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- Genre: Masters Thesis
Description
Increasing counselor trainees’ self-efficacy for multicultural counseling competence (MCC) is an essential part of their professional development to serve racially and ethnically diverse clients effectively. The present study examined the impact of multicultural training and the effects of a brief mindfulness intervention, compared to a control condition, on counselor trainees’ self-reported ethnocultural empathy and MCC. Data obtained from a sample of masters (n = 63) and doctoral (n = 23) counselor trainees were analyzed through a series of linear multiple hierarchical regression analyses. Consistent with previous research, results revealed that multicultural training significantly predicted scores of self-reported multicultural counseling knowledge and empathic feeling. The mindfulness intervention significantly predicted self-reported multicultural counseling knowledge. There was a significant interaction between condition (i.e., mindfulness intervention or control) and previous multicultural training when examining ethnocultural empathy’s empathic feeling and expression subscale. Specifically, trainees with lower levels of multicultural training who received the mindfulness intervention scored higher on empathic feeling compared to those in the control condition, while at higher levels of multicultural training there were no differences across condition. Implications for future research and counselor training are discussed.
ContributorsSmith, Bethany E (Author) / Spanierman, Lisa B (Thesis advisor) / Tran, Alisia G. T. (Committee member) / Arredondo, Patricia (Committee member) / Arizona State University (Publisher)
Created2018
Description
Grounded in Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994, 2000), the current study examines environmental and person-cognitive variables as predictors of academic performance among a sample of 194 Mexican American undergraduate students. Specifically, this study used multiple regression analysis to test the associations between college self-efficacy (course self-efficacy and social self-efficacy), proximal contextual influences (campus climate and cultural fit), and gender on the academic performance (self reported grade point average, GPA). Results indicated that course self-efficacy was a significant predictor of academic performance for Mexican American undergraduate students. In addition, social self-efficacy, positive perceptions of the campus climate, and cultural fit were associated with high self-efficacy. This study contributes to our knowledge of college student development in general, and academic attainment among Mexican Americans specifically. Practice and research recommendations are discussed.
ContributorsArévalo Avalos, Marvyn R (Author) / Spanierman, Lisa B (Thesis advisor) / Flores, Lisa Y (Committee member) / Tracey, Terence (Committee member) / Arizona State University (Publisher)
Created2017
Description
The concept of multiculturalism in music therapy is becoming increasingly relevant in the United States. The purpose of this thesis was to analyze multicultural content in undergraduate programs approved by the American Music Therapy Association (AMTA), and evaluate the Multicultural Counseling Competencies, in order to develop an educational tool to foster multicultural competency in undergraduate music therapy students. The research questions addressed in this analysis were: (a) what are the current multicultural education practices for undergraduate music therapy students in the United States, and (b) what aspects of multicultural counseling education can provide a framework for multicultural education in music therapy? Within music therapy education, there seems to be no standardized method of delivering multicultural content. Based on the findings of this content analysis, the author combined content from current multicultural music therapy and multicultural counseling education to develop a lecture series for undergraduate music therapy students. Results included the curricula of 68 AMTA-Approved undergraduate music therapy programs. 327 multiculturally related courses were identified. Coded course categories in order of frequency were ability, age, language, Non-Western music, ethnicity, race, socioeconomic status, gender, spirituality, sexual orientation, religion, and general
culture. These results are consistent with existing publications remarking on the state of multicultural education in music therapy.
culture. These results are consistent with existing publications remarking on the state of multicultural education in music therapy.
ContributorsOlsen, Katie (Author) / Belgrave, Melita (Thesis advisor) / Arredondo, Patricia (Committee member) / Rio, Robin (Committee member) / Arizona State University (Publisher)
Created2017
Description
Although the topic of hate group radicalization processes has received significant attention in recent years, less research has been dedicated to hate group exit processes. This gap is concerning because the number of hate groups and violent hate crimes in the United States has increased dramatically over the last decade (Southern Poverty Law Center, 2020). Through in-depth, semi-structured interviews with nine former white supremacists, this study explores how and why former ex-white supremacists leave their hate groups, and why some choose to then speak out against their former racist ideologies. Using Interpretative Phenomenological Analysis (IPA) as a methodological framework, I identified eleven themes related to the process of leaving one’s hate group and becoming an anti-hate activist. These themes are organized into three categories consistent with the research questions: (a) participants’ exit experiences (e.g., exit-precipitating interactions with members of marginalized communities), (b) participants’ post-exit experiences (e.g., navigating personal danger and threats to safety), and (c) participants’ experiences of becoming anti-hate activists (e.g., developing an activist identity). These findings may be used to guide the development of clinical interventions for supporting hate group members confronting pre- and post-exit consequences.
ContributorsLiguori, Jackson (Author) / Spanierman, Lisa B (Thesis advisor) / Warner, Cheryl B (Committee member) / Feagin, Joe R (Committee member) / Arizona State University (Publisher)
Created2021