SELF-REPORTED MUTICULTURAL COUNSELING COMPETENCE OF COUNSELING STUDENTS IN OHIO, INDIANA, AND KENTUCKY: STARTING WITH THE PERSON IN THE MIRROR
The purpose of this exploratory study was to expand the body of knowledge regarding the relationship of demographics, educational variables, and program accreditation on mid-west, Tri-state (Ohio, Indiana, and Kentucky) counseling students' self-reported levels of multicultural counseling competency as measured by the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS) assessment scores. The demographic variables under consideration included gender, race/ethnicity, income, and type of employment. Educational variables were the highest level of education completed and type / amount of multicultural counseling instruction received to date. One hundred seventeen students enrolled in 26 different counselor education programs in Ohio, Indiana, and Kentucky participated in this study. Each student completed a demographic questionnaire developed for this study and the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS). The demographic questions provided information on the respondents' educational level and other demographic variables (e.g., race, prior multicultural counseling courses, etc.). The MAKSS generated a measure of multicultural competency in three areas: multicultural counseling awareness, multicultural counseling skills, and multicultural counseling knowledge. Results indicated that (a) overall, there is no significant difference between students' self-reported levels of multicultural awareness, skills, and knowledge, (b) there is a positive relationship between the amount of multicultural counseling instruction received and multicultural counseling competency assessment scores, (c) counseling students of color report a higher level of multicultural counseling competency than white students, (d) there is a relationship between self-reported multicultural competence and demographic variables such as prior multicultural counseling education, highest degree earned, age, etc., and (e) there was a significant difference between the multicultural counseling competency scores of students enrolled in institutions following the Council for Accreditation of Counseling and Related Education Programs (CACREP) standards compared with those that do not. Additionally, the majority of the numerous definitions of multiculturalism in counseling literature tended to cite counselor self-awareness as a major component of multicultural competence. Results are discussed in terms of the limitations of this study and its implications for future research.
School:University of Cincinnati
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:multicultural counseling muticulturalism cultural competency in counselor education assessment of competence
Date of Publication:01/01/2001