TPC-Journal-V5-Issue3

The Professional Counselor /Volume 5, Issue 3 423 Instruments Demographic questionnaire. Participants identified their age range, gender, ethnicity, religious affiliation and sexual orientation, as well as whether they spoke more than one language ( Yes or No ). Participants who answered in the affirmative were prompted to identify the languages that they spoke. Participants also were asked to report the number of semesters they had completed in the counseling program, as well as whether they had completed or were currently enrolled in a multicultural counseling course. Multicultural Counseling Competence and Training Survey-Revised. The Multicultural Counseling Competence and Training Survey-Revised (MCCTS-R; Holcomb-McCoy, 2005; Holcomb- McCoy & Day-Vines, 2004) has a three-factor structure, which includes Multicultural Knowledge, Multicultural Awareness and Multicultural Terminology. Items are scored on a 4-point Likert-type scale from “1” ( Not Competent ) to “4” ( Extremely Competent ). Scoring of the instrument is summative, with higher scores indicating a greater level of MCC. Holcomb-McCoy and Day-Vines (2004) reported the following internal consistency scores (Cronbach’s alpha) for each MCCTS-R subscale: Multicultural Knowledge, .95; Multicultural Awareness, .85; and Multicultural Terminology, .97. Holcomb-McCoy and Day-Vines tested the construct validity of the instrument using a maximum likelihood factor analysis with a direct oblimin rotation. The factor analysis indicated that the three- factor solution of Multicultural Knowledge, Multicultural Awareness and Multicultural Terminology accounted for 55.12% of the variance of MCC. In the current study, the MCCTS-R Knowledge and Awareness subscale scores were examined. The MCCTS-R Terminology scale was not included in the study analyses for two reasons. First, multicultural terminology is not as widely accepted as a key component of MCC. Second, the conceptual link between bilingualism and knowledge of multicultural terminology is unclear. Procedure Following approval by the university’s institutional review board, recruitment and administration of the study occurred in 12 intact master’s-level counseling classrooms at a university designated as a Hispanic Serving Institution in the southwest region of the United States. Researchers received permission from course instructors to recruit participants and conduct the study during class time. Classrooms were selected based on convenience. Prospective participants were recruited using a recruitment script. Those who chose to participate received a packet of instruments to complete, including the MCCTS-R and the demographic questionnaire. At the conclusion of the study, all students in the classroom, regardless of participation status, were presented with a debriefing statement that provided details of the study and literature pertaining to multicultural counseling. Results Descriptive statistics for the MCCTS-R Knowledge and Awareness subscales were conducted with respect to bilingualism and monolingualism (see Table 1). The means and standard deviations for each MCCTS-R subscale were comparable to those reported by Holcomb-McCoy and Day-Vines (2004). The internal consistencies (Cronbach’s alpha) of the MCCTS-R subscales also were similar to the internal consistencies reported in other studies (Holcomb-McCoy, 2005; Holcomb-McCoy & Day-Vines, 2004). The internal consistencies (Cronbach’s alpha) of the MCCTS-R Knowledge and Awareness subscales were .95 and .85, respectively.