Multicultural Competence For Doing Social Justice: Expanding Our Awareness, Knowledge, And Skills

Abstract

The construct of multicultural competence has gained much currency in the literature; yet, less attention has been paid to students' social justice advocacy and how to facilitate students' growth in this area. Focusing on multicultural education in graduate programs that prepare future student affairs professionals, this position article provides a critique of multicultural knowledge, awareness and skills, and argues for competencies grounded in a commitment to social justice. While practitioners may be prepared to work with diverse populations, it is argued they are less equipped to foster social change. Developing awareness as critically conscious practitioners, acquiring knowledge as equity minded and privilege-cognizant individuals, and building skills in social justice advocacy are essential for the future agenda for multicultural competence.

Exploring mentors’ perceptions of mentees and the mentoring relationship in a multicultural service-learning context

“…In contrast to civic-based programs, philanthropic-based programs have been found to focus their services toward solving immediate needs over addressing long-term, sustainable goals (Moely et al, 2008). A major criticism of the philanthropic service is that this approach neglects to question the circumstances of those considered less fortunate or to promote long-term societal change (Bringle et al, 2006;Iverson, 2012).). The civic approach to service is notably unlike the philanthropic approach.…”

Prisms of Whiteness: A Critical Analysis of the Multicultural Competence of Pre-Service Teachers

“…The Skills subscale and its aforementioned correlation with the proposed partial measure of white fragility could influence future research. As noted by Iverson (2012), a criticism of how skills have often been perceived in the context of multicultural education has been "well-intentioned by naïve attempts to develop behaviors that are culturally sensitive," but which ultimately fail to "address the application of one's understanding" (p. 69). The phrasings and descriptions of the items on the Skills subscale of the MAKSS-TEP were arguably passive in nature.…”

Supporting Black, Indigenous, and Students of Color in Learning Environments Transformed by COVID-19

“…For decades, scholars have explored the impact of varying models of cultural competence (Mason, et al, 1996;Pedersen, 1994, Sue, 2001. Mason et al (1996) designed a model focused on respect, self-assessment, and attentiveness to difference, while a majority of research within the area of cultural competence (e.g., Hall & Theriot, 2016;Iverson, 2012;Lehman, 2017;Vincent & Torres, 2015) favored a framework based on attitudes/beliefs, knowledge, and skills. Within the framework, multicultural competence is systematically developed from cultural awareness to cultural knowledge toward cultural skills and ability (Sue et al, 1998).…”