Multicultural Education and Perceived Multicultural Competency of School Counselors

Dameron, Merry Leigh; Camp, Ami; Friedmann, Beatriz; Parikh‐Foxx, Sejal

doi:10.1002/jmcd.12176

Cited by 29 publications

(21 citation statements)

References 25 publications

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“…First of all, it is important to outline the significant functions of regional educational policy. Thus, many researchers [5][6][7], have contributed to the development of the following idea, studying description the way "regional system refers to four key functions: the informative function which becomes evident in the direct exchange, and in providing the bridge between, practice and knowledge among researchers and institutions; professional development which offers opportunities for further researchers development; the psychological function that encourages and strengthens individual members and the political function based on the power of well-structured" [8] research work to influence regional policies.…”

Section: Resultsmentioning

confidence: 99%

Globalization in regions and program design to multicultural competence development

et al. 2021

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In this paper, the matter of how the process of globalization in regions influences the process of development of program design aimed at forming and improving multicultural competence is brought up. One way to comply with the demands is to define and develop new strategies that can make a teacher’s evaluation a successful process of improvement of multicultural competence. Better learning and teaching outcomes are to be reached – since the programs designed within the above-mentioned framework would correlate with the need of students and demands of modern education in a region, which basis lies in the matter of globalization. A literature analysis of available research was conducted. As a plan program design is not a linear process, it may be necessary to alter the content or sequencing to offer a possible mechanism to optimize the process of cooperation between the regions, to identify new factors and search for new practices to improve readiness to change (as a significant component of multicultural competence) and to offer case-study as one of the possible methods to better the process of multicultural competence development. We consider the proposed strategies as the main results of the research.

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Section: Resultsmentioning

confidence: 99%

Globalization in regions and program design to multicultural competence development

et al. 2021

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“…Teachers are expected to be able to manage learning situations and provide learning activities that are full of mutual respect and tolerance. Multicultural education is a process of applying a way of life that respects, appreciates, and is sincere and is tolerant of the diversity that lives in the midst of a pluralistic society (Dameron et al, 2020;Gonzalez-Voller et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…In multicultural education held in schools, all elements of the school have a fairly central role. Teachers and school leaders also have a vital role in multicultural education, where the policies they produce can lead to a condition that demands an understanding of the differences and diversity that exists (Dameron et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Teacher's Strategy for Implementing Multiculturalism Education Based on Local Cultural Values and Character Building for Early Childhood Education

Suri¹,

Chandra

2021

J Ethn Cult Stud

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The introduction of multicultural education based on local cultural values and school-level character building in early childhood education is essential so that children can recognize the diversity around them, be it ethnic, ethnic, religious, race, or culture. This field research of early childhood education teachers in Lampung, Indonesia, sought to determine the learning strategies teachers used in implementing multicultural education based on local cultural values and character-building at the level of early childhood education. The study found that teachers in early childhood education used contribution, enrichment, transformation, and problem-based learning strategies. While these four strategies can develop conducive learning conditions that consider students' uniqueness, a teacher needs a clear vision and goals to facilitate multicultural education. Early childhood education must provide knowledge and help develop attitudes and behaviors for all students and school members to foster and implement educational interactions based on multiethnic and multicultural values in the school environment.

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“…Thus, to provide professional counselling services, counsellors need to have good multicultural counselling competencies (Dameron, Camp, Friedmann, & Parikh-Foxx, 2020;Malone & Ishmail, 2020;Salleh et al, 2013). There has been countless research on the importance of enhancing multicultural counselling competencies especially among trainee counsellors to prepared themselves in dealing with clients of various culture (Dini, 2012;Fuertes, Bartolomeo, & Nicols, 2001;Gonzalez-Voller et al, 2020;Lembaga Kaunselor Malaysia, 2011;See & Ng, 2010).…”

Section: Introductionmentioning

confidence: 99%

Validation of Multicultural Counselling Competencies Scale among Malaysian Counsellor Trainees: A Confirmatory Factor Analysis

Amat¹,

Bakar²,

Sahid³

et al. 2020

Journal of Education and e-Learning Research

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The competency of multicultural counselling is an aspect which needs to be mastered by a counsellor in order to provide good counselling services to clients especially when dealing with clients of different culture. The purpose of this research is to examine the validity and reliability of the Multicultural Counselling Competencies Scale which was developed based on the local culture by using confirmatory factor analysis (CFA). A total of 290 final year students participating in the first-degree counselling program from six public universities were selected randomly. The results of the analysis showed that the fit value for the comparative fit index (CFI), Tucker Lewis index (TLI), and normed fit index (NFI) respectively had fulfilled the fit value of 0.90 and above as suggested by the literature. The analysis also showed the average variance extracted (AVE) values for all three constructs were 0.669 (awareness), 0.764 (skills) and 0.642 (knowledge) respectively, indicating the validity convergent and discriminant reliability were achieved. CFA analysis has removed 7 out of 26 original items due to low loading factor. Overall, CFA analysis has successfully proven that competencies of multicultural counselling questionnaire as a multidimensional construct as it has been theorized and is appropriate for measuring the competencies of multicultural counselling in Malaysia.

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Multicultural Education and Perceived Multicultural Competency of School Counselors

Cited by 29 publications

References 25 publications

Globalization in regions and program design to multicultural competence development

Globalization in regions and program design to multicultural competence development

Teacher's Strategy for Implementing Multiculturalism Education Based on Local Cultural Values and Character Building for Early Childhood Education

Validation of Multicultural Counselling Competencies Scale among Malaysian Counsellor Trainees: A Confirmatory Factor Analysis

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