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Universi^ MicKxilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8302463 Sheridan, Kristin Mary COUNSELING ACROSS CULTURES: A WHITE AWARENESS APPROACH The University o f Oklahoma PH.D. 1982 University Microfilms I nterneti0nel 300 N. zeeb Rwd. Ann Arbor, Ml 48106 Copyright 1982 by Sheridan, Kristin Mary All Rights Reserved THE UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE COUNSELING ACROSS CULTURES : A WHITE AWARENESS APPROACH A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY BY KRISTIN MARY SHERIDAN Norman, Oklahoma 1982 COUNSELING ACROSS CULTURES: A WHITE AWARENESS APPROACH APPROVED BY DISSERTATION COMMLTTEE ACKNOWLEDGEMENTS Acknowledgements are the doctoral candidate's way of finally having the last word. I am extremely fortunate to have many people to whom I wish to express my appreciation. I want to thank Avi Scherman for being everything an advisor should be. He provided support, opportunities for professional growth, encouragement and freedom in large d o ses. Judy Katz and I have spent the last four years in each other's back pocket, and we're still friends. Her contribution to this dissertation cannot be overestimated. Without her, it literally would not exist. Paula Englander-Golden was partly responsible for getting me into this mess, I thank her not only for en couraging me to go on for a doctorate, but also for stick ing with me through the process. Our professional relation ship and our friendship are both very important to me. My heartfelt thanks to Sandy Tedder and to Kevin Austin for the many hours they put in rating responses and for their friendship and support throughout graduate school, Lloyd Korhonen and Tom Gallaher have been helpful and supportive committee members, for which I am very g r a te f u l. i i i My thanks also to the people who contributed their time, energy and expertise to making the videotape vignettes: Carole Brown, Scott Brown, John Cochenour, Sven Diagranes, Danielle George, Yeh Lan-Ping, Steve Littleman, Agapito Mendoza, Ray Perry, Winona Schilling, Cresencio Torres, Sherry W illiam son, Mercedes Zamudio, and Cindy Zimmerman. My children, Brooke Sheridan Libbee and Dana Sheridan Libbee have provided me with entertainment, diversion, and a sense of proportion about what is really important in life. My hope is that in return I am providing them with a role model that offers them alternatives as women. My husband, Michael Libbee, not only encouraged me to get my doctorate, he also provided the necessary support services. He took over half the housework, curtailed his work schedule in order to help care for the children, bore most of the financial responsibility, and provided love and emotional and tactical support whenever they were needed. To him goes my love, admiration, friendship and deepest appreciation. iv TABLE OF CONTENTS Page List of Tables ..........................................................v i Chapter I. 1 Xntroductxoxi .............. 1 Definition of Terms. ........................... 7 Review of the Literature ........ 11 Statement of the Problem ........ 78 Chapter II ......... 82 Method ................. 82 Results.. 9 5 Discussion ................................... ...... 108 Chapter III. ............... 118 A White Awareness Training Program fo r C o u n s e lo rs ................................................ 118 REFERENCES . ............................... ..... 279 APPENDICES ................ 292 Appendix A; Course Description. .... 292 Appendix B: Videotaped Scenarios. 297 Appendix C: Scoring Manual. ...... 301 Appendix D; Transcripts of Videotaped V ig n ettes ......... 319 Appendix E: University of Oklahoma Agreement to Participate. 321 Appendix F: Internal-External Locus of Control Scale. ..... 322 Appendix G; Response Sheet for V ideotaped V ig n e tte s. , . 325 Appendix H; College of Education In s tr u c tio n a l E v alu atio n , . 327 Appendix I: Responses to Open-Ended Questions on Instructional Evaluation. ........ 329 V LIST OF TABLES TABLE Page 1. Characteristics of the Culturally Skilled Counseling Psychologist. 33 2o The Ivey Taxonomy o f th e E ffe c tiv e Individual ............................... ...... 37 3. Correlation Coefficients for Inter- rater Agreement (N = 2 5 ) ..................... 96 4. Means and Standard Deviations of Responses of 25 Subjects to Videotaped V ig n ettes by Q uestion and Time (Pooled S c o re s). .................................. 97 5. Means and Standard D eviations of Responses to Videotaped Vignettes (Pooled Scores) by Question, Time, and Subject Classification ...... 99 6. Means and Standard D eviations of I-E Scores for 25 Subjects by Time .... 99 7. Analysis of Variance of Pooled Scores on Vignette One, Question One. .100 8. Analysis of Variance of Pooled Scores on V ign ette Two, Q uestion One. .101 9. Analysis of Variance of Pooled Scores on Vignette Three, Question One. .102 10. Analysis of Variance of Pooled Scores on Vignette One, Question Two ...................102 11. Analysis of Variance of Pooled Scores on V ig n ette Two, Q uestion Two. .103 12. Analysis of Variance of Pooled Scores on Vignette Three, Question Two. .104 13. Means and Standard Deviations of I-E Scores by Time and Subject Classification ........... .105 VI Table Page 14. Comparison of Means of I-E Scores Before and After Training by Subject Classification . ..... .105 15. Summary of Responses to College of Education Teaching Evaluation. .107 V I 1 ABSTRACT COUNSELING ACROSS CULTURES : A WHITE AWARENESS APPROACH by K ristin Mary Sheridan Present efforts to train counselors in cross-cultural skills do not address issues of White counselors' own racism. This dissertation describes a White awareness training pro gram for counselors based on Katz' (1978) model. Twenty- eight participants completed training which covered the six stages of White awareness: 1) defining racism and prejudice, 2) examining institutional racism, 3) dealing with feelings, 4) examining cultural racism, 5) examining individual racism, and 6) developing action strategies. Videotaped vignettes were developed of clients pre senting culture- or race-related counseling issues. Twenty- five participants viewed these vignettes at the beginning and the end of training. Following each vignette, partici pants responded to a questionnaire asking what they would say next and how they would define the client's problem. Responses to the first question were scored according to whether attending or expressive skills were used. Responses to the second question were scored according to the focus of the diagnosis. Hypothesized increases in the use of expressive skills from the beginning to the end of training were not found. Hypothesized changes over time in focus of v i i i the problem (from the individual toward the societal) were found only on responses to one vignette. The study also examined the variable of locus of control. Participants completed Rotter's (1966) Internal- External Locus of Control scale. Comparison of I-E scores of White (n = 19) and minority (n = 6) participants showed a significant difference between scores of these two groups on the pretest but not on the posttest. No significant main effects were found for locus of control on responses to either question on the vignettes. Difficulties in interpreting these findings and in developing adequate dependent measures, the exploratory nature of the study, and areas for future research are discussed. Student evaluations were obtained at the end of the course. Students generally rated the course and the instruc tors as above average. Low-rated questions indicated con cern about grades, a high course workload, and a view on the part of some students that the instructors were not respect ful. The experiential nature of the training and the threatening nature of the content presented are discussed. IX COUNSELING ACROSS CULTURES : A WHITE AWARENESS APPROACH CHAPTER I Introduction Counseling has been and remains a field dominated by White, middle-class professionals trained at largely White universities in White-oriented courses to provide services to a White, middle-class clientele (Atkinson, Morten and Sue, 1979; Jones & Jones, 1972; Ridley, 1978; Torrey, 1972; Wesson, 1975).

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