Supportive Group Factors, Course Pedagogy, and Multicultural Competency within Multicultural Psychology Course

This study examined the relationship between course pedagogy and supportive group factors with variables of multicultural competency and multicultural counseling self-efficacy at the completion of a multicultural psychology course. The participants were students in graduate clinical psychology, counseling psychology, and school psychology programs (N = 108). Hypotheses were examined through bivariate correlational analyses and four hierarchical multiple regression models. Self-development was the only pedagogical variable found to have statistically significant relationships with the supportive group factors. The subscales and total score on the MAKSS-CE-R and MCSE-RD were all positively correlated, with the exception of the relationship between variables and the Awareness scale on the MAKSS-CE-R. The Awareness scale was negatively correlated with all other variables of on the MAKSS-CE-R and MCSE-RD. Course pedagogical variables were found to predict outcomes of multicultural competency and multicultural counseling self-efficacy. Supportive group factors were not found to be statistically significant predictors within the regression models. Implications of these results are offered to increase the effective utilization of multicultural psychology courses.