The acquisition of cultural competence a phenomenological inquir

UNLV Theses, Dissertations, Professional Papers, and Capstones 5-1-2012 The Acquisition of Cultural Competence: A Phenomenological Inquiry Highlighting The Processes, Challenges and Triumphs of Counselor Education Students Douglas L. Garner University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.edu/thesesdissertations Part of the Counseling Psychology Commons, Educational Psychology Commons, Multicultural Psychology Commons, and the Student Counseling and Personnel Services Commons Repository Citation Garner, Douglas L., "The Acquisition of Cultural Competence: A Phenomenological Inquiry Highlighting The Processes, Challenges and Triumphs of Counselor Education Students" (2012). UNLV Theses, Dissertations, Professional Papers, and Capstones.34917/4332545 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s).

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THE ACQUISITION OF CULTURAL COMPETENCE: A PHENOMENOLOGICAL INQUIRY HIGHLIGHTING THE PROCESSES, CHALLENGES AND TRIUMPHS OF COUNSELOR EDUCATION GRADUATE STUDENTS By Douglas L. Garner Master of Educational Psychology University of Nevada, Las Vegas 2004 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Psychology Department of Educational Research, Cognition and Development College of Education Graduate College University of Nevada, Las Vegas May 2012 © Copyright by Douglas L. Garner 2012 All Rights Reserved THE GRADUATE COLLEGE We recommend the dissertation prepared under our supervision by Douglas L. Garner entitled The Acquisition of Cultural Competence: A Phenomenological Inquiry Highlighting the Processes, Challenges and Triumphs of Counselor Education Graduate Students be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Psychology School of Community Health Sciences W.

Paul Jones, Ph., Committee Chair William Cross, Ph., Committee Member Dale-Elizabeth Pehrsson, Ph., Committee Member Cecila Maldonado-Daniels, Ph., Graduate College Representative Ronald Smith, Ph., Vice President for Research and Graduate Studies and Dean of the Graduate College May 2012 ii ABSTRACT The Acquisition of Cultural Competence: A Phenomenological Inquiry Highlighting the Processes, Challenge s and Triumphs of Counselor Education Graduate Students by Douglas L., Examination Committee Co-Chair Professor of Counselor education Dr. Paul Jones, Examination Committee Co-Chair Professor of Educational Psychology Dr. Dale-Elizabeth Pehrsson, Examination Committee Co-Chair Professor of Counselor Education Department of Educational Research and Cognitive Development University of Nevada, Las Vegas Although research has effectively isolated and identified the key characteristics of a culturally competent counselor, there are few studies regarding the acquisition of these characteristics. To close the gap between theory and practice, studies are needed researching the emergence and, acquisition of these characteristics.

This study explores how Masters-level Counselor Education students narrate the encounters, challenges, triumphs and epiphanies associated with their preliminary attempts to practice in a culturally competent manner. This phenomenological inquiry seeks to shed light students attitudes, beliefs and dispositions; defines the processes related to the acquisition of cognitive awareness and learning, skills and abilities; and illuminates how students describe their individual progress toward the acquisition of the traits and characteristics of a culturally competent counselor. Data was subjected to content analysis. The Cultural Competency Domains Model set the framework for analysis.

The findings inform development of pedagogy. iii The analysis revealed the challenges, discomfort, angst and discoveries associated with self-understanding and self-confrontation regarding students cross cultural abilities and skills during their earliest exposure to issues of race, ethnicity, culture, religion, age, gender and sexual orientation. Six core themes emerged: (1) Attitudes, beliefs and dispositions. (2) Cognitive awareness and learning.

(3) Skills and abilities. (5) Opinions about school. Recommendations for educators are offered. iv TABLE OF CONTENTS ABSTRACT.

iii CHAPTER 1 INTRODUCTION. 1 Statement of Problem and Overview of Dissertation. 1 Significance of Research. 2 CHAPTER 2 REVIEW OF LITERATURE.

4 Generic and Cultural Foundations of Counselor Education. 4 Multiculturalism and Changes in the Counselor Education Curriculum. 6 Early Theory and Growth of Definitions Associated with Cultural Competence. 7 ACA and APA Position Papers on CC.

