Affiliation:
1. College of Education University of Maryland College Park Maryland USA
2. School of Education, Department of Counseling and Educational Studies Johns Hopkins University Baltimore Maryland USA
3. Wheelock College of Education and Human Development, Department of Counseling Psychology and Applied Human Development Boston University Boston Massachusetts USA
Abstract
AbstractDespite the need for culturally competent counselors, there is sparse literature on ways counselor educators navigate the processes associated with multicultural training. Using post‐intentional phenomenology, researchers interviewed nine counselor educators about their experience teaching multicultural courses and the challenges they faced in preparing future counselors. Themes related to burden, navigating limited support, the dynamic nature of the course, and achieving multicultural training aims emerged. Implications for counseling programs, academic institutions, and the profession are discussed.