Multicultural Diversity, the School Counselor, and the Hispanic Population

MulticulturalDiversity,theSchoolCounselor,andtheHispanicPopulation

KatieChilton

March23,2013

SalemCollege

AnneSourbeerMorris,Ed.D.

Multicultural Diversity, the School Counselor, and the Hispanic Population

MulticulturalDiversity,theSchoolCounselor,andtheHispanicPopulation

Schoolcounselorshaveamoralandethicalresponsibilitytoactasadvocatesandleaders
whenitcomestodiversityinschools.Schoolcounselorshaveanethicalobligationtobemindful
ofallstudentsfromdifferentbackgrounds(ASCA,2012).Amulticulturallycompetent
counselortreatsallclientswithdignityandrespect,doesnotdiscriminate,andseekstodevelop
increasingawarenessofhis/herownmulticulturalbackground(Iveyetal.,2010).TheASCA
SchoolCounselorCompetenciesoutlinetheknowledge,attitudesandskills,andattitudesthat
schoolcounselorsshouldmeetfortheprofession.Professionalschoolcounselorssupportasafe
learningenvironmentandaddresstheneedsofallstudentsthroughculturallyrelevantprograms
thatareapartofacomprehensiveschoolcounselingprogramandthroughtheASCA
competencies.
InourpublicschoolsHispanicsarereachingnewmilestones.Somestatisticsshowthat
oneinfourelementaryschoolstudentsareHispanic,andamongpreKthrough12thgradea
record23.9%wereHispanicin2011(pewhispanic.org).Thesenewmilestonesreflectthatthese
numberswillcontinuetogrowandthatschoolsneedtolookmoreindepthintothisculture.
ThesemilestonesincludethefutureofeducationandtheHispaniccultureasitcontinuesto
flourish.ItisimportantthatwetakethetimetoresearchtheHispanicculture,lookatthe
challengesandstereotypesoftheHispanicculture,lookattheimplicationsforculturaldiversity
andtheschoolcounselor.
DefiningtheHispanicPopulation
Overthepast30years,theHispanicpopulationhasexhibitedtremendousgrowthinthe

Multicultural Diversity, the School Counselor, and the Hispanic Population

UnitedStates.Approximately31millionindividualsareidentifiedasHispanic.Accordingtothe
MerriamWebsterdictionaryHispaniccanbedefinedas1.oforrelatingtothepeople,speech,
orcultureofSpainorofSpainandPortugal2.of,relatingto,orbeingapersonofLatin
AmericandescentlivingintheUnitedStatesespecially:oneofCuban,Mexican,orPuerto
Ricanorigin(MerriamWebster,2013).HispanicisatermcreatedbytheU.S.federal
governmentintheearly1970sinanattempttoprovideacommondenominatortoalarge,but
diverse,populationwithconnectiontotheSpanishlanguageorculturefromaSpanishspeaking
country(Clutter,Nieto,2012).ThetermLatinoisincreasinglygainingacceptanceamong
Hispanics,andthetermreflectstheoriginofthepopulationinLatinAmerica.(Clutter,Nieto,
2012).
PresentFactsabouttheHispanicPopulation

CulturalCharacteristics

Table1
SelectedCharacteristicsofHispanic/LatinoAmericanChildrenandAdolescents
Category

Characteristics

Behavioral/emotionalexpressiveness

Restraintoffeelings,particularlyangerandfrustration

Verbal

Limitedverbalexpressionstowardauthorityfigures

Nonverbal

Preferenceforcloserpersonalspaceavoidanceofeyecontact
whenlisteningorspeakingtoauthorityfigures

Conceptoftime

Presenttimeperspectiverelaxedabouttimeandpunctuality
andimmediateshorttermgoals

Socialorientation

Collective,groupidentityinterdependencecooperative
ratherthancompetitiveemphasisoninterpersonalrelations

From:Riveria,B.D.,&RogersAdkinson.1997

FamilyValues

WhenitcomestofamilyvaluesnotmanyareascloseastheHispanicfamily.The

Multicultural Diversity, the School Counselor, and the Hispanic Population

Hispanicfamilynotonlyincludestheparentsandchildren,butalsoextendedfamily(Clutter,
Nieto,2013).

