The Professional Counselor | Volume 14, Issue 2 143 faculty require social justice assignments (8.1%), adding that many students will not act unless required. A few also suggested that the program provide more education of White students (8.1%). Quantitative Findings Quantitative analyses were conducted to provide triangulation for the qualitative findings and a different view of the data, including possible differences between BIPOC and White students and beginning and advanced students. Table 1 includes descriptive statistics providing an overview of beginning and advanced students’ self-perception of their multicultural and social justice competencies. Table 1 Descriptive Statistics of Competencies Multicultural Social Justice/Advocacy N Mean SD Mean SD White Beginning 35 2.58 .50 62.97 24.23 Advanced 27 3.09 .38 76.07 19.11 Total 62 2.80 .52 68.68 22.93 BIPOC Beginning 59 2.66 .56 63.05 29.30 Advanced 35 3.01 .30 77.14 20.71 Total 94 2.79 .51 68.30 27.19 Total Beginning 94 2.63 .54 63.02 27.39 Advanced 62 3.05 .34 76.68 19.87 Total 156 2.80 .51 68.45 25.51 To examine if there were discernable differences between the beginning and advanced students’ perceptions of their competencies, and if there were differences between White and BIPOC students, a two-way (2x2) ANOVA was conducted with the overall MCCT as the criterion variable and student levels (beginning, advanced) and race (White, BIPOC) as the two independent variables. Results indicated that although there were no interaction effects between race and student levels, there were significant differences in overall multicultural competencies between beginning and advanced students, F(1, 152) = 30.54, p < .001, indicating that advanced practicum students reported significantly higher overall multicultural competencies than beginning students. There were no statistically significant differences between White and BIPOC students in their overall multicultural competencies. Two (5x2) MANOVAs were conducted with the five factors of multicultural competencies as criterion variables (knowledge, awareness, definition of terms, racial identity, and skills). Student levels (beginning, advanced) and student race (White, BIPOC) were independent variables. Results indicated that there were significant differences between beginning and advanced students in at least one of the multicultural competencies components, Wilks’ Lambda = .72, F(5, 150) = 11.97, p < .001. More specifically, follow-up univariate ANOVAs indicated that advanced students reported significantly higher multicultural competencies in their knowledge, F(1, 154) = 43.74, p < .001, µ2 = .22; awareness, F(1, 154) = 6.20, p = .014, µ2 = .04; and racial identity, F(1, 154) = 43.17, p < .001, µ2 = .21. However, there were no significant differences in definitions of terms or skills. Even though there were no significant
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