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First published on April 15, 2008
The Counseling Psychologist 2008, doi:10.1177/0011000008316036
© 2008 Division of Counseling Psychology of the American Psychological Association

Article

A Qualitative Investigation of Graduate-Student Changes Associated With Multicultural Counseling Courses

Cynthia C. Sammons, Ph.D.1 and Suzette L. Speight, Ph.D.2*

1 Advocate Lutheran General Hospital
2 Loyola University Chicago

* To whom correspondence should be addressed. E-mail: sspeigh{at}luc.edu.


  Abstract
The critical incidents technique was used to gather information from graduate students about the changes they experienced connected to their participation in multicultural counseling courses. Trainees were also asked what course elements were linked to their personal changes. Racial and ethnic differences in response frequencies were analyzed. A diverse sample of 124 trainees from a variety of graduate programs participated in this Web-based qualitative survey. Trainees reported changes in terms of increased knowledge, increased self-understanding, attitude, and behavior and attributed these changes to didactic, interactive, and reflective activities, the influence of the instructor, and the course as a whole. The identified themes are illustrated through the use of the trainees’ own words. Chi-square analyses found no differences between students of color and White students in types of changes reported or elements reported as catalysts for changes. The implications of these findings for the future of multicultural counseling training are discussed.


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