Award Date

5-1-2012

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Research Cognition and Development

First Committee Member

Paul Jones

Second Committee Member

Dale E. Pehrsson

Third Committee Member

William Cross, Jr.

Fourth Committee Member

Nancy Sileo

Number of Pages

157

Abstract

Grounded theory methodology was employed to explore the experiences of counseling professionals as they work to develop a higher level of cultural competence. Three key findings support the core theme, navigating change toward cultural competent practices: 1) environmental awareness; 2) dispositions toward the development in cultural competency knowledge, and skill; and 3) systemic factors that influence cultural competency and growth. This study provided perspectives from those who work in the trenches, who are struggling to ensure that practices, instructional experiences, policies and procedures, and current research promote culturally competent practices. The results offer greater insight into the teaching practices, learning experiences, and system barriers for students, neophyte practitioners, and counselor educators.

Keywords

Cultural diversity; Cultural pluralism; Grounded theory; Multiculturalism; Student counselors

Disciplines

Educational Leadership | Student Counseling and Personnel Services

Language

English


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