Development Of Multicultural Competence Research Articles

Principles of Teachers’ Multicultural Competences Development in the Art Cycle Disciplines

Multicultural competencies in education refer to the knowledge, skills, and attitudes that enable teachers to effectively engage with students from diverse cultural backgrounds. In the context of art cycle disciplines, these competencies are particularly significant because art, in its various forms, is a powerful medium for expressing cultural identities, values, and traditions. Educators with strong multicultural competencies can help students appreciate and understand the rich tapestry of global cultures, fostering respect and empathy in the classroom. The article aims to determine the methodological principles of the development of multicultural competencies of teachers in the disciplines of the art cycle, how to develop multicultural competencies for students in the modern world, and prepare them for practical activities in the future. The methodology involves a systematic approach, which provides: a comprehensive literature review, defining research questions and hypotheses; outlines the general strategy of the research; an in-depth analysis of individual practices of developing the multicultural competence for teachers in the disciplines of the art cycle oriented to international/global projects such as "One Belt, One Road"; selection of successful practices for imitation and adoption (implementation); data analysis; conclusions and recommendations. Results. Art cycle disciplines explore the role of culture in personality development, emphasising the need for the constant development of students’ worldviews and the search for methods to prepare for multicultural competence development. By prioritising students’ perspectives and taking into account changes in the cultural environment, teachers can develop cultural sensitivity, a cornerstone of multicultural competencies. Conclusions. International experience and individual practices show that the following activities can be very effective: in-service workshops and professional development seminars specifically focused on multicultural education; creating learning communities where teachers and stakeholders (potential employers) can share their experiences, resources and strategies; encouraging teachers to use interdisciplinary approaches; participation in cultural immersion programs can significantly improve teachers’ understanding of different cultures; encouraging teachers to reflective practice and self-assessment; methodical support for curriculum development, which includes various cultural perspectives, etc.

A Qualitative Study of Therapist Trainees’ Multicultural Counselling Competence in Response to Working with Refugees Clients: Implications for Theory-Building, Research, and Practice

This study qualitatively examined the evolving experience and change process occurred when 14 clinical psychology doctoral trainees worked directly with refugee clients as part of their multicultural counselling training (MCT). The trainees’ post-session critical incident journals were collected and analyzed based on the Grounded Theory Method. A superordinate theme emerged from the data analysis in response to the research questions of this study - Increased Awareness and Responses to Make Cultural Adaptations to Therapy. This superordinate theme, with its 8 subthemes, suggest that in learning how to respond to and build relationship with refugee clients, trainees experienced a dynamic developmental progression, involving elements of cultural awareness, knowledge, and skill. A three-progned ‘Cognitive-Affective-Behavioural’ model was also identified and hypothesized to help conceptualize the effects/impacts on trainees’ overall development of multicultural competence through building relationship and offering culturally-informed therapy to refugees. Implications for MCT theory-building, research and practice are discussed.

Facilitating Multicultural and Social Justice Development through Immersion and Study Abroad Experiences

Mental health training programs are required to train students to become competent clinical professionals wherein they learn multicultural competencies, including social justice perspectives, and develop multicultural orientation. A growing trend in multicultural competence development and multicultural orientation understanding, embraced both by training programs and professional mental health organizations, is cultural immersion and study abroad experiences. These provide opportunities for personal growth, firsthand cultural learning, and exposure to global mental health matters from diverse perspectives. In addition, studying abroad allows for increased knowledge, emotional and empathic development, and spiritual formation which can lead to personal transformative development. Spirituality is a common element within study abroad, multicultural competency, and multicultural orientation, all of which are unique in all persons as a natural aspect of personal development. Through studying abroad, students can cultivate multicultural, spiritual, and values understanding, as well as encounter serendipitous learning opportunities that lead to transformative development and social justice advocacy opportunities.

