Multicultural (MC) counseling and social justice (SJ) are foundational parts of counselors' professional identity, and they are fostered through a developmental process that counselor educators facilitate. The purpose of this study was to explore the relationship between counselor educators' ethnic/racial identity development (ERI), their social justice orientation (SJO) and their multicultural teaching competence (MCTC). MCTC was examined using the constructs of knowledge and sensitivity. Data was collected from a nationally distributed online survey. Data were analyzed using four hierarchical regression models in order to control for socially desirable responding. Results indicated that ERI was a significant predictor of MCTC-Knowledge (p < .001) and that SJO was a significant predictor of MCTC-Sensitivity (p < .001). Socially desirable responding was not significantly related to MCTC. Results suggest the importance of attending to ERI and SJO as separate processes in training future counselor educators.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1808411 |
| Date | 05 1900 |
| Creators | Laird, Amber N |
| Contributors | Ceballos, Peggy, Jones, Leslie, Lindo, Natalya, Barrio Minton, Casey |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 135 pages, Text |
| Rights | Public, Laird, Amber N, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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