Level Of Multicultural Competence Research Articles

Multiculturalism of Indonesia’s Multireligious Communities: The Portrayal of Multicultural Competence and its Contributing Factors

Multireligious communities need to acquire multicultural competence (MC) to help them deal with complex interactions taking place in the repertoire of religious and cultural differences. Hence, this explanatory mixed-method study sought to quantitatively measure the MC of Indonesia’s multireligious communities and to qualitatively explore the factors contributing to the formation of their MC. A quantitative survey with 30-item valid and reliable questionnaires was conducted to measure the MC of 577 respondents from a population of Indonesia’s multireligious communities by using a convenient sampling technique. A descriptive qualitative study was further executed to explore the contributing factors of MC by involving 20 participants recruited using a purposive sampling technique. The data were analysed using descriptive-quantitative and interactive-model techniques. The quantitative data revealed that the multireligious communities had a high level of MC (M=3.64) demonstrated by high levels of multicultural awareness, skills, and knowledge with a balanced composition. The qualitative data highlighted five factors shaping their MC. These factors entailed mutual respect, tolerance, internalization of multicultural attitudes, good communication, and interactions with cultural traditions. Further studies could use these factors to develop multicultural education programs or interventions.

Perbedaan Pengetahuan dan Kesadaran Multikultural Mahasiswa Calon Konselor dua LPTK Indonesia

<p><strong></strong>This study aims to determine the profile of knowledge and multicultural awareness of prospective counselor students from two different LPTKs in Indonesia. This study uses survey and comparative research methods. The research data uses an adapted Multicultural Counseling Knowledge and Awareness Scale-Refined (MCKAS-R) questionnaire, which has been retested for validity and reliability using Indonesian students as subjects. The results showed that the students' multicultural competence level was in moderate condition. There is no difference in the level of multicultural competence between students in the two LPTKs. Viewed from the aspect of knowledge and multicultural awareness, students in both LPTKs are also in moderate condition. Efforts that can be made to improve students' multicultural competence start with self-awareness, knowledge, and multicultural skills so that students can later internalize these multicultural competencies.</p>

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.

Traditional Korean Art Materials as Therapeutic Media: Multicultural Expansion Through Materials in Art Therapy

The globalization of art therapy requires a high level of multicultural competence among art therapists for ethical practice, which includes understanding the traditional materials of the client’s culture. However, the common materials used in art therapy remain mostly Western, which neglects the therapeutic value of art materials from outside the Eurocentric world. This article explores the relations between culture and art materials, using the traditional Eastern materials from the Korean cultural context called Jipilmuk — Ji (paper) pil (brush) muk (Meok [inkstick]). A focus on the philosophical esthetics of East Asia reveals the close connection between materials and culture as well as their therapeutic implications.

Multicultural Competence of University Students in Ukraine: Reality and Perspectives

Abstract All the surveys have been done on the basis of the current global and domestic social situation analysis, as well as on available scientific work on the diagnosis and prevention of inter-ethnic conflicts among students. The contradictions between migration processes intensification and the reluctance of Ukrainian society as for the effective social integration of migrants and expats are characterized in the article. The contradictions between the avant-garde social role of students as a generator of new social standards and a significant number of inter-ethnic conflicts crimes of violence among students are also presented in the article. The monitoring of the problem of inter-ethnic conflicts among students as a community that must be perceived to uphold the progressive social values has been done. The problem contemporary students’ value perception of inter-ethnic harmony and their evaluation of the social surrounding in the inter-ethnic context; the level of multicultural competence of students of higher educational institutions as a factor in the prevention of inter-ethnic conflicts in the investigated environment are investigated in this article from the standpoint of the competence paradigm of socio-cultural activity. Based on the research data presented in the article, the thesis that the problem of inter-ethnic conflicts in the student environment is urgent, although it falls below the national average (40% and 44%, respectively) is confirmed. The defining thesis of author's research is the interpretation of multicultural competence as a component of social competence – a comprehensive personal quality based on tolerance, manifested in the ability to carry out effective dialogic interaction with representatives of the different culture or other ethnic background, and consists of value-motivational, cognitive and activity-behavioral blocks. The study was carried out in accordance with a set of characterized criteria and indicators of students’ multicultural competence formation in the context of inter-ethnic conflicts prevention. The results of the research revealed the leading reasons for the insufficient multicultural competence formation among respondents. They are: lack of inter - ethnic interaction practice; respondents' vague perceptions of the essence and social functions of multicultural competence; lack of a holistic state approach to the prevention of inter-ethnic conflicts; insufficient development of forms and experience on inter-ethnic conflicts prevention. The outlook for optimizing the problem of insufficient level of multicultural competence of university students in Ukraine are formulated at three levels: legislative, research and methodological. Keywords : multicultural competence, university, higher educational institution, students, prevention of inter-ethnic conflicts, globalization, ethno-religious context, international exchange.

