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One current focus of training in applied psychology programs is multicultural competence. Research on multicultural competence has focused on students and on clinical supervisors. However, much training in multicultural competence occurs in classrooms and within training programs, and there has been limited examination of the multicultural competence of faculty. Using consensual qualitative research (CQR) methodology, we examined counseling psychology doctoral student perceptions of the multicultural competence of counseling psychology faculty. Utilizing a semistructured interview protocol, we obtained in-depth descriptions of how counseling psychology doctoral students define and perceive the multicultural competence of faculty members. Six domains emerged from the analysis, including faculty expertise, faculty-student relationships, faculty initiative, faculty as agents of social justice, faculty attributes, and faculty limitations. Some of these themes were unexpected and are new to the field of multicultural competence training. We recommend that faculty engage in reflective interactions with students and consider their own strengths as well as growth areas related to multicultural competence, keeping these 6 domains in mind.

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