Student‐faculty Perceptions of Multicultural Training in Accredited Marrige and Family Therapy Programs in Relation to Students'self‐reported Competence

Abstract

Although the marriage and family therapy field's recent attention to multicultural issues is laudable, there appears to be little clarity on what constitutes an effective multicultural training program and the impact of the effects of such training on trainee multicultural competence. The field continues to be challenged at different levels-training, practice, research, the setting of the standards and the work of the Commission on Accreditation for Marriage and Family Therapy Education, and the goals and strategic plan of the American Association for Marriage and Family Therapy Board. This study focused on assessing the extent of multicultural integration at different levels of training and the relationship between such training and students' perception of their own multicultural competence.

Marriage and Family Therapy Students’ Change in Multicultural Counseling Competencies after a Diversity Course

“…For example, Inman, Meza, Brown, and Hargrove (2004) provide several recommendations including increasing minority representation among faculty and students, and conducting more research on minority groups. Training programs in marriage and family therapy need to show commitment to diversity issues on many levels as a way to demonstrate the importance of these issues to the field.…”

Integrating Ethical Considerations in Multicultural Curriculum and Training

“…Conversely, though many studies support the self-reported differences in students before and after multicultural courses are taken, the consensus is that the amount, quality, and diversity of information being utilized are insufficient (Inman, Meza, Brown, & Hargrove, 2004). Some of these limitations may be the result of the choices universities make on how to implement multicultural information in the curriculum and ultimately what actually happens as a result of these decisions.…”

“…Specifically, a diversity-deprived environment (i.e., desegregation vs integration) engenders the cultivation or activation of internalized racism many students of color may have faced for a lifetime. Inman, Meza, Brown, and Hargrove (2004) observed that "faculty of color are important in serving as mentors and role models, as well as reflecting the experiences and cultures of students of color" (p. 384). Without the presence of other individuals of color, power differentials, cyclical systemic oppression, and disparities in the representative body of decision-makers is only perpetuated.…”

“…According to the Council on Social Work Education (CSWE) survey, newly enrolled doctoral students in 2010 consisted of 233 non-Hispanic White individuals, 61 African Americans, 7 Mexican Americans, 16 Latina/o/Hispanics, 43 Asian Americans, less than 5 Pacific Islanders, and 40 other multiple race/ethnicity and unknown race/ ethnicity individuals. Additionally, the overwhelming majority of individuals enrolled in accredited Marital and Family Therapy (MFT) programs are White European Americans (Inman, Meza, Brown, & Hargrove, 2004). Although we generally endorse the mindset that consciousness is more important than color, research has shown that diversifying the faculty can lead to the diversification of the student body in training programs (Pack-Brown, Thomas, & Seymour, 2008).…”

Improving Family Therapy Training and Practice Through Student Reflections

“…It is not enough simply to have team members of different cultures/races informing and guiding practice. Deliberate engagement with the range of problems manifested through experience of diversity and injustice need attention (Inman, Meza, Brown & Hargrove, 2004;Guanipa 2003). Students' cultural contexts, their prejudices, biases and ethnicity added to a myriad of emotions and thoughts about contentious decisions taken within the therapeutic interventions.…”