Counselor education programs aim to provide students with curricula that will enable them as clinicians to effectively engage culturally diverse populations. In contemporary society, it is almost certain that counselors will encounter clients whose cultural background differs from that of their own (Remley & Herlihy, 2010). According to the ACA Code of Ethics (2005) section F.11, counselor educators are expected to actively infuse multicultural and/or diversity competencies into their training and supervision practices. While the ACA Code of Ethics (2005) provides counselor educators with ethical guidelines that are expected to assist its members in constructing a professional course of action, there are still loopholes. Although counselor education programs are expected to address multicultural issues that arise in our diverse society, it appears that many programs lack specific strategies for doing so (Holcomb-McCoy & Bradley, 2003). There are no universal standards for \"how\" counselor educators are to infuse multiculturalism and/or diversity into their teaching practices. The results from this multicase study identify commonalities for infusing multiculturalism and/or diversity into one's teaching practices from the lenses of nine counselor educators from three regions of the United States. Implications for practice and future research are offered.
","abstract_html":"<p>Counselor education programs aim to provide students with curricula that will enable them as clinicians to effectively engage culturally diverse populations. In contemporary society, it is almost certain that counselors will encounter clients whose cultural background differs from that of their own (Remley & Herlihy, 2010). According to the ACA Code of Ethics (2005) section F.11, counselor educators are expected to actively infuse multicultural and/or diversity competencies into their training and supervision practices. While the ACA Code of Ethics (2005) provides counselor educators with ethical guidelines that are expected to assist its members in constructing a professional course of action, there are still loopholes. Although counselor education programs are expected to address multicultural issues that arise in our diverse society, it appears that many programs lack specific strategies for doing so (Holcomb-McCoy & Bradley, 2003). There are no universal standards for "how" counselor educators are to infuse multiculturalism and/or diversity into their teaching practices. The results from this multicase study identify commonalities for infusing multiculturalism and/or diversity into one's teaching practices from the lenses of nine counselor educators from three regions of the United States. Implications for practice and future research are offered.</p>","abstract_has_math":false,"creators":["Trahan, Don, Jr"],"institution":null,"degree_name":"Counselor Education","degree_level":"Dissertation","degree_discipline":"Individual, Family, and Community Education","degree_department":null,"school":null,"contributors":["Keim, Jeanmarie","Goodrich, Kristopher","Chavez, Alicia","Noll, Elizabeth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-02-14T08:00:00Z","date_published":"2014-02-14T08:00:00Z","updated_at":"2026-07-24T05:26:22Z","subjects":["Counselor education","Teaching practices","Multiculturalism","Ethical decision-making","Student-centered","Contemporary society","Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalrepository.unm.edu/educ_ifce_etds/11"],"render_values":[{"text":"https://digitalrepository.unm.edu/educ_ifce_etds/11","href":"https://digitalrepository.unm.edu/educ_ifce_etds/11","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1928/23588","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Keim, Jeanmarie","Goodrich, Kristopher","Chavez, Alicia","Noll, Elizabeth"]},{"key":"dc:creator","label":"Author","values":["Trahan, Don, Jr"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Individual, Family, and Community Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation","Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Counselor Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Counselor education","Teaching practices","Multiculturalism","Ethical decision-making","Student-centered","Contemporary society","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/1928/23588","https://digitalrepository.unm.edu/educ_ifce_etds/11"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Counselor education programs aim to provide students with curricula that will enable them as clinicians to effectively engage culturally diverse populations. In contemporary society, it is almost certain that counselors will encounter clients whose cultural background differs from that of their own (Remley & Herlihy, 2010). According to the ACA Code of Ethics (2005) section F.11, counselor educators are expected to actively infuse multicultural and/or diversity competencies into their training and supervision practices. While the ACA Code of Ethics (2005) provides counselor educators with ethical guidelines that are expected to assist its members in constructing a professional course of action, there are still loopholes. Although counselor education programs are expected to address multicultural issues that arise in our diverse society, it appears that many programs lack specific strategies for doing so (Holcomb-McCoy & Bradley, 2003). There are no universal standards for \"how\" counselor educators are to infuse multiculturalism and/or diversity into their teaching practices. The results from this multicase study identify commonalities for infusing multiculturalism and/or diversity into one's teaching practices from the lenses of nine counselor educators from three regions of the United States. Implications for practice and future research are offered.
"]},{"key":"dc:title","label":"Title","values":["Counselor Educators' Teaching Practices in a Multicultural Society: A Multicase Study"]}]}],"canonical_facts":{"dc:contributor":["Keim, Jeanmarie","Goodrich, Kristopher","Chavez, Alicia","Noll, Elizabeth"],"dc:creator":["Trahan, Don, Jr"],"dc:description.abstract":["Counselor education programs aim to provide students with curricula that will enable them as clinicians to effectively engage culturally diverse populations. In contemporary society, it is almost certain that counselors will encounter clients whose cultural background differs from that of their own (Remley & Herlihy, 2010). According to the ACA Code of Ethics (2005) section F.11, counselor educators are expected to actively infuse multicultural and/or diversity competencies into their training and supervision practices. While the ACA Code of Ethics (2005) provides counselor educators with ethical guidelines that are expected to assist its members in constructing a professional course of action, there are still loopholes. Although counselor education programs are expected to address multicultural issues that arise in our diverse society, it appears that many programs lack specific strategies for doing so (Holcomb-McCoy & Bradley, 2003). There are no universal standards for \"how\" counselor educators are to infuse multiculturalism and/or diversity into their teaching practices. The results from this multicase study identify commonalities for infusing multiculturalism and/or diversity into one's teaching practices from the lenses of nine counselor educators from three regions of the United States. Implications for practice and future research are offered.
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