Comprehensive guidance and counseling programs and the development of multicultural student-citizens

Professional School Counseling, Dec, 2002 by Christopher Sink

CHARACTERISTICS OF MULTICULTURAL STUDENT-CITIZENS

Multicultural citizens are, in general, able to function well in their own culture, nation, and within the global community (Banks, 2001). Yet, specific characteristics of such a citizen vary in part across a spectrum of writers (e.g., Banks; Cogan, 1999; Dondero & McCoy, 1996; Meyer, 1996; Schaps & Lewis, 1998). Schaps and Lewis proposed, for example, three essential qualities of this broader view of a citizen. Students would develop a (a) deep regard for self and others, (b) personal commitment to core American values (e.g., justice, caring, fairness, responsibility, compassion), and (c) civil and considerate spirit when interacting with others dissimilar to oneself. Subsequently, Banks suggested that "good" multicultural student-citizens would learn to take humane and democratic social and civic actions to help change their communities and nation.

Perhaps the most useful way to recast the discussion is to work from two seminal studies (Anderson et al., 1997; Cogan, 1999). First, in an investigation that surveyed a random sample of American social studies teachers (N = 361) on their views regarding citizenship education, Anderson et al. reported several important findings. Across the four derived teacher perspectives, including the (a) cultural pluralists and (b) critical thinkers (both closely aligned with the aims of multicultural citizenship education), and (c) legalists and (d) assimilationists (two views that mirror the "traditionalist" orientation), there were several essential beliefs that could be readily integrated into a CGCP. A comprehensive approach to multicultural citizenship education should (a) promote tolerance and open-mindedness, (b) address controversial issues which encourage higher order thinking, (c) emphasize civic involvement (e.g., service learning), and (d) address the topic of social values (i.e., the fundamental values of the American society).

Subsequently, Cogan's (1999) research systematically questioned 182 experts/scholars across the citizenship education continuum to determine whether some consensus could be found among a host of possible citizen characteristics. These eight in descending order of importance were reported:

1. The ability to look at and approach problems as a member of a global society.

2. The ability to work with others in a cooperative way and to take responsibility for one's roles and duties in society.

3. The ability to understand, accept, and tolerate cultural differences.

4.The capacity to think in a critical and systemic way.

5. The willingness to resolve conflict in a nonviolent manner.

6.The willingness to change one's lifestyle and consumption habits to protect the environment.

7. The ability to be sensitive toward and to defend human rights (e.g., rights of women, ethnic minorities).

8. The willingness and ability to participate in politics at local, national, and international levels. (pp. 76-77)

The results from both investigations encompass many of the characteristics discussed in related citizenship education literature discussed earlier and are summarized as Grade 12 student competencies. (See Table) Where suitable, these outcomes could be woven into existing CGCP competencies, under perhaps the personal-social, educational, and career domains. Moreover, the competencies could be revised so that they are more developmentally appropriate for K-8 students.