Multicultural class professors are faced with the often difficult task of helping prepare pre-service counselors to meet the mental healthcare needs of an increasingly diverse and pluralistic society. A major factor that has stood in the way of effective training has been students' resistance to challenging their entrenched patterns of bias and prejudice, which are undermining factors to the process of engendering multicultural awareness, sensitivity, and counseling competency. The purpose of this study was to examine how instructors deal with multicultural classroom conflict in view of the severity of the conflicts they encounter and the techniques and interventions that are used to mediate and resolve conflict arising out of the process of teaching multicultural courses. A total of 122 professors from CACREP affiliated counselor education programs in the U.S. were included in this study with 114 usable sets of participant data. Participants completed a researcher-developed online survey entitled the Multicultural Class Conflict Intervention Survey. A repeated-measures ANOVA and the Friedman Test were conducted to analyze the data. The analysis indicated that the level of challenge experienced by professors in dealing with and resolving multicultural classroom conflict was a statistically significant variable. Limited support was found for the Types of conflict as a predictor of specific patterns of conflict intervention usage when dealing with and resolving multicultural classroom conflict.
|Commitee:||Abrams, Lyndon P., Flowers, Claudia, Tong, Rosemarie, Wierzalis, Edward A.|
|School:||The University of North Carolina at Charlotte|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 74/01(E), Dissertation Abstracts International|
|Subjects:||Multicultural Education, Educational psychology, Social studies education, Higher education|
|Keywords:||Classroom conflict, Conflict resolution, Difficult dialogues, Multicultural conflict, Racial dialogues, Racial microaggressions, Teaching strategies|
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