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An analysis of multicultural educati...

Merlin, Clare.

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An analysis of multicultural education implementation in school counseling.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An analysis of multicultural education implementation in school counseling./
Author:	Merlin, Clare.
Description:	180 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	School counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3663002
ISBN:	9781321798005

An analysis of multicultural education implementation in school counseling.
Merlin, Clare.

An analysis of multicultural education implementation in school counseling. - 180 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--The College of William and Mary, 2015.

This item must not be sold to any third party vendors.

School counseling and multicultural education share a common goal of helping all students succeed, yet to date, no literature has explored the overlaps between these two fields. The purpose of study was to examine the degree to which school counselors implement multicultural education in schools according to the theoretical dimensions and approaches of multicultural education. A pilot study (n = 114) was conducted for instrument development, and survey research (n = 594) was conducted to define school counselor multicultural education behaviors, measure the frequency of participants' behaviors, determine obstacles preventing these behaviors, and assess if participants' behaviors varied as a function of their demographic characteristics. Five factors emerged comprising school counselor multicultural education behaviors. Participants enacted behaviors in two of these factors (Classroom Guidance with Multicultural Education Emphases and Human Relations) occasionally and behaviors in the remaining three factors (Professional Development with Multicultural Education Emphases, Knowledge Construction, and Teaching the Exceptional and Culturally Different) rarely. The most frequently selected obstacles preventing these behaviors were not enough time, not needed, and not part of my job. Five statistically significant correlations and eighteen statistically significant mean differences were found among participants' demographic variables. These findings have important implications for a new framework of multicultural education that may be more accessible to school counselors and lead to more frequent school counselor multicultural education behaviors. Findings also indicate the need for a refined, empirically tested theoretical framework for multicultural education in general.

ISBN: 9781321798005Subjects--Topical Terms:

2144793
School counseling.

An analysis of multicultural education implementation in school counseling.
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245 1 3 $a An analysis of multicultural education implementation in school counseling.
300 $a 180 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Jason A. Chen.
502 $a Thesis (Ph.D.)--The College of William and Mary, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a School counseling and multicultural education share a common goal of helping all students succeed, yet to date, no literature has explored the overlaps between these two fields. The purpose of study was to examine the degree to which school counselors implement multicultural education in schools according to the theoretical dimensions and approaches of multicultural education. A pilot study (n = 114) was conducted for instrument development, and survey research (n = 594) was conducted to define school counselor multicultural education behaviors, measure the frequency of participants' behaviors, determine obstacles preventing these behaviors, and assess if participants' behaviors varied as a function of their demographic characteristics. Five factors emerged comprising school counselor multicultural education behaviors. Participants enacted behaviors in two of these factors (Classroom Guidance with Multicultural Education Emphases and Human Relations) occasionally and behaviors in the remaining three factors (Professional Development with Multicultural Education Emphases, Knowledge Construction, and Teaching the Exceptional and Culturally Different) rarely. The most frequently selected obstacles preventing these behaviors were not enough time, not needed, and not part of my job. Five statistically significant correlations and eighteen statistically significant mean differences were found among participants' demographic variables. These findings have important implications for a new framework of multicultural education that may be more accessible to school counselors and lead to more frequent school counselor multicultural education behaviors. Findings also indicate the need for a refined, empirically tested theoretical framework for multicultural education in general.
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