{"id":{"repo_id":"utc","oai_identifier":"oai:scholar.utc.edu:theses-1829"},"canonical_url":"https://search.dev.ndltd.org/etd/utc/oai:scholar.utc.edu:theses-1829","repository":{"repo_id":"utc","name":"University of Tennessee - Chattanooga","base_url":"https://scholar.utc.edu/do/oai/"},"display":{"title":"Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students","abstract":"In this study, the researcher explored self-reported multicultural counseling competence of licensed and practicing Tennessee school counselors. The researcher used the multicultural counseling competence and training survey-revised (MCCTS-R) to identify school counselors’ self-reported multicultural counseling competence. Participants in this study were employed in various levels of school settings across the State of Tennessee. Participants reported working in each region of the state: east, middle, and west. The response rate of 8.25% represented 280 participants, and, as a result, was a limitation of this study. The multicultural counseling competency of the school counselors as identified by the MCCTS-R served as the dependent variable. The independent variables included the demographic factors such as school community setting, school level, Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status of school counselor education programs, and membership in a professional counseling organization. Comparative and descriptive statistics were used to evaluate participants’ responses to the survey. Results of this study were analyzed and indicated that there were no significant differences between multicultural counseling competence (MCC) and school community setting, school level, and CACREP accredited school counselor education programs compared to non-CACREP accredited school counselor education programs. However, results indicated a significant difference between school counselors who have membership in a professional counseling organization compared to those who do not.","abstract_html":"In this study, the researcher explored self-reported multicultural counseling competence of licensed and practicing Tennessee school counselors. The researcher used the multicultural counseling competence and training survey-revised (MCCTS-R) to identify school counselors’ self-reported multicultural counseling competence. Participants in this study were employed in various levels of school settings across the State of Tennessee. Participants reported working in each region of the state: east, middle, and west. The response rate of 8.25% represented 280 participants, and, as a result, was a limitation of this study. The multicultural counseling competency of the school counselors as identified by the MCCTS-R served as the dependent variable. The independent variables included the demographic factors such as school community setting, school level, Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status of school counselor education programs, and membership in a professional counseling organization. Comparative and descriptive statistics were used to evaluate participants’ responses to the survey. Results of this study were analyzed and indicated that there were no significant differences between multicultural counseling competence (MCC) and school community setting, school level, and CACREP accredited school counselor education programs compared to non-CACREP accredited school counselor education programs. However, results indicated a significant difference between school counselors who have membership in a professional counseling organization compared to those who do not.","abstract_has_math":false,"creators":["Scruggs, Jacquelyn A."],"institution":"University of Tennessee at Chattanooga","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Rutledge, Valerie C.","Crawford, Elizabeth K.; Miller, Ted L.; O’Brien, Elizabeth R.","College of Health, Education, and Professional Studies"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:46:59Z","subjects":["Counseling in elementary education","Counseling in middle school education","Counseling in secondary education","Cultural competence"],"languages":["English","eng"],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.utc.edu/theses/666","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rutledge, Valerie C.","Crawford, Elizabeth K.; Miller, Ted L.; O’Brien, Elizabeth R.","College of Health, Education, and Professional Studies"]},{"key":"dc:creator","label":"Author","values":["Scruggs, Jacquelyn A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:coverage","label":"Dc Coverage","values":["Tennessee"]},{"key":"dc:date","label":"Dc Date","values":["2020-08-01T07:00:00Z"]},{"key":"dc:publisher","label":"Institution","values":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"]},{"key":"dc:relation","label":"Dc Relation","values":["Masters Theses and Doctoral Dissertations"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral dissertations","Text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Counseling in elementary education","Counseling in middle school education","Counseling in secondary education","Cultural competence"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.utc.edu/theses/666"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["School of Professional Studies","Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education."]},{"key":"dc:description.abstract","label":"Abstract","values":["In this study, the researcher explored self-reported multicultural counseling competence of licensed and practicing Tennessee school counselors. The researcher used the multicultural counseling competence and training survey-revised (MCCTS-R) to identify school counselors’ self-reported multicultural counseling competence. Participants in this study were employed in various levels of school settings across the State of Tennessee. Participants reported working in each region of the state: east, middle, and west. The response rate of 8.25% represented 280 participants, and, as a result, was a limitation of this study. The multicultural counseling competency of the school counselors as identified by the MCCTS-R served as the dependent variable. The independent variables included the demographic factors such as school community setting, school level, Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status of school counselor education programs, and membership in a professional counseling organization. Comparative and descriptive statistics were used to evaluate participants’ responses to the survey. Results of this study were analyzed and indicated that there were no significant differences between multicultural counseling competence (MCC) and school community setting, school level, and CACREP accredited school counselor education programs compared to non-CACREP accredited school counselor education programs. However, results indicated a significant difference between school counselors who have membership in a professional counseling organization compared to those who do not."]},{"key":"dc:title","label":"Title","values":["Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students"]}]}],"canonical_facts":{"dc:contributor":["Rutledge, Valerie C.","Crawford, Elizabeth K.; Miller, Ted L.; O’Brien, Elizabeth R.","College of Health, Education, and Professional Studies"],"dc:coverage":["Tennessee"],"dc:creator":["Scruggs, Jacquelyn A."],"dc:date":["2020-08-01T07:00:00Z"],"dc:description":["School of Professional Studies","Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education."],"dc:description.abstract":["In this study, the researcher explored self-reported multicultural counseling competence of licensed and practicing Tennessee school counselors. The researcher used the multicultural counseling competence and training survey-revised (MCCTS-R) to identify school counselors’ self-reported multicultural counseling competence. Participants in this study were employed in various levels of school settings across the State of Tennessee. Participants reported working in each region of the state: east, middle, and west. The response rate of 8.25% represented 280 participants, and, as a result, was a limitation of this study. The multicultural counseling competency of the school counselors as identified by the MCCTS-R served as the dependent variable. The independent variables included the demographic factors such as school community setting, school level, Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status of school counselor education programs, and membership in a professional counseling organization. Comparative and descriptive statistics were used to evaluate participants’ responses to the survey. Results of this study were analyzed and indicated that there were no significant differences between multicultural counseling competence (MCC) and school community setting, school level, and CACREP accredited school counselor education programs compared to non-CACREP accredited school counselor education programs. However, results indicated a significant difference between school counselors who have membership in a professional counseling organization compared to those who do not."],"dc:identifier":["https://scholar.utc.edu/theses/666"],"dc:language":["English","eng"],"dc:publisher":["University of Tennessee at Chattanooga","Chattanooga (Tenn.)"],"dc:relation":["Masters Theses and Doctoral Dissertations"],"dc:rights":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Counseling in elementary education","Counseling in middle school education","Counseling in secondary education","Cultural competence"],"dc:title":["Cultural responsiveness of Tennessee school counselors : an exploration of perceptions of multicultural counseling competence regarding racially and/or ethnically diverse students"],"dc:type":["Doctoral dissertations","Text"]},"updated_at":"2026-07-24T05:46:59Z"}