Running head: DIVERSITY
1
Creating Multicultural Awareness and Competence Through Diversity Training in Psychology
Mark N. Bodo
The Chicago School of Professional Psychology
Running head: DIVERSITY
Creating Multicultural Awareness and Competence Through Diversity Training in Psychology
Over the last 30 years, as our nation has become and continues to become more culturally
diverse, it has been recognized by the APA that client diversity must be addressed and that a
movement away from the White Eurocentric ethical standards which have dominated the field
must take place. Becoming multiculturally aware is simply not enough to serve diverse
populations. Counselors must become multiculturally competent to ensure, that as professionals,
we are best meeting the needs of our diverse clients. Although the APA now stresses the
importance and integration of diversity education within the curriculum of higher education,
becoming a multiculturally competent practitioner requires students to analyze what they have
learned and challenge personal biases, develop continuing education strategies to maintain
cultural competency, and implement attainable goals and strategies that can be applied into one’s
practice. The study of diversity is merely a starting point to create cultural awareness. In order
to become multiculturally competent, we must first understand the relevance of becoming
culturally competent, identify the major constructs of diversity, understand the development of
personal and cultural identity, and understand the implications of stereotypes, biases, and
prejudices. Diversity courses create a solid foundation in which students can build upon, but to
become multiculturally competent, one must be able to apply concepts of diversity toward future
coursework, develop educational strategies to maintain cultural awareness, and implement
attainable goals and strategies which can be applied to one’s professional practice. By
implementing a lifelong pursuit of cultural awareness and maintaining cultural competence, we
can better serve the diverse populations of this nation and preserve the ethical standards and
professional image for the field of psychology.
Empathy is a powerful tool and one that is often required within the field of psychology.
Our ability as helping professionals to understand the social, emotional, and mental dilemmas of
our clients will directly impact our ability to successfully meet their mental health needs. The
field of psychology, and even the Empiracally Supported Treatments approved by the APA, were
2
Running head: DIVERSITY
based upon dominant White Eurocentric culture and ideals. As a result of imposing White
Eurocentric values upon subordinate populations, psychologists have historically marginalized
the experiences and values of ethnic, racial, and cultural minorities. (Sue et al., 2008) As our
nation has become more culturally diverse and pluralistic, the APA has recognized the need to
become more culturally competent as it relates to mental health services. (Pedersen & Marsella,
1982) The APA Ethics Code now dictates that the responsibility of the psychologist is to
promote social justice, insure equality in access, protect the welfare of the patient, and make
informed and knowledgeable decisions as they relate to the influence of culture upon human
behavior and personal identity. (APA Ethics Committee, 1992) These standards create the need
for counseling professionals to become multiculturally aware and competent, as to effectively
serve diverse populations.
Throughout our nation’s history, the demographics of our population have been dictated
by immigration trends. Our nation was founded by white Anglo-Saxon Protestants, whom
imposed the pre-dominant institutional, social, and cultural “norms” which still persist today.
Until the mid 1960’s, immigrants were mainly Eastern and Western European. Due to their
“whiteness”, these groups were easily able to adapt to, or assimilate within the dominant
W.A.S.P. social culture. The majority of immigrants now migrating to the U.S. arrive from Latin
America, Asia, and the Middle East. (Martin & Nakayama, 2008) This influx of culturally
diverse individuals has made our nation more heterogeneous. As much as we would like to view
our nation as a multicultural “melting pot”, we are discovering that our nation is more of a
pluralistic “pot luck”.
In order to be "good" multicultural counselors, we must maintain cultural awareness in
order to better serve these diverse populations. We must be able to meld cultural universality
and cultural relativism, to better understand how mental health disorders can reach across all
cultures, or be affected by culture, lifestyle, and/or race. (Sue et al., 2008) Multiculturalism is
not only based upon a cultural context, but upon race, gender, ethnicity, age, sexual orientation,
and other factors which define and influence our social and personal identities. We must be
3
Running head: DIVERSITY
cautious as counselors not to impose our own values upon our clients, as this can create feelings
of animosity, discrimination, and marginalization. As counselors, we must understand our
cultural limitations, abilities, and knowledge in order to insure that multicultural clients receive
the appropriate services and the support they need. Failure of the counselor to recognize
multicultural limitations in the area of intercultural communication can lead to communication
failure due to cultural naiveté, misinterpretations, preconceptions, anxiety, and failure to listen
with understanding. (Barna, 1998)
The Eurocentric approach to psychology might address the individual and universal
aspects of personal identity, but the influence of group identity is often avoided. (Sue et al.,
2008) If we intend to serve the “whole” person, then we must address the group level influences
as well. By addressing the group level influences, we begin to provide multicultural
counseling/therapy. In order to provide "good" multicultural counseling, we must be culturally
competent. To do this we must be aware of our own cultural perceptions and biases, understand
various cultures and their cultural perceptions and biases, and we must be able apply different
therapeutic modalities and strategies to meet the needs of our clients. (Sue et al., 2008) By
applying the Foci of cultural competence to multicultural counseling, we can address issues
based on a societal, organizational, professional, and individual level. In doing so, we place
cultural competence as the superordinate factor to "good" counseling.
