The school-wide cultural competence observation checklist for school counselors: an exploratory factor analysis

Professional School Counseling, April, 2008 by Judith A. Nelson, Rebecca M. Bustamante, Eric D. Wilson, Anthony J. Onwuegbuzie

This study was designed to assess the (score) construct-related validity of an instrument called the School-Wide Cultural Competence Observation Checklist (SCCOC). The instrument was developed to use as a tool in conducting culture audits as a means of assessing school-wide cultural competence, or how well a school's programs, policies, and practices reflect the perspectives and experiences of diverse groups. An exploratory factor analysis was used to identify the factor structure of the SCCOC. Results revealed that the SCCOC contained two factors that explained 72.1% of the total variance. These factors, called Policy (22 items) and Practice (11 items), yielded score reliability coefficients of .97 and .89, respectively. Recommendations for incorporating a school-wide cultural competence assessment as part of a school counseling program are then discussed.

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Recent literature suggests that professional school counselors must redefine their roles as advocates for all students and leaders in the educational reform movement (American School Counselor Association, 2005a; Bemak, 2000; Bemak & Chung, 2005; House & Sears, 2002; Martin, 2002). Ensuring that all students have access to a quality education is a responsibility for which school counselors are ideally positioned. Advocacy is the key to removing barriers, creating opportunities, and working toward social justice for all students, regardless of race, color, ethnicity, or socioeconomic status (Bemak & Chung). Professional school counselors are poised to impact the quality of education for all students, and the new vision of counselors as leaders provides a good fit for the multicultural competence movement.

The new vision of the school counseling profession includes the following skills: (a) focusing on improving student achievement; collaborating with students, staff, and parents; (b) using advocacy skills to challenge social inequities; (c) using data to advocate for minority and impoverished students; (d) becoming an expert in organizational change; (e) becoming a competent user of technology; (f) using counselor competencies such as group facilitation skills to seek systemic change; and (g) developing the competencies to operate in a diverse community (Martin, 2002, p. 152). These skills go beyond individual cultural competence to a more global perspective in which school counselors are instrumental in creating "culturally competent" schools.

CULTURAL COMPETENCE FOR SCHOOL COUNSELORS

Culturally competent educational organizations value diversity in both theory and practice and make teaching and learning relevant and meaningful to students of various cultures (Klotz, 2006). Cultural competence in the school counseling literature has primarily focused on how to be effective when counseling culturally and ethnically diverse students (Council for the Accreditation of Counseling and Related Educational Programs, 2001; Holcomb-McCoy, 2004; Lewis & Hayes, 1991; Sue, Arredondo, & McDavis, 1992). Holcomb-McCoy identified nine categories of cultural competence for school counselors: (a) multicultural counseling, (b) multicultural consultation, (c) understanding racism and student resistance, (d) multicultural assessment, (e) understanding racial identity development, (f) multicultural family counseling, (g) social advocacy, (h) developing school-family-community partnerships, and (i) understanding cross-cultural interpersonal interactions. Holcomb-McCoy suggested that continuous self-evaluation is the key to being more effective in counseling diverse populations.

The American School Counselor Association (ASCA) includes cultural competence in various position statements on cultural diversity (ASCA, 2004b); gay, lesbian, bisexual, transgendered, and questioning youth (ASCA, 2005b); and equity for all students (ASCA, 2006); as well as in its ethical standards (ASCA, 2004a). These position statements and the ethical standards clearly guide professional school counselors to ensure equal access and an enhanced school environment to all students, to promote equity for all students through comprehensive guidance programs, to ensure the rights of all students regardless of sexual orientation, and to support policy that protects students from unfair treatment.

Although these position statements are clearly stated, one study of 24 state developmental guidance programs revealed almost non-existent attention to ethnic developmental issues (MacDonald & Sink, 1999). The researchers examined 24 state guidance plans to compare the models and to uncover developmental gaps. The method involved a content analysis of the programs based on developmental theory using assumptions from the field of developmental psychology and from ASCA. Findings revealed that little attention was given across models to culture and ethnic development. The most significant gap across the models was a general lack of attention to culture and ethnic developmental issues. Typically the developmental standard was described as "recognizing differences" or "appreciating others' differences."