The Relationship Between Counselors’ Multicultural Counseling Competence and Poverty Beliefs

The authors explored the relationship between counselors’ multicultural counseling competence (MCC), poverty beliefs, and select demographic factors. Results of hierarchical linear regressions indicate that MCC is predictive of counselor individualistic and structural poverty beliefs. Implications for counselor multicultural training and immersion and future research directions are included.     

Multicultural Personality and Multicultural Counseling Competency in Counselor Trainees

The authors hypothesized that multicultural personality and ethnic identity would significantly predict variance in multicultural counseling competencies in counselor trainees, beyond the variance predicted by demographics, multicultural training, openness, and cognitive racial attitudes. Results showed multicultural personality predicted multicultural counseling competency, but ethnic identity did not. Results and implications are discussed.     

Using Personal Growth Groups in Multicultural Counseling Courses to Foster Students' Ethnic Identity Development

This study was designed to examine the relationship between personal growth group (PGG) experiences in multicultural counseling courses and counseling students' ethnic identity development. Differences in ethnic identity development were compared between counseling students who participated in a PGG experience as part of a multicultural counseling course and those who did not. Group session impacts were also examined. Results indicated that counseling students who participated in PGGs as part of a multicultural counseling course experienced significantly greater ethnic identity development than did counseling students not participating in such groups. Recommendations for further research are provided.     

Racism Attitudes,White Racial Identity Attitudes,and Multicultural Counseling Competence in School Counselor Trainees

The author investigated the relative contributions of prior multicultural training, racism attitudes, and White racial identity attitudes to self‐reported multicultural counseling competence in 99 school counselor trainees. After accounting for the number of previous multicultural counseling courses taken, results revealed that racism attitudes and White racial identity attitudes together contributed to significant variance in self‐perceived multicultural counseling competence. In particular, higher levels of racism were correlated with lower levels of self‐reported multicultural counseling competence. Moreover, higher Disintegration racial identity attitudes held by Whites were associated with their lower levels of self‐perceived multicultural counseling competence. Implications of the findings are discussed.     

美国高校的多元文化教育

本文从分析多元文化教育理论入手,从社会历史背景、高等教育大众化的影响以及大学生群体的变化三个方面剖析了美国高校多元文化教育产生的背景,并且进一步论述了多元文化教育课程设计的原则和目标以及对老师的要求。随着各个族裔移民的不断增加,他们必将进一步促进美国文化的多样化发展。同时,美国大学中的多元文化教育也将会得到进一步地完善。     

Multicultural school psychology training: An examination of students’ self‐reported course outcomes

This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research.     

Multicultural Counselor Training Experiences: Training Effects and Perceptions of Training Among a Sample of Predominately Hispanic Students

The effectiveness of multicultural training among a sample of predominately Hispanic counseling students was examined. The results of a series of 2‐factor repeated measures analysis of variance and follow‐up paired‐samples t tests suggest that multicultural training was effective in increasing students' multicultural competencies and in improving their cognitive racial attitudes. Students' affective racial attitudes were not changed. Students' perceptions of their multicultural training suggest that students from diverse racial/ethnic backgrounds may experience multicultural training differently and unique life experiences may help explain this difference. Counselor educators may wish to use a variety of training experiences to provide multicultural training that is effective across diverse student populations.     

多元文化政策下的澳大利亚民族教育

自从1973年引入多元文化主义概念并制定多元文化政策后,澳大利亚的民族教育取得了突飞猛进的发展,表现在拓宽受教育机会、制定国家教育目标、加大民族教育投资和加强土著教师的培训和专业发展等方面。澳大利亚有关民族教育立法和政策的一些经验值得借鉴。     

Teachers’ Multicultural Awareness and the Ethnic Identity of Minority Students: An Individual Case Study of a Hani Student

This study considers the role of teachers’ multicultural awareness in promoting minority students’ ethnic identity by considering the situation in one particular middle school. A case study of a Hani student is presented to show how teachers’ multicultural awareness affects ethnic identity and the academic achievement of minority students. This case study enables the authors to assess the significance and value of teachers’ multicultural awareness as an educational concept. Through the study, the authors point to a need to strengthen multicultural awareness in teachers’ education to meet requirements of cultural diversity. The authors also emphasize that such awareness should be an objective of teacher training.     

Supporting International Students: Enhancing College Counselors’ Multicultural Counseling Competence

International students experience significant difficulties as they adjust to the dominant culture in the United States. However, there is a substantial gap between the reported academic and sociological distress these students experience and their help‐seeking behaviors. This article reviews international students’ distinctive challenges in seeking professional help and proposes guidelines to effectively support these students by enhancing college counselors’ multicultural counseling competence.     