Inherent within multiculturalism is the recognition of differences /diversity amongst
cultural and ethnic groups. At the base of these cultural differences are the worldviews which
often define the identities, values, and assumptions of each cultural group. Worldview systems
are often defined by cultural experiences, maintained through pervasive and subtle systems of
enforcement to maintain cultural identity, and often clash with opposing worldview systems.
(Kambon, 1998) As psychologists, we must be aware and understand the experiences of various
cultural/ethnic groups and the influence these experiences have upon perceptions and personal
identity. Culture is comprised of a shared set of social components which include behavior,
values, assumptions, and cultural forms. (Stewart et al., 1998) These components will define
4
Running head: DIVERSITY
how an individual perceives, experiences, and interacts with the world around them. Individual
behavior is often dictated by one's beliefs, values, assumptions, or cultural form.
How an individual identifies with, or how deeply they are connected to their cultural or
ethnic identity will often be influenced by the level of acceptance within their group and level
acceptance by the dominant cultural “norm”. (Juby & Concepcion, 1998) This level of
acceptance is often influenced and maintained by the cycle of socialization. From the moment
we are born, we possess a set of social identities which have been pre-defined for us. These
identities are often maintained or altered through our personal relationships, institutional and
cultural influence, social enforcements, and personal action or inaction. (Harro, 2000) The result
of the cycle of socialization is often the marginalization of subordinate groups, the maintenance
of superiority by the dominant group, and the perpetuation of misconceptions and stereotypes.
This cycle of socialization can be culturally divisive, personally dehumanizing, and can create an
environment of mistrust for those within the dominant group. (Harro, 2000) As psychological
professionals, we must strive to personally overcome the cycle of socialization, be cognizant of
the cycle’s impact on client perceptions, and empower clients to overcome the cycle.
Beyond the cycle of socialization, we must remain aware of the social and political
systems which often lead to cultural, ethnic, and racial oppression. These systems are often used
to maintain the dominant status of White Euro-Americans. Individual, institutional, and
structural discrimination are often employed to marginalize subordinate groups to the benefit of
the dominant group. (Pincus, 1994) Ethnic stratification is another means by which the White,
Euro-American, dominant culture maintains its status. Ethnic stratification is created through
ethnic disparity in relation to power, privilege, and prestige. (Yetman, 1999) This stratification
can be equally associated with various cultural groups based upon ethnicity, race, gender, sexual
orientation, and ability. This marginalization will greatly impact how an individual perceives
their identity and their place within the dominant social system. As competent multicultural
counselors, we must be prepared to address the impacts of ethnic stratification and empathize
with the social realities of our diverse clients.
5
Running head: DIVERSITY
In order to understand others, it is first necessary to understand one’s self. The formation
of personal identity is influenced by numerous factors, but none greater than culture and race.
For those of us within the dominant White Euro-American culture, it is of greatest importance to
remove the “veil” of racial neutrality that we hide behind and recognize the benefits we enjoy,
the biases we possess, and the cultural “norms” which dictate our racial identity. (Sue et al.,
2008) It is important to understand the stages/statuses within the White Racial Identity Model
and where our development of racial identity lies within it. The development of our racial
identity will directly impact our ability to interact, communicate, and empathize with racially and
ethnically diverse clients. Since racial assimilation is unattainable, the White dominant culture
must adopt a more pluralistic approach to issues of race, become more accepting of racial
differences, and overcome the stereotypes and biases imposed by the dominant culture and
institutions.
Multicultural competent counselors must understand the therapeutic implications of the
various ethnic/racial/cultural identity development models which have been proposed and how
these models can be used to improve our ability to serve minority clients by adjusting therapeutic
approaches to meet their identity development needs. Multicultural counseling requires an
understanding not only of racial, ethnic, and cultural identity, but how these identities develop
over time. (Sue et al., 2008) Failure to meet the identity needs of the client can have disastrous
results for the client and create a negative image of the mental health field. Understanding
racial/cultural identity development allows a therapist to remove stereotypes, better understand
client racial/cultural perceptions and needs, and identify transformations in an individual’s
personal and social identity.
