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dc.contributorThis research was supported by the Center for Citizenship, Race, and Ethnicity Studies (CREST) at The College of Saint Rose. Correspondence concerning this article should be sent to Jelane Kennedy at kennedyj@mail.strose.edu.
dc.contributor.authorKennedy, Jelane
dc.contributor.authorNeifeld Wheeler, Wendy
dc.contributor.authorBennett, Stephanie
dc.date2021-06-30T22:18:44.000
dc.date.accessioned2021-09-08T14:46:03Z
dc.date.available2021-09-08T14:46:03Z
dc.date.issued2014-09-01T00:00:00-07:00
dc.identifierrepository.wcsu.edu/jcps/vol6/iss2/1
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/2011
dc.description.abstract<p>This exploratory study compares the effectiveness of multicultural training across two classrooms of counselors-in-training at a predominately white institution—one which was homogenous in class composition; the other which was diverse in class composition. Results indicated that there was a statistically significant difference between classrooms and that individual students demonstrated statistically significant change in perceived multicultural competence. Such findings highlight the need for ongoing research that explores influence of classroom composition on cultural competency training for counseling graduate students.</p>
dc.titleAn Exploratory Study of Classroom Diversity and Cultural Competency
dc.title.alternativeExploratory Study of Classroom Diversity
wcsu.oldurlhttps://repository.wcsu.edu/jcps/vol6/iss2/1
dc.source.statuspublished
dc.subject.keywordcultural competency
dc.subject.keywordclassroom composition
dc.subject.keywordmulticultural competence
dc.subject.keywordcounselor education
wcsu.oldid1099
dc.source.peer_reviewedtrue
dc.identifier.doihttp://dx.doi.org/10.7729/62.1099


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