Ethnic Identity and Social‐Cognitive Maturity in a Multicultural Group Experience

This study examined a multicultural group experience on students' (N= 94) ethnic identity development and social‐cognitive maturity. Although no differences were identified between treatment and comparison group participants, group therapeutic factors scores were predictive of ethnic identity development and social‐cognitive maturity. Implications for counselor educators and future research are discussed.     

Process Versus Content: Integrating Personal Awareness and Counseling Skills to Meet the Multicultural Challenge of the Twenty‐First Century

The authors describe a study in which there was a strong relationship between personal awareness and multicultural counseling skills during group supervision. The authors suggest that during supervision, supervisors should help counselors‐in‐training to attain wisdom, as defined by F. J. Hanna, F. Bemak, and R. C. Chung (1999). This should be done by promoting personal awareness and may result in improvement in both multicultural and general counseling skills.     

Multicultural Training Experiences as Predictors of Multicultural Competencies: Students' Perspectives

The authors surveyed a national sample of master's‐level counseling students regarding their multicultural training experiences and their multicultural counseling competencies. A series of hierarchical regression models tested the prediction of inventoried competencies from measures of selected training experiences: (a) program cultural ambience or learning environment, (b) multicultural instructional strategies, and (c) multicultural clinical experiences. Perceptions of program cultural ambience or learning environment predicted all multicultural competencies: knowledge, skills, awareness, and relationship. Additional findings support the importance of clinical training experiences in the context of effective multicultural training.     

西北民族地区义务教育教师多元文化素养现状调查

对西北民族地区6个县级行政区605名义务教育教师进行调查后发现:教师的多元文化素养整体上处于中等水平,还有较大提升空间;教师的多元文化态度水平较高,但多元文化知识和能力有所不足;教师的多元文化素养在城乡、职称、是否担任班主任、所学专业、民族背景等方面均存在一定差异。据分析,民族之间的交往交流交融和教师的教育经历与学习状况是导致上述差异的重要原因。基于此,可采取以下措施提升民族地区教师的多元文化素养:创造民族之间实质性接触机会,促进跨文化互动与交往;在教师教育中体现多元文化素养的培养;深化对不同民族学生学习特点和教学的研究;鼓励教师进行民族文化教育资源和校本课程的开发与利用。     

Developing Multicultural Competence Using the Structured Peer Group Supervision Model

Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients.     

Multicultural Career Counseling: Ten Essentials for Training

In the past 20 years, several changes have taken place within the field of counseling and psychology with regard to practice and research with individuals from racial/ethnic groups. At the same time, the United States population has experienced a dramatic shift in its composition. Both have contributed to transformations in graduate training. This article will highlight salient aspects from the multicultural literature regarding culturally competent practice and apply it to the training of vocational counselors.     

少数民族地区实施校本多元文化课程初探

新一轮的基础教育课程改革所确立的三级课程开发与管理模式,为在少数民族地区实施多元文化课程提供了广阔的课程空间和制度保障。多元文化课程的实施,有助于推动民族地区教育的发展,更能适应少数民族地区学生的实际需要,更有助于充分尊重和理解文化的多样性和差异性。校本多元文化课程内容的选择要具有多元性、开放性、科学性、针对性、真实性。     

Multiple Identities in a Multicultural World: A Malaysian Perspective

Recent research in second-language acquisition has revealed that the language learning process is a complex interplay of many variables in which social roles, relationships, power relations, and identities are constantly reconstituted. Most research studies on language and identity have been conducted in predominantly English-language native-speaker settings (McKay & Wong, 1996; Peirce, 1995). This article presents the findings of my doctoral research study on the relation between language and sociocultural identities of English as a second language (ESL) learners in a multicultural society in Southeast Asia. Using a qualitative research approach, 14 Malaysian participants were interviewed using critical ethnography research methods (Carspecken, 1996). They also had to write a personal narrative and complete a questionnaire. The findings reveal that in a multicultural, postcolonial society such as Malaysia, identity issues are far more complex and multilayered. Identity shifts take place frequently in strategic and nonstrategic ways as the participants find their way in society in search of acceptance and belonging.     

高校新生军训时期辅导员的角色定位

军训是大学生进入大学的第一门课程,也是大学生思想政治教育的有效载体,在整个军训过程中辅导员发挥着至为重要的作用。根据军训的任务和要求、基于大学生的基本特点,军训辅导员充当着思想政治教育的实施者、军训工作执行者、心灵引导者、学生的保护者等各种角色,辅导员恰当的角色定位和功能发挥,有利于增强军训的教育效果,形成教育合力,促进大学生的全面发展和成长成才。