Supporting school counselor’s multicultural self-efficacy development through Hip Hop based coursework

ABSTRACT This mixed-methods single-subject design study explored the impact of Hip Hop based counselor education coursework on school counseling master’s student’s multicultural competence development. In this study, students were trained in using a Hip Hop mixtape-making model for group work, and then facilitated small-groups during their internships. Analysis of repeated survey measures and two focus groups detail the impact of this novel training program on the participants’ development and offer implications for research and practice.

The use of augmented reality for the formation of multicultural competence of undergraduates

The problem and the aim of the study. The system Higher education of Russian Education adapts to the challenges of globalization and new priorities of society, the values of students from different countries, expands the range of pedagogical technologies and ways to include them in the educational process. For the training of highly qualified specialists, the development of multicultural competence as an integrated personal quality, mixed learning, 3D modeling, augmented and virtual reality are actively used in higher education. The purpose of the article is to investigate the features of the use of augmented reality for the formation of multicultural competence of undergraduates. Research methods. The theoretical analysis and generalization of scientific literature are used to identify the problems of using innovative pedagogical technologies for the development of professional and general cultural competencies of university graduates in the conditions of digitalization of society. The main idea is determined by the principle of multicultural education, which involves obtaining of new knowledge, intercultural interaction, the formation of a worldview, etc. in an environment of augmented reality. The Zome application is used as a software tool. The study of augmented reality and software implemented in the format of a quest. The experiment involved 42 students of the Vyatka State University of the training program 44.04.01 Pedagogical education (level of magistracy). As a method of statistical processing of the experimental data, the χ2 (chi-square) Pearson test was used. Results. In the experimental group, undergraduates used the tools of the AR-application to studies of fundamental theory, consolidations of professional skills, intercultural communications and joint activities. The assessment of the levels of digital literacy formation was made and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (6, 27 > 5,99). In conclusion, the features of the use of augmented reality as a new pedagogical technology for the formation of multicultural competence of undergraduates and improving the quality of education are summarized.

CLIL IN TOURISM STUDENTS’ MULTICULTURAL COMPETENCE DEVELOPMENT

The current study aims at implementation of the Content and Language Integrated Learning (CLIL) as an educational approach in tourism students’ multicultural competence development. To achieve the goal, a mixed-method was chosen, which implied the use of quantitative and qualitative research methods. The quantitative method was used to process the test results of tourism students and determine the statistical significance of the results obtained during the experiment, the qualitative method was used to analyse and interpret the results. 25tourism students of V. I. Vernadsky Taurida National University took part in the experimental study in 2020-2021 academic year. According to the results, due to CLIL classes the students’ theoretical knowledge and practical skills in the field of tourism, the ability to interact with representatives of other countries and cultures and to solve professional problems in the conditions of foreign language communication in the intercultural environment, have been increased. Additionally, the knowledge, skills and abilities of the tourism students; the pedagogical conditions of successful CLIL implementation; the methodological recommendations for developing the multicultural competence on the base of CLIL and the specifics of implementing CLIL in the educational process of the tourism students were defined. It was concluded that the use of CLIL in tourism students’ multicultural competence development helps to diversify foreign language learning at the university level and facilitates the development of professional communicative skills.

The role of the teacher in the multicultural competence development of students of higher educational institutions

The purpose of the research is to outline the features of the development of students’ multicultural competence and determine the role of the teacher in this process. Methods of synthesis, analysis, experiment, questionnaire and observation method has been used in the academic paper. The obtained results have confirmed the hypothesis: increasing the level of multicultural competence of students in a student-centered educational environment can be implemented subject to the active involvement of the teacher. Regular studying foreign languages and non-specialized disciplines also contributes to the development of multicultural competence. To assess multicultural competence, it has been proposed to use criteria that allow evaluating the impact of learning foreign languages and non-specialized disciplines, as well as the participation of teachers - curators. The pedagogical expediency has been proved and the application of forms, means and content components of the multicultural educational environment has been substantiated, as well as recommendations have been developed towards improving the effectiveness of the acquisition of multicultural competence of students with the active involvement of teachers.