9 Empirical Research on the Characteristics of Culturally Competent Counselors. 10 Cultural Competency Domains Model. 13 Evolution of the Current Study. 21 Role of Researcher.

21 Researcher’s Personal Narrative and Assumptions. 22 Sampling and Participants. 27 CHAPTER 4 DISCUSSIION OF CODING SCHEMES AND DATA ANALYSIS 29 Coding Schemes. 36 Textural Structural Synthesis.

37 Validity and Reliability. 38 Triangulation of Data. 38 Check on Researcher Bias. 42 Jean’s Contextual Structural Description.

45 Jean’s Background/Experience. 45 Jean’s Attitudes, Beliefs and Dispositions. 46 Jean’s Cognitive Awareness and Learning. 46 Jean’s Skills and Abilities.

50 Jean’s Cultural Competence. 51 Jean’s Opinions about School. 51 v Jean’s Self-Assessment. 53 CCDM Textural Structural Synthesis of Jean.

54 Jean’s Attitudes, Beliefs and Dispositions. 54 Jean’s Cognitive Awareness and Learning. 55 Jean’s Skills and Abilities. 56 Jean’s Cultural Competence.

57 Jean’s Opinions about School. 57 Jean’s Self-Assessment. 58 Helen’s Contextual Structural Description. 61 Helen’s Background/Experience.

61 Helen’s Attitudes, Beliefs and Dispositions. 62 Helen’s Cognitive Awareness and Learning. 63 Helen’s Skills and Abilities. 65 Helen’s Cultural Competence.

67 Helen’s Opinions about School. 67 Helen’s Self-Assessment. 68 CCDM Textural Structural Synthesis of Helen. 70 Helen’s Attitudes, Beliefs and Dispositions.

70 Helen’s Cognitive Awareness and Learning. 71 Helen’s Skills and Abilities. 72 Helen’s Cultural Competence. 73 Helen’s Opinions about School.

73 Helen’s Self-Assessment. 74 Laura’s Contextual Structural Description. 76 Laura’s Background/Experience. 76 Laura’s Attitudes, Beliefs and Dispositions.

77 Laura’s Cognitive Awareness and Learning. 79 Laura’s Skill and Abilities. 82 Laura’s Cultural Competence. 84 Laura’s Opinions about School.

84 Laura’s Self-Assessment. 86 CCDM Contextual Structural Synthesis of Laura. 87 Laura’s Attitudes, Beliefs and Dispositions. 87 Laura’s Cognitive Awareness and Learning.

88 Laura’s Skills and Abilities. 89 Laura’s Cultural Competence. 89 Laura’s Opinions about School. 90 Laura’s Self-Assessment.

95 Limitations of Study. 97 Implications of Future Research. 98 APPENDIX A PARTICIPANT DEMOGRAPHICS FORM. 99 APPENDIX B PARTICIPANT DEMOGRAPHICS DATA.

100 vi APPENDIX C INFORMED CONSENT .113 vii ACKNOWLEDGMENTS There are many people to thank. Many names may not appear on this page. Nevertheless, please know that I thank you for touching my life. I reverently thank my ancestors and elders Charlie Robinson, Sarah Robinson, Geeogia Robinson, Lee Sanders, Miss Lucy Robinson, Anthony Strange, Carter A.

Strange, Jack Rice, Flossie Strange, James R. Bolds, William and Mariah Rogers, Mary Bolds, Fred and Dorothy Allen, Dianne Yarbrough, Jackie Taylor, for their nurture, love, hopes, dreams and possibilities. To my dearest siblings TuWanda Locke, Olabisi Carr, Jackie Lloyd, and Titilayo Bonner you have been there since the beginning. My greatest achievement is being your big brother.

Thank you for your constant guidance, teachings, support, love and patience. To my cherished parents, Ardoway and Shirley Garner. You allowed me to believe that I could do, and be anything in the universe. Thank you for your guidance, patience, trust and love.

You are forever my hero and sheroe. To my dearest children Christopher, Emon and new baby grandson Mikan Tiher I love you, thank you for your love, support, patience and understanding. I know it’s hard raising parents. My dear Emon, you will now know the blessings of parenthood.

