Article2013

Race/Ethnicity and Multicultural Competence Among School Counselors: Multicultural Training, Racial/Ethnic Identity, and Color‐Blind Racial Attitudes

93 citations0/0 files storedJournal of Counseling & Development

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Counseling Practices and Supervision Critical Race Theory in Education Racial and Ethnic Identity Research

Abstract

This study tested a model that links race/ethnicity, multicultural training, racial/ethnic identity (REI), color‐blind racial attitudes (CoBRA), and multicultural counseling competence (MCC) among school counselors. The author examined whether multicultural training significantly moderated the association between race/ethnicity and MCC. School counselors’ REI was found to mediate this moderated association. A 3‐way interaction among race/ethnicity, training, and CoBRA revealed that White and racial/ethnic minority school counselors had the lowest MCC scores when they had limited training and higher CoBRA.

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References

1992A power primer.1996GPOWER: A general power analysis program 1992The Multigroup Ethnic Identity Measure 1991Measurement and Control of Response Bias 1992Multicultural Counseling Competencies and Standards: A Call to the Profession 1993Counseling the Culturally Different: Theory and Practice 1982Position Paper: Cross-Cultural Counseling Competencies 2000Construction and initial validation of the Color-Blind Racial Attitudes Scale (CoBRAS).

Cited by

2015Musical Multicultural Competency in Music Therapy: The First Step 2014An Investigation of Multicultural Counseling Competence and Multicultural Counseling Self-Efficacy for Counselors-in-Training 2021Diversity training: where are we, and where should we be heading? A systematic literature review 2021Individual Characteristics Associated With Color-Blind Racial Attitudes in Master of Social Work Students 2020Age Bias in Clinical Judgment: Moderating Effects of Ageism and Multiculturalism

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