In order to understand our personal identities, we must determine how we define and
perceive ourselves and consider how others define or perceive us. There are many labels which
we and others use to define ourselves. These labels can be derived from our culture, ethnicity,
race, gender, sexual orientation, ability, socio-economic status, and religious affiliation. Each
label that we place upon ourselves will influence our perceptions of self and shape how we relate
6
Running head: DIVERSITY
to others. By examining the social influence and advantages/disadvantages of each label, we can
better understand and appreciate our personal diversity which imbues cultural diversity. In order
to become truly accepting, we must go a step beyond and learn to transcend labels, enjoy the
essence of being, and simply just “be”.
One of the unfortunate outcomes of personal, social, and cultural identity is the creation
of stereotypes, biases, and prejudice, which often lead to discrimination. Cultural assimilation
allows for the perpetuation of stereotypes, misinformation, and lack of tolerance for those that
are different. Stereotypes are often negative perceptions of an entire group based upon beliefs
derived from exaggeration and social distortion. (Blumenfeld & Raymond, 2000) Stereotypes
have often been perceived as a mental coping mechanism used to make understanding diverse
groups easier. (Blumenfeld & Raymond, 2000) Stereotypes are a mechanism which must be
avoided for the sake of tolerance and multicultural competency. If left unchecked, stereotypes
will evolve into personal biases or prejudice beliefs. These biases and prejudices can often be
subtle, but are most commonly observed in microaggressive behavior. We are all guilty of some
form microaggression throughout our lives, but due to underlying biases, social “norms”, and
personal perceptions, we often are not aware when they occur. Microaggressions can be subtle,
covert, and aversive, but each form is derogatory, psychologically harmful, and will result in
marginalizing the intended target. (Sue & Capodilupo, 2008) Within the field of psychology, we
must be aware of our own personal biases and perceptions to insure we are better able to avoid
unintended microaggressions. We do this through multicultural awareness and knowledge,
establishing empathy and trust with our clients, and developing a therapeutic alliance which
validates experiential realities. (Sue & Capodilupo, 2008)
Bias and prejudice are base forms of intolerance. Intolerance is most evident when
personal prejudice results in segregation and discrimination. Segregation; whether de jure or de
facto, and discrimination; whether cultural, social, or institutional, create social inequality and
injustice. (Blumenfeld & Raymond, 2000) Prejudice, segregation, and discrimination serve the
function of marginalizing minority groups, maintaining superiority for the dominant group, and
7
Running head: DIVERSITY
enforcing the pre-dominant social “norms”. Bias and prejudice can also manifest into the
projection of our own undesirable traits upon others or the insidious social “isms” that further the
practice of discrimination based upon traits perceived as outside our perceived “norms” or
realities. As psychological professionals, we must be aware of our own personal biases or
prejudices to insure we do not perpetuate the cycle of marginalization and victimization
experienced by our diverse clients. Whether differences of race, sexual orientation, or other
diverse characteristics, we must rise above social preconceptions, advocate for social justice and
equality, and strive to see the potential in each client.
As I reflect upon the aforementioned constructs and concepts of multiculturalism and
diversity, I recognize the importance of cultural awareness and the need to become a culturally
competent counselor. Diversity education has allowed me to better understand the experiences
of other cultures, the diverse social constructs which are often hidden, and develop a better
awareness of my own personal identity.
Through the readings, documentaries, and reflective essays, I have developed a greater
cultural awareness of groups for which I have had little social interaction and awareness. Like
many others, I have been influenced by media and social institutions. I bought into the social
preconceptions of the disabled as victims and unable to function. The disabled may be less than
perfect, but we all are. As a result of this course, my perception of the disabled has shifted from
one of limitations, to one of possibilities. Limitations breed despair, whereas possibilities create
hope.
The cycle of socialization introduced students to the unseen social systems which
perpetuate stereotypes, misconceptions, and enforce the pre-dominant culture. (Harro, 2000)
Although the cycle of socialization seems to be in perpetual motion, it can be altered, if and only
if, we reject the status quo, change directions, and break the shackles of fear and insecurity
within our core. The racial/cultural identity models have opened my eyes to the subtle ways in
which we develop our individual identities. Whereas I might have the advantage of being at the
higher end of development, I must also realize that others will not share this level of awareness.
