Multicultural Course Pedagogy: Experiences of Master's‐Level Students of Color

Abstract

The author conducted a grounded theory study to examine multicultural training as experienced by 20 master's‐level students of color enrolled in multicultural counseling courses. Findings revealed an emergent theory of student of color learning experiences and multicultural course pedagogy. Implications for counselor educators are discussed.

The Teaching Alliance in Multicultural Counseling Course Education: A Framework for Examining and Strengthening the Student-Instructor Relationship

“…In a recent study by Seward (2014), a lack of depth and complexity in multicultural course content was found to be associated with a sense of withdrawal and alienation among racial minority trainees. For an instructor, findings like these point to the importance of collaborating with students to design multicultural activities that are rigorous and meaningful, and that nourish a positive interpersonal experience.…”

The Experiences of Students of Color at a Predominantly White Institution: Implications for Counselor Training

“…In turn, perceptions of credibility and trust toward an instructor and of safety in the room regarding their White peers have been shown to be essential for students of color to feel open to learning (Dunn et al, 2014;Pieterse et al, 2016;Seward, 2014). In turn, perceptions of credibility and trust toward an instructor and of safety in the room regarding their White peers have been shown to be essential for students of color to feel open to learning (Dunn et al, 2014;Pieterse et al, 2016;Seward, 2014).…”

“…They noted feeling pressured to educate their White peers and at times deliberately refrained from speaking, either to avoid teaching or to protect themselves from racial bias. Consequently, findings across such studies suggest that students of color who feel a sense of distrust or threat from racism in the classroom may cope by withdrawing from the learning process altogether (Dunn et al, 2014;Pieterse et al, 2016;Seward, 2014). Consequently, findings across such studies suggest that students of color who feel a sense of distrust or threat from racism in the classroom may cope by withdrawing from the learning process altogether (Dunn et al, 2014;Pieterse et al, 2016;Seward, 2014).…”

“…Unique from other studies that have examined the experiences of students of color in a single course (Pieterse et al, 2016;Seward, 2014;Seward & Guiffrida, 2012), the present study considered students' varied experiences of two required courses taught by instructors with different racial identities. There is a need to improve multicultural instructional tactics at PWIs, from promoting course content that effectively represents the needs of all students and clients to better understanding ways to address and reduce issues of White student and instructor racial bias.…”

“…Palabras clave: estudiantes de color, consejería multicultural, educación de consejeros, análisis fenomenológico interpretativo, identidades raciales de los docentes N umerous scholars have assessed and determined best pedagogical approaches for increasing counseling students' multicultural competencies (Buckley & Foldy, 2010;Seward, 2014;Seward & Guiffrida, 2012). Suggestions for competent training include increasing skills and knowledge with diverse populations and increasing counselor social justice commitment and awareness of personal identities, biases, and privileges (Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2016).…”