Globalization in regions and program design to multicultural competence development

In this paper, the matter of how the process of globalization in regions influences the process of development of program design aimed at forming and improving multicultural competence is brought up. One way to comply with the demands is to define and develop new strategies that can make a teacher’s evaluation a successful process of improvement of multicultural competence. Better learning and teaching outcomes are to be reached – since the programs designed within the above-mentioned framework would correlate with the need of students and demands of modern education in a region, which basis lies in the matter of globalization. A literature analysis of available research was conducted. As a plan program design is not a linear process, it may be necessary to alter the content or sequencing to offer a possible mechanism to optimize the process of cooperation between the regions, to identify new factors and search for new practices to improve readiness to change (as a significant component of multicultural competence) and to offer case-study as one of the possible methods to better the process of multicultural competence development. We consider the proposed strategies as the main results of the research.

Fundamentals of Socio-Cultural Environment in Managing the Development of Multicultural Competence of Teachers

The relevance of the problem of socio-cultural environment in the management of the development of teachers’ multicultural competence involves strengthening the integrative and cultural status of the subjects of the educational process. The purpose of the study is to cover the specific features of the socio-cultural environment in the management of the development of teachers’ multicultural competence. To achieve this purpose, a set of modern general scientific approaches (personal, axiological, systemic, activity, synergetic, and competence-based) and methods (theoretical methods – analysis, synthesis, generalisation, comparison, empirical methods-observation, ranking) were used to help clarify the specific features of socio-cultural environment in the management of the teachers’ multicultural competence development. Based on the theoretical and methodological analysis of the research problem, it is determined that the multicultural competence development is a process that is consciously organised and managed, and the process of managing the development of future teachers’ multicultural competence is relevant and understudied. It was also noted that multiculturalism constitutes an important condition for sustainable social development and ensures the integration of each person into the world cultural and educational space, and multicultural competence of teachers is the result of multicultural education. The specific features of the socio-cultural environment are considered as a specific social space of the educational institution, which is described by coexistence and interaction of different and equal cultures, communication of many ethnic groups, simultaneous study and use of different languages, traditions, folk customs, and more. It is emphasised that the socio-cultural environment contributes to the growth of cultural values of each subject of the educational process of a modern school

ЦІННІСНІ ОРІЄНТАЦІЇ МАЙБУТНЬОГО ВИКЛАДАЧА ЗАКЛАДУ ВИЩОЇ ОСВІТИ

У статті обґрунтовано актуальність проблеми ціннісних орієнтацій майбутнього викладача закладу вищої освіти. Визначено сутність понять «цінності» та «ціннісні орієнтації». З’ясовано, що цінності складають основу ціннісних орієнтацій індивіда. У науковій літературі розрізняють матеріальні, суспільно-політичні, духовні цінності; позитивні і негативні цінності; цінності особистості, соціальних та професійних груп, національні, загальнолюдські цінності. Серед цінностей людського буття і культури при всьому розмаїтті найчастіше виділяють лише декілька, як правило, основних: людина, життя, добро, краса, істина, свобода тощо. Розкрито психолого-педагогічний аспект ціннісних орієнтацій. У публікації наголошується на тому, що дослідження передбачає лише вивчення змісту ціннісних орієнтацій майбутнього викладача закладу вищої освіти, але не виключається можливість змін у системі ціннісних орієнтацій майбутнього викладача під впливом організованого нами процесу формування та розвитку полікультурної компетентності.Описано методику визначення рівня ціннісних орієнтацій. Для цього використано методику «Ціннісні орієнтації» Мілтона Рокича (Milton Rokeach), який розрізняє два класи цінностей: термінальні та інструментальні. Здійснений якісний і кількісний аналіз системи ціннісних орієнтацій майбутнього викладача до та після реалізації чотирьох етапів формування полікультурної компетентності засвідчив ефективність розробленого та запропонованого нами змісту полікультурної освіти.

