Faculty Publications

Cutting Edge Practices To Teach Multicultural Competencies In Counseling, Psychology, And Education: Teaching Abroad Or On Campus?

Document Type

Article

Keywords

counseling, education, psychology, study abroad, teaching multiculturalism

Journal/Book/Conference Title

Intercultural Education

Volume

25

Issue

2

First Page

105

Last Page

113

Abstract

This manuscript provides the results of a comparative study conducted in the USA with counseling, psychology, and education graduate students in which multicultural competencies were taught using the traditional on-campus and international study abroad course formats. Data were collected via the Miville-Guzman Universality-Diversity Scale, a 45-item self-report of openness towards diverse clients, along with qualitative analysis of two permanent products: cultural activity paper (framed as analysis of cultural interactions) and Reaction Journal (an open-ended reflection on the content of class lectures, readings, presentations, and discussions). A total of 29 graduate students from diverse backgrounds were sampled through two semesters. The results revealed that compared to peers taught via the traditional on-campus format, students enrolled in the international study abroad course reported more willingness to learn and interact with diverse populations. Further, these students evidenced more growth relative to empathy towards diverse clientele, insight into cultural viewpoints, as well as a deeper understanding of their own cultural biases. The manuscript provides the study results; a brief overview of how the international study abroad and the on-campus courses were taught and organized, along with the pros and cons of each course format. It also offers a list of recommendations for the professions of counseling, psychology, and education in terms of the cutting edge practices relative to implementation, instruction, and delivery of multicultural competencies. © 2014 © 2014 Taylor & Francis.

Department

School of Applied Human Sciences

Original Publication Date

1-1-2014

DOI of published version

10.1080/14675986.2014.886821

Link to Full Text

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