An International Learning Experience: Looking at Multicultural Competence Development through the Lens of Relational-Cultural Theory

Abstract

Relational-cultural theory (RCT) proposes that establishing and fostering positive relationships are central to human development, as well as self-awareness and culturally sensitive therapeutic skills. The authors of this study used RCT as a platform to interpret the cultural experiences and multicultural competence development of counselor education students (n = 8) who engaged in a study abroad program to Honduras. Participants' responses to four journal prompts given throughout the immersion experience were analyzed within an RCT framework using content analysis. Written self-reflections revealed that participants challenged controlling images and experienced mutual empathy, which positively affected relational connections with members of the host culture. Findings suggest that there is evidence of cultural competence development through study abroad programs under the RCT tenants. Implications for counselor education programs are discussed.

Relational Cultural Theory: A Guiding Framework for Study Abroad Experiences

“…This is important as the Multicultural and Social Justice Counseling Competencies (MCSJCC) identify awareness, knowledge, skills, and action as domains of cultural competence (Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2016). Well-designed study-abroad programs support different aspects of cultural competence development, including increased self-awareness, reduced bias, and a better understanding of diverse communities (Alexander, Kruczek, & Ponterotto, 2005;Barden & Cashwell, 2014;Canfield, Low, & Hovestadt, 2009;Dietz et al, 2017;Dietz & Baker, 2019;Jaoko, 2010;Pope-Davis, Breaux, & Liu, 1997). Specifically, counseling students who have increased global literacy through study-abroad programs can transfer knowledge that promotes holistic wellness across diverse contexts (Smith-Augustine & Wagner, 2012).…”

“…• Authenticity is understood as the capacity to bring real experiences, feelings, experiences for students. Although students may not provide direct service to clients who represent the countries visited, the depth of relational and cultural awareness received from study-abroad experiences benefits all clients (Dietz et al, 2017;Smith-Augustine & Wagner, 2012). Students may become more aware of commonalities in the universal human experience, which may deepen their empathy and understanding for clients in their home countries.…”

“…The faculty directors had never participated in or facilitated a study-abroad program. However, the second author, who had RCT & STUDY ABROAD https://doi.org/10.7290/tsc010208 abroad programs directed by faculty members of color (Dietz et al, 2017;Lu, Reddick, Dean, & Pecero, 2015). Most of the students in the counselor education program had no out-of-country travel experience, and they believed participating in a study-abroad program posed insurmountable obstacles to their participation.…”

“…The faculty directors were in contact with representatives from the travel agency bi-weekly. In essence, it was important that the counselor educators intentionally created growth-fostering relationships with individuals in the host country to build connections that led to welcoming, authentic interactions (Dietz et al, 2017).…”

“…One of the greatest challenges in study-abroad programs is the lack of cultural diversity among student participants (Goldoni, 2017;Sweeney, 2013). RCT provided a roadmap for responding to and navigating these challenges to encourage participation from students from diverse groups (e.g., ethnic/racial minorities, economically disadvantaged students; Dietz et al, 2017). Primarily, the presence of trust, mutual empathy, and mutual empowerment are at the core of building students' interest in participating in study-RCT & STUDY ABROAD https://doi.org/10.7290/tsc010208 Discussion Study-abroad programs continue to evolve to meet the educational needs of U.S. students as the need to understand diverse populations grows and the benefits of these programs manifest personally and professionally (Barden & Cashwell, 2014;IHE, 2018).…”