Qallunaat Crossing: The Southern-Northern Divide and Promising Practices for Canada's Inuit Young People

Life for Inuit communities in Canada’s northern territory of Nunavut has been impacted by rapid change over the past fifty years in particular, a pattern that has similarly impacted First Peoples’ communities across the southern portion of the country for centuries. Unfortunately, inadequate resources often leave young people from Nunavut challenged to safely navigate these abrupt changes within their communities and culture. The chronic lack of resources for young people is compounded by the lack of educational opportunities for Inuit adults to enter professional roles in support of the region’s next generation. As a result, non-Inuit (or Qallunaat) professionals from southern Canada are frequently recruited. This paper examines some of the challenges faced by Inuit communities and Qallunaat professionals as they traverse the North/South divide within a cross-cultural educational context. This process is characterized by struggles and joy in finding the balance between meeting young people’s basic social and emotional needs, and professionals who are often illprepared to teach and learn within a cultural context with which they have little familiarity. In response, the authors describe some of the unique attributes of Inuit life and some of the many challenges faced by young people. They also suggest that a “ transdisciplinary” approach be established (Holmes and Gastaldo, 2004) towards educating Qallunaat professionals as an important step in achieving effective practice within northern communities- one which integrates knowledge from Inuit Elders with cross-cultural counseling techniques, multicultural competency development and practice-based wisdom. Specific application of these skills will be explored in this paper to illustrate ways of engaging “multiculturalism” within this context while accounting for the right of Canada’s Inuit young people to have their basic social, emotional and cultural needs recognized during a transformative historical epoch.

The contribution of placement school experiences to prospective teachers’ multicultural competence development: Ethiopian secondary schools in focus

This study was designed to examine the contribution of placement school experiences to prospective teachers’ multicultural competence development in Ethiopia. The major sources of data were prospective teachers of the three randomly selected Teacher Education Institutes who took their placement school experiences at the respective secondary schools. Two hundred and forty prospective teachers were selected from five hundred and seventy three prospective teachers of the 2011/2012 academic year cohort using a proportional random sampling technique to fill in the questionnaire. Fifteen prospective teachers were also selected for interview using purposive sampling technique. Data were collected through questionnaire and interview. The data collected through the questionnaire were analyzed using percentage and one sample t-test. Interview data were reported in words following themes made vis-à-vis the research questions of this study. The findings of the study pointed out that collaboration among prospective teachers, staffs of placement schools, and students’ parents have brought the required multicultural knowledge, attitude, and skill to prospective teachers. However, the findings noted that learner-centered knowledge construction philosophy is at its infant stage at the placement schools. In light of these findings, relevant recommendations have been made in the paper.

DEVELOPMENT OF POLYCULTURAL COMPETENCE IN HUMANITIES TEACHERS IN HIGHER SCHOOLS OF THE REPUBLIC OF POLAND

The article offers the main interpretations of the concept and structure of multicultural competence, the impact of its individual components on the professional and personal development of teachers of humanities in higher education in the Republic of Poland. It is considered that among the ways to improve the system of professional training is the development of multicultural competence of future specialists in the humanities, adequate to European standards is possible provided the active implementation of progressive ideas of foreign experience in training relevant specialists in the practice of domestic higher education. The development of multicultural education of future teachers of philology is due to the need to awaken national awareness, the revival of national cultures and the need to preserve the identity of each of them. It was found that the development of multicultural competence in the direction of spreading culture, erudition, individuality of the specialist, his preparation for participation in the implementation of the challenges of society is especially relevant. in Polish pedagogical science has key competencies of socio-pedagogical component in the form of the ability to self-esteem, the ability to resolve conflicts, cooperate effectively with other people, navigate and conduct multicultural dialogue in modern real and virtual social environments and more. It was found out on the basis of logical-system analysis of the content of a significant number of philosophical, sociological, psychological, pedagogical and sociopedagogical sources that the competence approach is a methodological basis for determining the content and specifics of professional competence of specialists in various fields, including teachers of philology. It is determined that such concepts as cultural tolerance, multicultural worldview, moral responsibility should be one of the main qualities of a modern teacher of humanities, as well as the overarching goal of educating students as European citizens of the XXI century. Key words: multicultural competence, multicultural literacy, multicultural worldview, cultural tolerance, professional tolerance.

