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The Self-Awareness Process in Multicultural Counseling Competency: An Exploratory Qualitative Inquiry

Jenkins, Kalesha D
http://orcid.org/0000-0002-3518-6613
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595846977256139

Abstract Details

2020, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Counselor Education.
Self-awareness has been discussed as the foundation for multicultural competency development, yet little is known about self-awareness process in relation to multicultural counseling competency development. This transcendental phenomenological study explored the self-awareness process in relation to multicultural competency development. Relational-Cultural theory served as the theoretical framework to conceptualize the process of self-awareness. The central question of this study is: How is the self-awareness process in relation to multicultural competency development? Since the new inception of the MSJCC standards, this study aimed at exploring whether privilege and marginalized status would be part of one’s self-awareness development. Thus, two sub-questions are: a) What is self-awareness and its development process; b) Is privilege and marginalized statues a part of the self-awareness process and how are the perceptions of status related to self-awareness development? Ten participants who graduated from a CACREP-accredited institution after 2017 participated in semi-structured interview. A 4-step phenomenological data analysis was conducted to determine the essence within the experiences. Linguistic analysis was utilized to solidify the imaginative variation in the participants experiences. The results provide a description of the self-awareness process in multicultural competency development based on three emergent themes: connection to self, relational experience, and influence of the context. The findings exhibited that relational experience within a context is important to a deeper understanding of self. To gain a deeper understanding, one has impactful relational experiences to differentiate between self and others. The context in which the experience occurs is important to the process of understanding self during the experience. Implications include students completing reflective activities and enhancing cultural immersion experiences in multicultural training. Reflective activities such as journaling and activities dedicated to evaluating concepts of self can be beneficial for development. Cultural immersion experiences such as studying abroad in a different culture and domestic cultural experiences heighten self-awareness. Limitations and recommendation for future research are provided.
Mei Tang, Ph.D. (Committee Chair)
Michael Brubaker, Ph.D. (Committee Member)
LaTrice Montgomery, Ph.D. (Committee Member)
145 p.
Multicultural Education
self-awareness; multicultural competency; multicultural competency development

Recommended Citations

Citations

  • Jenkins, K. D. (2020). The Self-Awareness Process in Multicultural Counseling Competency: An Exploratory Qualitative Inquiry [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595846977256139

    APA Style (7th edition)

  • Jenkins, Kalesha. The Self-Awareness Process in Multicultural Counseling Competency: An Exploratory Qualitative Inquiry. 2020. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595846977256139.

    MLA Style (8th edition)

  • Jenkins, Kalesha. "The Self-Awareness Process in Multicultural Counseling Competency: An Exploratory Qualitative Inquiry." Doctoral dissertation, University of Cincinnati, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595846977256139

    Chicago Manual of Style (17th edition)

ucin1595846977256139
579
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This open access ETD is published by University of Cincinnati and OhioLINK.