8
Running head: DIVERSITY
I can benefit others by making them aware of theses models and help them progress to higher
levels of awareness. I have learned to minimize my use of labels, simply by focusing on the
essence of my being. By holding the ideology that we are all spiritual beings living a human
existence, I am able to see the similarity of being, but this course has reminded me that our
humanity is what makes us unique and vulnerable. How each of us reacts and responds to the
human constructs will be as diverse as our population.
Now that I have gained a more advanced understanding of multiculturalism and
awareness of self, I must now apply this knowledge towards future coursework and develop
education strategies to maintain cultural competency. In order to maintain multicultural
awareness and competency, I intend to develop an educational and immersion plan which will
include continuing education, research, and cultural involvement. This educational strategy will
not only help me develop cultural competency, but will also assist my ability to better serve
diverse populations within my professional practice.
While working towards my masters in psychology, I will continue to apply the
knowledge obtained within this course towards future courses and attend various workshops and
seminars discussing issues regarding diversity and minority populations. Upon graduation, I
shall continue my multicultural studies through continuing education courses offered online and
through the local university. In addition to these guided studies, I will continue to perform
individual research on multiculturalism and diversity in order to gain a better understanding of
the cycle of socialization, personal identity development, and multicultural avocation. Through
the use of books, professional journals, peer reviewed articles, and client analysis, I hope to
develop a solid foundation of multicultural awareness and competency by better understanding
the constructs of diversity, socialization, cultural values, and my own personal perceptions.
Education and research can provide a base knowledge, but experience through cultural
immersion is the key to true multicultural awareness by challenging personal bias, creating
empathy, and becoming multiculturally competent. Through involvement/volunteering with
local community organizations, attending cultural festivals, and advocating for marginalized
9
Running head: DIVERSITY
populations, I aim to improve and maintain mutlicultural awareness and competency. Working
with individuals with disabilities will allow me to further examine ableism. Working with
Hispanic families will allow me to further examine nativism. Working with the homeless will
allow me to further examine classism. My involvement with various organizations will allow me
to advocate more effectively for minority populations and begin to break the social crutch of the
dominant cycle of socialization.
Beyond education, in order to become multiculturally competent, I must also be able to
implement attainable goals and strategies which can be applied into my professional practice. As
it relates to multicultural competence, my first strategy is to recognize the limitations of my
abilities in which to serve multicultural populations. By recognizing these limitations, I can
insure that my clients receive the appropriate treatment to meet their diverse needs through the
use of referrals or seeking assistance from peers. In addition to cross-cultural limitations, I must
also implement a professional strategy of recognizing personal biases and be open to explore
these biases, preconceptions, and prejudices to better serve my clients in a more productive
manner. Whether through education or interaction, I must be reflective in examining and
understanding my response to various issues of diversity. This will allow me to meet the goal of
demonstrating multicultural awareness and empathy with my clients.
My success as a multiculturally competent counselor will be related to my ability to
connect, understand, and effectively communicate with my clients. When there is mutual trust,
respect, and understanding, client retention and progress will improve exponentially. To be
multiculturally competent, I must also implement strategies that focus on the holistic needs of the
client. This holistic strategy will not only address a balance of mind, body, and spirit, but will
also address the individual, universal, and group identities of the client. As a means of serving
the holistic needs of the client, my professional goal is to create and implement a community
collaborative concept to develop a support network for the client.
Multicultural awareness is not only important for the provider, but for the client as well.
My professional strategy will include creating educational moments on multiculturalism,
10
Running head: DIVERSITY
personal identity development, and examination of personal biases so that clients can better
understand the impacts of these social constructs and the cycle of socialization. As a promoter in
education and creating awareness, I believe that it is also prudent to create a strategy which
emphasizes multicultural awareness within the community. This strategy will incorporate
workshops, community events, lectures, and blog postings which promote diversity and
multiculturalism. Each of these aforementioned goals and strategies will allow me to develop
and maintain my ability to function as a competent multicultural counselor, and better serve
diverse populations.
