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Related Experiment Videos

Ethnic group preferences for multicultural counseling competencies.

Elizabeth D Fraga1, Donald R Atkinson, Bruce E Wampold

  • 1Department of Counseling and Clinical Psychology, Teachers College, Columbia University, New York, NY, US. lizfraga@aol.com

Cultural Diversity & Ethnic Minority Psychology
|March 3, 2004
PubMed
Summary

Racial and ethnic background significantly influences preferences for multicultural counseling competencies among students. Preferences for attitudes, knowledge, and skills varied across Asian American, European American, and Hispanic groups.

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Area of Science:

  • Psychology
  • Counseling
  • Cross-cultural Studies

Background:

  • Multicultural counseling competencies are essential for effective practice.
  • Previous research identified key attitudes, knowledge, and skills for competent multicultural counselors (Sue, Arredondo, & McDavis, 1992).
  • Understanding diverse student preferences for these competencies is crucial.

Purpose of the Study:

  • To determine preferences for multicultural counseling competencies among Asian American, European American, and Hispanic undergraduate students.
  • To analyze how race and ethnicity influence preferences for specific attitudes, knowledge, and skills.

Main Methods:

  • Surveyed 155 Asian American, 200 European American, and 152 Hispanic undergraduate students.
  • Utilized a paired-comparison format to assess preferences for 9 attitudes/beliefs, 11 knowledges, and 11 skills.

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  • Applied the Bradley-Terry-Luce model for data analysis and to test for intergroup differences.

    • Main Results:

    • Significant variations in preferences were found across racial and ethnic groups.
    • Preferences for 5 of 9 attitudes/beliefs, 5 of 11 knowledges, and 7 of 11 skills competencies differed based on race/ethnicity.
    • The Bradley-Terry-Luce model identified a continuum of preferred competencies.

    Conclusions:

    • Student race/ethnicity is a significant factor in their preferred multicultural counseling competencies.
    • Implications for counselor training programs to address diverse student perspectives on multicultural competence.
    • Highlights the need for culturally responsive approaches in counselor education.