Abstract
This study documents various process elements of multicultural training from the perspective of counseling and counseling psychology students within the United States (US). Using a mixed-methods approach, findings indicate that racial group membership is an important variable that differentially impacts White students and students of Color while undertaking a multicultural counseling course. Results of a principal components analysis revealed four components associated with racial group membership, including negative racial experiences and salience of racial diversity. Findings from a grounded theory analysis identified five overarching themes including intense emotional experiences, representing one’s racial group, and issues of safety impacting course experience. Implications for training and future research are offered.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Abreu, J. M., Chung, R. H. G., & Atkinson, D. R. (2000). Multicultural counseling training: past, present and future directions. The Counseling Psychologist, 28, 641–656. doi:10.1177/0011000000285003.
Arthur, N., & Stewart, J. (2001). Multicultural counselling in the new millennium: introduction to the special theme issue. Canadian Journal of Counselling, 35, 3–14.
Bryant, F. B., & Yarnold, P. R. (1995). Principal component analysis and exploratory and confirmatory factor analysis. In L. G. Grimm & P. R. Yarnold (Eds.), Reading and understanding multivariate statistics (pp. 99–136). Washington DC: American Psychological Association.
Chamarz, K. (2006). Constructing grounded theory: a practical guide through qualitative analysis. Thousand Oaks: Sage Publications.
Chan, S. C., & Treacy, M. J. (1996). Resistance in multicultural courses. American Behavioral Scientist, 40, 212–221. doi:10.1177/0002764296040002012.
Coleman, M. N. (2006). Critical incidents in multicultural training. An examination of student experiences. Journal of Multicultural Counseling and Development, 34, 168–182. doi:10.1002/j.2161-1912.2006.tb00036.x.
Corbin, J., & Strauss, A. (1990). Grounded theory research: procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3–21.
Curtis-Boles, H., & Bourg, E. (2010). Experiences of students of Color in a graduate-level Diversity course. Training and Education in Professional Psychology, 4(3), 204–212. doi:10.1037/a0017985.
Delgado-Romero, E. A., Galván, N., Maschino, P., & Rowland, M. (2005). Race and ethnicity in empirical counseling and counseling psychology research a 10-year review. The Counseling Psychologist, 33, 419–448. doi:10.1177/0011000004268637.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972–1977. New York: Pantheon Books.
Glasser, B. G., & Strauss, A. L. (1967). The development of grounded theory. Chicago: Alden Publishers.
Griner, D., & Smith, T. B. (2006). Culturally adapted mental health interventions: a meta-analytic review. Psychotherapy: Theory, Research, Practice, Training, 43, 531–548. doi:10.1037/0033-3204.43.4.531.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1995). Multivariate data analysis (4th ed.). Englewood Cliffs: Prentice Hall.
Hanson, W. E., Creswell, Clark, V. L., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 52, 225–235. doi:10.1037/0022-0167.52.2.224.
Heppner, M. J., & O’Brien, K. M. (1994). Multicultural counseling training: Students’ perceptions of helpful and hindering events. Counselor Education and Supervision, 30, 66–76.
Hill, H. I., & Strozer, A. L. (1992). Multicultural training in APA approved counseling psychology programs: a survey. Professional Psychology: Research and Practice, 23, 43–51.
Jackson, L. C. (1999). Ethnocultural resistance to multicultural training: students and faculty. Cultural Diversity & Ethnic Minority Psychology, 5, 27–36. doi:10.1037/1099-9809.5.1.27.
Lorelle, S., Byrd, R., & Crockett, S. (2012). Globalization and counseling: professional issues for counselors. The Professional Counselor: Research and Practice, 2, 115–123. doi:10.15241/sll.2.2.115.
McDowell, T. (2004). Exploring the racial experience of therapists in training: a critical race theory perspective. The American Journal of Family Therapy, 32, 305–325. doi:10.1080/01926180490454791.
Morrow, S. L. (2007). Qualitative research in counseling psychology: conceptual foundations. The Counseling Psychologist, 35, 209–235. doi:10.1177/0011000006286990.
Neville, H. A., Heppner, M. J., Louie, C. E., Thompson, C. E., Brooks, L., & Baker, C. E. (1996). The impact of multicultural training on White racial identity attitudes and therapy competencies. Professional Psychology: Research and Practice, 27, 83–89. doi:10.1037//0735-7028.27.1.83.
Pedersen, P. B. (1991). Multiculturalism as a fourth force in counseling. Journal of Counseling and Development, 70, 6–12.
Pieterse, A. L., Evans, S. A., Collins, N. M., Risner-Butner, A., & Mason, L. B. (2009). Multicultural and social justice training in counseling psychology and counselor education: a review and analysis of a sample of course syllabi. The Counseling Psychologist, 37, 93–115. doi:10.1177/0011000008319986.
Rooney, S. C., Flores, L. Y., & Mercier, C. A. (1998). Making multicultural education effective for everyone. The Counseling Psychologist, 26, 22–32. doi:10.1177/0011000098261002.
Sammons, C. C., & Speight, S. L. (2008). A qualitative investigation of graduate-student changes associated with multicultural counseling courses. The Counseling Psychologist, 36(6), 814–838. doi:10.1177/0011000008316036.
Smith Goosby, J. E. (2002). From black, white to shades of gray: Exploring differences in diversity learning and development between black and white graduate students. Dissertation Abstracts International, AAT 3058374.
Smith, T. B., Constantine, M. G., Dunn, T. W., Dinehart, J. M., & Montoya, J. A. (2006). Multicultural education in the mental health professions: a meta-analytic review. Journal of Counseling Psychology, 53, 132–145. doi:10.1037/0022-0167.53.1.132.
Spanierman, L. B., Oh, E., Poteat, P. V., Hund, A. R., McLair, V. L., Beer, A. M., & Clarke, A. M. (2008). White university students’ responses to societal racism: a qualitative investigation. The Counseling Psychologist, 36, 839–870. doi:10.1177/0011000006295589.
Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183–190. doi:10.1037/a0014191.
Utsey, S. O., Gernat, C. A., & Hammar, L. (2005). Examining white counselor trainee’s reactions to racial issues in counseling and supervision dyads. The Counseling Psychologist, 33, 449–478. doi:10.1177/0011000004269058.
Vinson, T. S., & Neimeyer, G. J. (2000). The relationship between racial identity development and multicultural counseling competency. Journal of Multicultural Counseling and Development, 28, 177–192. doi:10.1002/j.2161-1912.2000.tb00344.x.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Pieterse, A.L., Lee, M. & Fetzer, A. Racial Group Membership and Multicultural Training: Examining the Experiences of Counseling and Counseling Psychology Students. Int J Adv Counselling 38, 28–47 (2016). https://doi.org/10.1007/s10447-015-9254-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10447-015-9254-3