Although the APA now stresses the importance and integration of diversity education
within the curriculum of higher education, becoming multiculturally aware and competent cannot
be attained via a single course. As has been demonstrated, cultural competence requires a
commitment to self-analysis, continuing education, implementation of knowledge, and creation
of lifelong professional goals and strategies. In order to serve diverse populations, counselors
must become multiculturally competent to ensure we are best serving the needs of our diverse
clients. Beyond empathy, the relevance of cultural competency is the knowledge and ability to
recognize the mental health needs of diverse clients, the ability to prevent unintended
marginalization or microaggressions, the ability to communicate effectively with diverse clients,
and understanding the correlation between mental disorders and social/cultural factors. By
identifying the major social constructs of diversity, we recognize the influence these constructs
have upon the development of personal and cultural identity through social enforcements,
marginalization, and the cycle of socialization. These constructs influence the development of
personal, racial, and cultural identity, which will directly impact our ability to perceive and
interact with diverse clients. The implications of stereotypes, biases, and prejudices, can be
detrimental to the development of effective client relationships. In order to become
multiculturally competent counselors, we must address these issues to avoid potential
marginalization and microaggressions. The foundational constructs and concepts of diversity
have impacted my perceptions of self, diversity, and multicultural awareness. Whether applying
11
Running head: DIVERSITY
diversity studies toward future coursework, developing educational strategies to maintain
cultural awareness, or implementing attainable goals and strategies which can be applied to my
professional practice, by maintaining cultural competence, I can better serve the diverse
populations of this nation and preserve the ethical standards and professional image for the field
of psychology.
12
Running head: DIVERSITY
13
References
American Psychological Association Ethics Committee (1992). Ethical principles of Psychologists and
Code of Conduct. American Psychologist, 47(12), 1597-1611.
Blumenfeld, W. J., & Raymond D. (2000). Prejudice and discrimination. In M. Adams., W. J.
Blumenfeld, R. Castaneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for
diversity and social justice (pp. 21-30). New York: Routledge.
Barna, L.M. (1998). Cultural assumption and values. In J.M Bennett (Ed.), Basic concepts of
intercultural communication (pp.173-190), Yarmounth, ME: Intercultural Press.
Harro, B. (2000). The cycle of socialization. In M. Adams, W.J. Blumenfeld, R. Castaneda, H.W.
Hackman, M.L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice (pp.15-21).
New York: Routledge.
Juby, H. L., & Conception, W. R. (2005). Ethnicity: the term and its meanings. In R. Carter (Ed.),
Handbook of racial-cultural psychology and counseling (pp. 27 - 41). Hoboken, NJ: John Wiley
& Sons, Inc.
Kambon, K. K. (1998). The worldview paradigm: On the legitimacy of cultural differences in
psychological analysis. The African Personality in America: An African-Centered framework
(pp.1-19). Tallahassee: Nubian Nation Publications.
Martin, J., & Nakayama, T. (2008). Demographic imperative. Experiencing intercultural communication
(3rd ed., pp.10-14). New York: McGraw-Hill.
Pedersen, P. & Marsella, A J. (1982). The ethical crisis for cross-cultural counseling and therapy.
Professional Psychology, 13(4), 492-500
Pincus, F. L. (2000). Discrimination comes in many forms: Individual, institutional, and structural. In M.
Adams., W. J. Blumenfeld, R. Castaneda, H. W. Hackman, H. W., M. L. Peters, & X. Zuniga
(Eds.), Readings for diversity and social justice (pp. 31-35). New York: Routledge.
Stewart, C.E., Danielian, J., & Foster, J.R. (1998).Cultural assumption and values. In J.M Bennett (Ed.),
Basic concepts of intercultural communication (pp.157-190), Yarmounth, ME: Intercultural Press.
Sue, D. W. & Capodilupo C. M. (2008). Racial, gender, and sexual orientation microaggressions:
Implications for counseling and psychotherapy. In D. W. Sue & D. Sue (Eds.), Counseling the
culturally diverse: Theory and practice (5th ed., pp.105-130). Hoboken, NJ: Wiley.
Sue, D.W., & Sue, D. (2008). White racial identity development. In Counseling the culturally diverse:
Theory and practice (pp. 259- 283). Hoboken, NJ: John Wiley & Sons, Inc.
Sue, D.W., & Sue, D. (2008). Racial/cultural identity development in people of color. In Counseling the
culturally diverse: Theory and practice (pp. 233-258). Hoboken, NJ: John Wiley & Sons, Inc.
Running head: DIVERSITY
Sue, D.W., & Sue, D. (2008). The super ordinate nature of multicultural counseling and therapy. In
Counseling the culturally diverse: Theory and Practice (pp. 29-51). Hoboken,NJ: John Wiley &
Sons, Inc.
Yetman, N., (1999). Historical perspectives, In N. Yetman (Ed.), Majority and minority (6th ed.) (pp. 87121). Neednam Heights, MA: Allyn and Bacon.
14