To my nieces and nephews, Ndambi, Maisha, Amir, Hasani, Heaven, Shay, Kamau, Natice, Ifayemi, Knoelle, and Tyre. Each of you are capable of reaching the cosmos. To Charlotte and Calvin thank you for your ongoing guidance and friendship. Pearl and Lil, you are the best, I love and appreciate you.

Thank you Mrs. Trinidad (Angeles Mesa Elementary School) for making me feel capable. A shout out to my Crenshaw High School “shaw dogs” Willie West, Reggie, viii Mims, Robert Smith, Karen Celestine-Foucher, Stanley Carr, Walter Griffin, Arvitis Muhammed, Andrea Sutton, the Johnson brothers, Patrice Rushion, Ed Waters and Marcus Johnson. A shout to the folks at the Ron Karenga Cultural Center, and thank you to the original Black Panther Party for the awakening to social justice issues in my community.

What a great foundation and learning environment we were provided. To my East Bay kinfolk Majors and Lucella Harrison, Brian, Donald, Denise, Wendall, Ventrice, and the entire Harrison clan thank you for allowing me to be a part of your family. To Barbara Richardson, Joan, Jackie and the entire Richardson clan thank you for welcoming me. To Marion Nickson, Uncle James, Marie, Ray, Ranetta and the entire Nickson clan thank you for your support, guidance, understanding and patience.

My time at Cal-State University Hayward, now known as Cal-State East Bay allowed me to flower as an athlete and more importantly a human being. To Coach, Jim Santos, Don Chu, Marcel Hetu, and Malachi Andrews thank you for discovering my talent, for challenging me, for teaching me how to challenge myself in a tranquil manner, but perform and respond dynamically. To my teammates Edward Ray Clark, Dave Haber, Marvin Wamble, Greg Flenory, John Haynes and others, thank you for going to battle with me. We were a force to be dealt with.

To my national, international teammates and competitors, Willie Banks, Larry Myricks, Evelyn Ashford, Al Joyner, and others thank you for showing me the ropes. My move to Las Vegas transitioned me to adulthood Cal-State alums, Kenny and Kermit Bayless. Thurbin Warrick, Sam Germany, and Coach Al Mc Daniels thank you for welcoming to the community. My thanks to Theron and Naomi Goynes, Angelo Collis, Linda Young, Yolanda ix Arrington for taking me under your wing during my time at Clark High School.

To my Jeffrey Behavior Center crew, thank you for your continued support, I appreciate you very much. You are the best. Special thanks to brother Dave Ross, Shelley K. Smith, Joni Wakley, Christina Paa, Connie Dabney, Rita Knox, and Fatima Parker thank you for your inspiration, friendship, love and support.

To my friends and colleagues, Marie Wakefield and Tiffany Tyler thank you very much for your ongoing friendship and support. What a journey we have endured together. To Steven Henderson, thank you for your interest, patience, hard work and dedication to this research project. To my venerated committee, thank you for your patience and guidance throughout this most rewarding process.

x CHAPTER 1 INTRODUCTION Statement of Problem and Overview of Dissertation In order to educate and prepare counselor educators to service an increasingly diverse client base, the curriculum for (CACREP) Accredited Masters Level Counselor Education Programs has undergone radical change, with the cultural competence of new graduates a key success factor of that change. The curriculum first exposes new graduate students to theory and practice that is foundational or “generic” to the counselor education profession. Issues of cultural diversity are often integrated into the fabric of foundational courses, but more typically, advanced courses are offered on multiculturalism and cultural competence. Definitions, models, and theories of cultural competence have significantly expanded over the last twenty years.

Research, however, on the challenges and problems faced by graduate students in the early development and practice of cultural competence has lagged behind the production of theory. This dissertation project seeks to close the gap between theory and practice through a year-long qualitative study that captures the way Counselor Education graduate students narrate the emergence and acquisition of cultural competence. From their narratives information was gleaned regarding the attitudes, skill sets, instruction, and counseling practices that predict successful acquisition of cultural competence. The study engaged three first-year graduate students.