognitiva (conciencia intercultural) y la comportamental (habilidades interculturales) y que han sido ampliamente aceptadas (Bennett, 2001;Bradford, Allen, y Beisser, 1998;Graf, 2004;Howard-Hamilton, 2003;Spitzberg, 2000;Ting-Toomey, 1999, entre otros). Aunque algunos estudios defienden que este modelo no tiene en cuenta otros factores importantes que deberían ser incluidos, como sería la identidad étnica (Ponterotto, Rieger, Barrett, & Sparks, 1994;Ponterotto, Gretchen, Utsey, Rieger y Austin, 2002;Vinson & Neimeyer, 2000).…”