Conference Strand
Practice, Strategies, Techniques, and Interventions
Abstract
With the rapid growth of the Multiracial population, it is imperative that counselors and educators are equipped with culturally responsive practices, strategies, and interventions for working with this population. Suggestions on how to underscore cultural responsiveness will be given andcommon issues to consider when conceptualizing the Multiracial population will be discussed.
Evidence
Barnes, T. N. & McCallops, K. (2019). Perceptions of culturally responsive pedagogy in teaching SEL. Journal for Multicultural Education, 13(1), 70-81.
Charmaraman, L., Woo, M., Quach, A., & Erkut, S. (2014). How have researchers studied multiracial populations? A content and methodological review of 20 years of research. Cultural Diversity and Ethnic Minority Psychology, 20(3), 336–352
Cheng, C., & Lee, F. (2009). Multiracial identity integration: Perceptions of conflict and distance among multiracial individuals. Journal of Social Issues, 65, 51–68. doi:10.1111/j.1540-4560.2008.01587.x
Day-Vines, N. L., Wood, S. M., Grothaus, T., Craigen, L., Holman, A., Dotson-Blake, K., & Douglass, M. J. (2007). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling & Development, 85, 401–409. doi:10.1002/j.1556-6678.2007.tb00608.x
Evans, A. M., & Ramsay, K. (2015). Multiracial and biracial individuals: A content analysis of counseling journals, 1991-2013. Journal of Multicultural Counseling & Development, 43(4), 262-274. doi: 10.1002/jmcd.12020
Franco, M. G., Katz, R., & O’Brien, K. M. (2016). Forbidden identities: A qualitative examination of racial identity invalidation for Black/White Biracial individuals. International Journal of Intercultural Relations, 50, 96-109. doi:10.1016/j.ijintrel.2015.12.004
Franco, M. G., & O’Brien, K. M. (2018). Racial identity invalidation with multiracial individuals: An instrument development study. Cultural Diversity and Ethnic Minority Psychology, 24(1), 112–125. doi:10.1037/cdp0000170
Frye, B. J. & Vogt, H. A. (2010). The causes of underrepresentation of African American children in gifted programs and the need to address this problem through more culturally responsive teaching practices in teacher education programs. Black History Bulletin, 73(1), 11-17.
Griner, A. C. & Stewart, M. L. (2013). Addressing the achievement gap and disproportionality though the use of culturally responsive teaching practices. Urban Education, 48(4), 585-621.
Henriksen, R. C., & Paladino, D. A. (2009). Counseling multiple heritage individuals, couples, and families. Alexandria, VA: American Counseling Association.
Hud-Aleem, R., & Countryman, J. (2008). Biracial identity development and recommendations in therapy. Psychiatry, 5(11), 37-44.
Jackson, K. F., Yoo, H., Guevarra, R. J., & Harrington, B. A. (2012). Role of identity integration on the relationship between perceived racial discrimination and psychological adjustment of multiracial people. Journal of Counseling Psychology, 59(2), 240-250. doi:10.1037/a00
Jeffreys, M. R., & Zoucha, R. (2017). Revisiting “The Invisible Culture of the Multiracial, Multiethnic Individual: A Transcultural Imperative.” Journal of Cultural Diversity, 24(1), 3–5.
Ladson-Billings, G. (1995a). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. doi: 10.3102/00028312032003465
Ladson Billings, G. (1995b). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165. doi: 10.1080/00405849509543675
Poston, W. (1990). The biracial identity development model: A needed addition. Journal of Counseling & Development, 69(2), 152.
Rockquemore, K. A., Brunsma, D. L., & Delgado, D. J. (2009). Racing to theory or retheorizing Race? Understanding the struggle to build a multiracial identity theory. Journal of Social Issues, 65(1), 13-34. doi:10.1111/j.1540-4560.2008.01585.x
Root, M. P. (2001). Reconstructing race, rethinking ethnicity. In A. Bellack & M. Hersen (Eds.), Comprehensive clinical psychology: Sociocultural and individual differences (Vol. 10, pp. 141–160). New York, NY: Elsevier.
Tran, A. G. T. T., Miyake, E. R., Martinez-Morales, V., & Csizmadia, A. (2016). “What are you?” Multiracial individuals’ responses to racial identification inquiries. Cultural Diversity and Ethnic Minority Psychology, 22(1), 26–37.
Tutwiler, S.W. (2016). Mixed-race youth and schooling: The fifth minority. New York: Routledge.
Format
Individual Presentations
Biographical Sketch
Peeper McDonald, PhD, LPC(GA), ACS, NCC is an Assistant Professor in the Department of Counseling at Mercer University, holds a PhD in Counselor Education and Practice and is a National Certified Counselor, Licensed Professional Counselor in the state of Georgia, and an Approved Clinical Supervisor. Her research interests include: Professional identity, social justice and advocacy issues, and multicultural issues in counseling. She has presented and published on these topics, with specific focus on the racial mislabeling, color-blindness and discrimination, and identity development of Multiracial individuals.
Location
Session Five Breakouts: Hampton A
Start Date
2-8-2020 10:00 AM
End Date
2-8-2020 11:15 AM
Recommended Citation
McDonald, Peeper, "Cultural Responsiveness in Education and Counseling: Strategies and interventions with Multiracial Individuals" (2020). National Cross-Cultural Counseling and Education Conference for Research, Action, and Change. 25.
https://digitalcommons.georgiasouthern.edu/ccec/2020/2020/25
Cultural Responsiveness in Education and Counseling: Strategies and interventions with Multiracial Individuals
Session Five Breakouts: Hampton A
With the rapid growth of the Multiracial population, it is imperative that counselors and educators are equipped with culturally responsive practices, strategies, and interventions for working with this population. Suggestions on how to underscore cultural responsiveness will be given andcommon issues to consider when conceptualizing the Multiracial population will be discussed.
Description
In keeping with the conference strand of Practice, Strategies, Techniques, and Interventions in order to highlight programs, initiatives, and strategies that serve as catalysts for positive social change across a variety of settings, this presentation will equip counselors and educators with culturally responsive practices when engaging with a Multiracial student or family. The relevant literature and research on the Multiracial population will be reviewed, including Multiracial Identity Development Models, culturally responsive pedagogy, and common microaggressions that often occur with this population (i.e., Charmaraman, L., Woo, M., Quach, A., & Erkut, S., 2014; Franco & O’Brien, 2018; Tran, Miyake, Martinez-Morales & Csizmadia, 2016). Additionally, case examples (based in real world examples from research and literature) and common culturally insensitive mistakes will be used within the presentation to underscore culturally responsive practices. Attendees will learn about the culturally insensitive practices that often occur with the Multiracial population and ways to change language, interactions, and even documentation to support cultural responsiveness. Attendees will also learn that they can act as agents of change in the counseling and educational settings by supporting and advocating for inclusivity and research-based culturally responsive practices.
By the end of the session, participants should come away with an increased understanding of:
1. Multiracial Identity Development (with a specific focus on Multiracial developmental models and assessments as well as the issues to consider when working with/researching this population).
2. Suggestions for culturally responsive practices juxtaposed with common microaggressions that occur for Multiracial individuals (this will be specifically aided through concrete examples, case conceptualizations, and practical/workable solutions).
3. Implications and future directions for areas of Multiracial research.