Multicultural Consultee-Centered Consultation: When Novice Consultants Explore Cultural Hypotheses With Experienced Teacher Consultees

Abstract

Using case study qualitative methodology and naturalistic inquiry, this study investigates how beginning consultants use multicultural consultee-centered consultation (MCCC) to explore cultural hypotheses with experienced teachers. The study involves the conceptualizations and detailed records of 3 ethnically diverse novice consultants who hypothesize cultural issues in the problem situation and use MCCC with teachers of diverse students ages 6-12. Grounded in the multicultural consultation framework (Ingraham, 2000), analyses focus on consultation stages, communication processes, factors associated with success and failure, and their relationship with co-constructing problem definitions with consultees. Results of within-case and cross-case analyses illustrate the complexity of practicing and studying MCCC and suggest several issues that may influence multicultural consultation outcomes. Specific questions for future research are identified.