Abstract
This study investigated the self-reported multicultural competence of school counselors employed within an urban, socioeconomically blended public school district in the Southern United States (U.S.). Participants completed two instruments: a demographic questionnaire and the Multicultural Counseling Competence and Training Survey-Revised (MCCTS-R; Holcomb-McCoy and Myers 1999). Results revealed that four of ten demographic variables demonstrated significance in relation to self-reported multicultural competence. Future research recommendations include, studying a larger population, incorporating qualitative elements, considering racial identity development in relation to self-reported multicultural competence, and comparing MCCTS-R self-report scores with independent observer ratings of demonstrated multicultural competencies in response to case vignettes or video recorded student-school counselor situations (e.g., individual or group counseling).
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