Culturally Responsive School Psychology Practice: a Study of Practitioners’ Self-Reported Skills

The American Psychological Association (APA) recognizes cultural competence as a defining feature of psychological practice, education, training, and research (Sue et al. American Psychologist, 49, 792–796, 1999). The purpose of this study was to investigate the self-appraised cultural competence of school psychology practitioners using the Multicultural School Psychology Counseling Competency Scale (MSPCCS; Rogers & Ponterotto Psychology in the Schools, 34(3), 211–217, 1997) as well as to investigate the convergent validity of the scale with the Cross-Cultural Counseling Inventory-Revised (CCCI-R; LaFromboise et al. Professional Psychology: Research and Practice, 22(5), 380–388, 1991). Social desirability was also investigated to determine if there was a statistically significant correlation with self-report ratings of multicultural competence. A total of 161 participants were part of the sample that was recruited from 11 state professional school psychology associations across the USA. The results revealed that the MSPCCS demonstrates convergent validity with the CCCI-R and that on average school psychology practitioners report moderately high levels of multicultural competence. There was not a statistically significant positive correlation between total scores and social desirability, suggesting respondents gave fair estimates of their self-reported multicultural competence. Implications for research and practice are discussed.

Multicultural Competence of Helping Profession Students: Cross-cultural Comparison between Europe and Africa

The research study is focused on the multicultural competence of helping profession students. We were interested in a cross-cultural comparison between Czech (European) and Gambian (African) students. The main purpose was to discover the level of multicultural competence of Czech and Gambian helping profession students; to discover potential differences in multicultural components between these two groups; to discover if there is an interactive effect of the variable state and university on multicultural competence. The sample consisted of 516 helping profession students from Czech and Gambian universities. The research tool was the Multicultural Competence Scale of Helping Profession Students (MCSHPS). MCSHPS is a 20 item questionnaire containing five factors: multicultural knowledge, multicultural activity, multicultural awareness, understanding of terms and multicultural communication skills. MCSHPS shows the general level and the level of the five factors of multicultural competence. There are differences in the general level of multicultural competence between the Czech and the Gambian students. Czech students have a higher value of multicultural competence than Gambian students. The analysis of the multicultural competence components shows that we can find more important differences among universities rather than between states. The two-way ANOVA shows a significant interactive effect of the state and university on multicultural competence. Although we found significant differences in the general level of multicultural competence between Czech and Gambian students, we consider the differences among universities as more important. The university factor (R squared = 10%) proved more important than the state factor (R squared = 1%). The effect of the university (e.g. teaching methods, motivation, teacher's character etc.) is stronger than cultural determination.

Multicultural Competence: A Case Study of Teachers and their Student Perceptions

The purpose of this study is to describe the level of multicultural competence among secondary agriculture teachers in schools with a minimum of 30% ethnic minority student enrollment. Using the Multicultural Skills Awareness and Skill Survey – Teacher Form, teachers assessed their multicultural competence as did their students assess the teacher’s multicultural competence. For comparison purposes, teachers were grouped by the ethnic diversity of their FFA chapter membership: diverse and non-diverse FFA membership. From the findings, teachers within a diverse FFA membership had a higher multicultural competence level (by the teacher and the students) then did teachers within a non-diverse FFA membership. When combining both teacher groups together, the results suggest that students perceive their teachers to be more multicultural competent then the teachers perceive themselves. The results and recommendations are provided as to the development of teachers that are multicultural competent.

Addressing Student Diversity via Culturally Responsive Pedagogy

Studies have shown that culture influences the learning process and social adjustment of students. As agents of change, teachers need to be multi-culturally aware of differences among students and promote cultural understanding to enable them to become sensitive to other students from other cultures and to eventually be able to live harmoniously in a multicultural community. The objective of this paper is investigate 128 primary school teachers’ understanding and level of multicultural competence and the effects of the training in raising awareness about multiculturalism in the classroom. Multicultural competence comprises multicultural awareness (how people's attitudes, beliefs, values, assumptions, self-awareness affect the ways they interact with those who are culturally different from themselves), knowledge (informed understanding of cultures that are different from one's own culture) and skills (skills individuals use to engage in effective and meaningful interactions with those who are from different cultural backgrounds). The training workshop employs three main activities (a) self-awareness, (b) awareness of Malaysian cultures and (c) instructional strategies and resources. Data were collected using a self-report questionnaire. Both quantitative and qualitative analyses reveal a positive impact on the teachers’ multicultural awareness and competency which supports a culturally responsive pedagogy. It can be concluded that the teachers had a positive response to the workshop. The study supports the need for multicultural awareness and competency training for teachers to help them manage a multi-culturally diverse classroom.