Exploring the Development of Multicultural Competence in Social Work Education

Exploring the Development of Multicultural Competence in Social Work Education

Developing Clinical Trainees’ Multicultural Counseling Competencies Through Working with Refugees in a Multicultural Psychotherapy Practicum: a Mixed-Methods Investigation

Using a longitudinal mixed-methods research design, the present study examined the development of multicultural competence and skills among 14 doctoral-level clinical trainees across three cohort groups, through providing counseling and therapy to refugees within a multicultural psychotherapy practicum. The results show that trainees reported significant increases in all domains of the measures of multicultural counseling competencies and self-efficacy as they worked with refugee clients between pre- and post-practicum, with medium to large effect sizes. The results of the Multi-Level Model analysis of trainees’ coded, post-session qualitative journals further revealed that the trainees’ growth curve for developing multicultural counseling and therapy skills was characterized by a non-linear pattern. Finally, trainees’ qualitative journal narratives additionally highlighted profound and nuanced cognitive, affective, behavioral, and interpersonal learning impacts and gains through this refugee-servicing practicum. Implications and recommendations for future multicultural counseling training and research are considered.

On a Continuum: Examining NCORE’s Influence in the Development of Multicultural Competence in Student Affairs Educators

Multiculturally competent student affairs educators are required to effectively meet the needs of today’s diverse student population. However, little is known about how educators acquire these skills. This study examined the multicultural awareness, knowledge, and skills gained by student affairs educators through their participation in NCORE, an experiential conference exploring race and ethnicity. Results of the study have implications for graduate preparation programs and professional development opportunities for student affairs educators.

Growing Our Mindset: A Diversity Summit Assessment

In 2003, the Kansas State University College of Agriculture established a diversity programs office to assist the college with recruitment, retention, and graduation of underrepresented students. The Kansas State University Tilford Group has established standards for multicultural competency development that are founded in three primary discussion areas: knowledge, personal attributes, and skills. After several campus incidents, a university-wide event, KSUnite, was created to educate students and improve campus climate. Because diversity is an invaluable element of education, the Kansas State University College of Agriculture Diversity Programs Office seeks to educate students, faculty, and staff in the areas of cultural competency. To attain this objective, the Kansas State University College of Agriculture Diversity Programs Office co-hosted a diversity summit entitled “Growing Our Mindset” in the fall of 2017. At the conclusion of the summit, participants completed a Likert scale questionnaire that measured their development of cultural competencies as a result of forum participation. Questionnaire results and demographic information were analyzed using descriptive statistics. Overall, attendees responded favorably to the forum and indicated that diversity discussions should continue via an ongoing series. To continue this effort, the diversity programs office will utilize the obtained information to further develop cultural competencies within the College of Agriculture.

Searching for Practical Approach to Development of Multicultural Competence through School Sport

Searching for Practical Approach to Development of Multicultural Competence through School Sport

The experiences of postgraduate psychology students regarding the development of multicultural competence

This study investigated the experiences of postgraduate psychology students regarding their multicultural competence development (MCCD). King and Baxter Magolda’s multidimensional framework for the development of intercultural maturity, comprising cognitive, interpersonal and intrapersonal dimensions served as theoretical grounding. A qualitative, case study design was employed, using thematic analysis to analyse focus group data. It was found MCCD takes place across the lifespan and in various contexts. Methods to overcome obstacles to MCCD were identified, as well as the participants’ positions of MCCD. Lastly, educational experiences that promote MCCD are discussed.

Multicultural Competence in a Study Abroad Program: A Case Study in Fitness for Profession

This paper discusses the importance of fitness for the profession in applied programs within the context of international field placement. Using a study abroad trip to an impoverished community in India as a case study, the authors describe the difficulties presented by a field setting in which students' cultural competence is particularly challenged. For one student who used the trip to complete service learning requirements prior to graduation, the field setting proved to be overwhelming, despite his having received the same orientation prior to travel as all other participants and after successful completion of academic coursework. We discuss the importance of fitness for the profession, including elements of cultural competence, and its potential relationship to the development of multicultural competence.