ERIC Number: EJ988924
Record Type: Journal
Publication Date: 2012-Nov
Pages: 39
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0011-0000
EISSN: N/A
Contextual Influences on Faculty Diversity Conceptualizations when Working with Trainee Competence Problems
Shen-Miller, David S.; Forrest, Linda; Burt, Michelle
Counseling Psychologist, v40 n8 p1181-1219 Nov 2012
Trainees with problems of professional competence (TPPC) present trainers with unique challenges. When TPPC situations include diversity issues, the complexity of such challenges increases. Although attention to such intersections is important, little is known about what influences faculty thinking about diversity issues when trainee competence problems are identified. The authors analyzed 22 faculty interviews using grounded theory to explore contextual influences on faculty interactions. Participants described program commitments to diversity conversations, consultations, and examination of biases as important positive influences. Participants described historic conflicts (e.g., interpersonal and programwide) and within-faculty differences (e.g., differences in multicultural training, assumptions about diversity-related conflict) that made faculty interactions more difficult. New instances of competence problems that involved differences in opinion about the influence of diversity variables exacerbated existing conflicts and created new tensions among faculty. Implications for training and research are discussed. (Contains 1 figure.)
Descriptors: Trainees, Grounded Theory, Cross Cultural Training, Classroom Techniques, Diversity (Faculty), Higher Education, Counseling, Counseling Psychology, Cultural Differences, Feedback (Response), Females, College Faculty, Minority Group Teachers, Ethnic Groups, Ethnicity
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A