Counselor Educators' Multicultural Competencies: Understanding Relationships Between Race and Ethnic Identity Awareness

Counselor Educators’ Multicultural Competencies: Understanding Relationships Between Race and Ethnic Identity Awareness by Ariel D. C. Winston MS, Longwood University, 2007 BA, The University of Virginia, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Counselor Education and Supervision Walden University February 2016 Abstract Current literature explains that multiculturally incompetent behaviors demonstrated by counselor educators have negatively affected the personal and professional lives of students, clients, counselors, counselor educators, and supervisees. Using the theoretical framework of critical race theory (CRT), this study examined the relationship among race, ethnic identity awareness, and multicultural competence in counselor educators.Current literature explains that multiculturally incompetent behaviors demonstrated by counselor educators have negatively affected the personal and professional lives of students, clients, counselors, counselor educators, and supervisees. Using the theoretical framework of critical race theory (CRT), this study examined the relationship among race, ethnic identity awareness, and multicultural competence in counselor educators. CRT involves recognizing conscious and unconscious biases, attributed to race, that individuals might experience. Ninety self-identified counselor educators currently employed in Council for Accreditation of Counseling and Related Educational Programs (CACREP) counseling programs completed online surveys containing questions concerning racial classification, adapted questions from the Multicultural Counseling Knowledge and Awareness Scale (MCKAS), and questions from the Multigroup Ethnic Identity Measure (MEIM). Linear regressions were used to test the relationships between race and multicultural competence, as well as ethnic identity awareness and multicultural competence. No relationship between the concepts of race and multicultural competence was established at a significant level; however, a significant relationship between ethnic identity awareness and multicultural competence was confirmed, F(1, 88) = 17.287, p = . 000. Counselor educators who possessed a higher ethnic understanding of self on the MEIM also demonstrated higher levels of multicultural competence on the MCKAS. Implications for social change include increased incorporation of ethnic identity awareness opportunities for counselor educators and counseling curricula to influence the multicultural knowledge, skills, and awareness of counselor educators in practice. Counselor Educators’ Multicultural Competencies: Understanding Relationships Between Race and Ethnic Identity Awareness by Ariel D. C. Winston MS, Longwood University, 2007 BA, The University of Virginia, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Counselor Education and Supervision Walden University February 2016 Dedication This dissertation is dedicated to my son, Jaylen. I know that you are too young to realize all of the time, energy, and sacrifice that it took for me to make it this far, but I did it for us. Nothing is impossible and we are forever a team. I also dedicate this dissertation to the family members and friends who have taken this long educational journey with me (twice). Thank you to everyone who has helped me to complete homework, write, or even take a few moments to relax during my doctoral process. My POP family is solidified. This accomplishment is not an individual effort, but from the village of people that have supported me for years. Thank you, I love you all, and the journey is not over! Acknowledgments I would like to acknowledge and thank the following people for their support: God, for granting me with the knowledge, persistence, and stamina to complete this educational milestone. My parents, Jesse and Gina Winston, who have seen the tears, heard the complaints, helped with my son, and supported me throughout this long journey. My brothers, Jesse and Jonathan, for rolling their eyes every time they asked me when I would be done. The questions were always a subliminal motivator! My committee members, Dr. Shelley Jackson, Dr. Melinda Haley, and Dr. Corinne Bridges, for supporting me throughout the dissertation process. A spark was ignited during that stressful week of Residency that created a wonderful project. My friends who have forced me to take a break for sanity and kept me grounded. Thank you to my GG, who always knew when I needed help, even though I did not always ask. May you rest in peace. My son, who was my motivation, guiding force, and sometimes my headache throughout the entire program. We are a team. I love you all, and I could not have completed this journey without you.