The Impact of Cultural Competence on the Moral Development of Student Affairs Professionals

As student affairs professionals, we are expected to meet students where they are developmentally and challenge and support them as they learn, develop, and grow into productive citizens. Since our institutions, and society as a whole, are becoming increasingly diverse, it is imperative that we acknowledge the numerous ways cultural background influences the ways in which one interacts with and responds to the campus environment (e.g., people, places, things). First, we encourage our colleagues to consider how their own cultural background has impacted their lives and the decisions they make on a daily basis. Next, we discuss multiculturalism in a personal context and how the lenses through which we view the world can be similar to or different from others depending on environmental influences. Finally, we talk about the impact culture has on moral development and values. This section includes dialogue on Pope, Reynolds, and Mueller’s (2004) description of the awareness, knowledge, and skills necessary to become a multiculturally competent professional. If we want to positively influence the moral development of our students and surrounding communities, we must first increase our level of multicultural competence and then serve as role models, mentors, and guides for others to follow.

Clinician Factors Related to Outcome Differences Between Black and White Patients at CMHCs

Data are limited on how clinicians contribute to outcome differences between black patients and white patients. Because the clinician-patient relationship is the foundation of mental health services, understanding clinicians' role in outcome differences may help identify evidence-based interventions that decrease disparities and capitalize on positive differences. Symptoms and functioning in a sample of black and white adults receiving outpatient services were examined to determine the effects of their primary clinician on those patterns. The study included 551 patients (25% black) with serious mental illness and 62 mental health professionals (21% black) identified as the patients' primary clinician. Treatment outcomes were measured at baseline and two follow-ups (two and four months) with the Behavior and Symptom Identification Scale, a measure of symptoms and functioning. Data were analyzed with hierarchical linear modeling. Clinicians' levels of multicultural competence, burnout, and education were analyzed. Clinicians moderated the relationship between patient race and outcome differences. There was significant variability among clinicians: approximately 20% had black patients whose outcomes were worse than those of their white patients, and 40% had black patients with better outcomes than their white patients. The only clinician factor predicting these differences was clinician's general experiences and relationships with people from racial-ethnic and cultural groups other than their own. The occurrence of outcome differences varied across clinicians, with some clinicians magnifying outcome differences between black and white patients and others minimizing them. Factors other than clinicians' race, multicultural competence, education, and burnout may contribute to outcome differences between black and white patients.

How do graduate student therapists incorporate diversity factors in case conceptualization?

Researchers interviewed 17 psychotherapists in training in an analogue study of psychotherapists' use of broadly defined diversity factors in conceptualizing clients and cases. Each therapist watched two 5-minute staged videotapes of clients who varied along dimensions of race and ethnicity, age, and gender. Each acting client described problems in an initial psychotherapy interview, and then participant therapists responded to questions. Participants demonstrated varying levels of multicultural competence. Many exhibited knowledge in the areas of culture-specific values, and family and gender roles; awareness of their own cultural background and its effects on the therapeutic relationship; and skills in treatment planning, including assessment of levels of acculturation and culturally appropriate treatment methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Counsellors' self-perceived multicultural competencies model

This study aimed to develop a UK instrument measure of counsellors’ multicultural competencies. Also, it intended to analyse to what extent multicultural competencies have an influence in counselling practice in terms of processes and interventions. The study was an expansion of the American multicultural competencies model, which related cultural competence to a combination of three factors: cultural beliefs, cultural knowledge and cultural skills. Results partially supported the hypothesis, which predicted that counsellors would present high correlation rates between cultural skills, cultural knowledge and cultural beliefs when self-evaluating their levels of multicultural competence. The study's findings present alternative three-dimensional multicultural models that indicated how counsellors perceived multicultural competence based on both societal (e.g. race, class, patriotism) and functional (e.g. family, social norms and groups). It also discusses the correlations between cultural skills, cultural knowledge and cultural beliefs and how they played a part in helping counsellors to further understand their multicultural competencies and limitations. Finally, it is proposed that future research should investigate the possibility of developing multidimensional or multi-axial models as an alternative way of further developing the counsellors’ multicultural competencies models which emerged from this study.

An Assessment of Multicultural Competence

This study assessed multicultural experiences and competency levels of graduate students in college student personnel (CSP) preparation programs, student affairs staff serving as internship supervisors, and diversity educators. A total of 131 students, staff, and diversity educators from four campuses in two geographical regions within the United States completed several assessments regarding multicultural competence.Respondents in all three groups rated themselves highest for multicultural awareness and lowest on multicultural knowledge. Significant differences by group and by race were observed in respondents’ levels of multicultural competence: student affairs staff members scored significantly higher than did CSP students, and diversity educators scored the highest. Students of color scored significantly higher on this measure than did the White students and the staff members.

An Assessment of Multicultural Competence

This study assessed multicultural experiences and competency levels of graduate students in college student personnel (CSP) preparation programs, student affairs staff serving as internship supervisors, and diversity educators. A total of 131 students, staff, and diversity educators from four campuses in two geographical regions within the United States completed several assessments regarding multicultural competence.Respondents in all three groups rated themselves highest for multicultural awareness and lowest on multicultural knowledge. Significant differences by group and by race were observed in respondents’ levels of multicultural competence: student affairs staff members scored significantly higher than did CSP students, and diversity educators scored the highest. Students of color scored significantly higher on this measure than did the White students and the staff members.