InmostHispanicfamilies,thefatheristheheadofthefamilyandthemotheris
responsibleforthehome.Individualswithinafamilyhaveamoralresponsibilitytoaidother
membersofthefamilyexperiencingfinancialproblems,unemployment,poorhealthconditions,
andotherlifeissues.Familytiesareverystrong:whensomeonetravelstoanothertownorcity
tostudyorforashortvisit(e.g.,vacation,business,medicalreasons),stayingwithrelativesor
evenwithfriendsofrelativesisacommonpractice(Clutter,Nieto,2013).

Youwilloftensee
Hispanicfamiliesgatheringtogethertocelebratemanyoccasionssuchasholidays,birthdays,
baptisms,firstcommunions,graduations,andweddings.Itisimportanttonotetheimportance
thatHispanicfamiliesinstillintheirchildrenofhonor,goodmanners,andrespectforauthority
andtheelderly(Clutter,Nieto,2013).
HolidaysandReligion
ReligionplaysamajorrecurringroleinHispanicslives.Morethan90%ofSpanish
speakingAmericansareRomanCatholic.Hispanicsseethechurchandreligioninfluencingtheir
families,communities,everydaylife,andtheirculture(Clutter,Nieto,2013).Hispanics
celebratewhatAmericansknowofpopularholidayssuchasEaster,Christmas,NewYears,etc.
ButHispanicsalsocelebrateholidaysthatarenotcelebratedbyotherssuchasPatronSaints
Day,ThreeKingsDay,DiadelaMuerte,orElDiadeIndependencia(Clutter,Nieto,2013).
Mostoftheseholidayscelebratedarecenteredaroundtheirreligion.Manycelebrationsofthe
CatholicChurchareofficialgovernmentalholidaysthattheHispanicstakepartin.
TeachingandLearningImplications

Animportantpartofanycultureislearningabouthowothersteachorlearn.Itis

Multicultural Diversity, the School Counselor, and the Hispanic Population

essentialtolookathowHispanicslearnintheirculture.Aswithanypersongainingand
maintainingtrustinordertolearnhelpsespeciallywiththeHispanicculture(Clutter,Nieto,
2013).Teachersshouldpayindividualattentiontolearnersandshowrespectforthisisan
importantaspectoftheHispanicculture.Forexample,greetingeachstudent,handingpapersto
theindividual,beingsensitivetotheculture,andhavingwritingandreadingmaterials
appropriatelevels(Clutter,Nieto,2013).Itisimportanttorememberthateventhough
Hispanicssharethesamelanguagetheirculturecanvarysignificantly.Itisalsoimportantfor
theeducatortotakeintoconsiderationthingslikeeducationallevels,languageskills,income
levels,andvalues.
StereotypesandChallengesFacedbytheHispanicPopulation

With any culture there are many stereotypes that skew the culture. With these
stereotypes comes manychallenges. TherearemanystereotypesthatHispanicsfacesuchas: all
Hispanics lookalike,allHispanicssoundalike,All HispanicscametotheUnitedStatesillegally,
celebrating Hispanic heritage is antiAmerican, Hispanics do not want to speak English, all
Hispanics listen to the same music and watch the same t.v. shows, and Hispanics are not hard
workers (Young, 2013). These are just some of the many stereotypes that Hispanicsface daily.
These stereotypes are simply opinions, and definitely oversimplify and are detrimental to the
culture. These stereotypesaresofarfromthetruthanddonothelpusmaintainandpeacefuland
diverse country. Through these stereotypes arise challenges. Many challenges Hispanics face
are like every other person whom you might meet. They struggle with poverty, health, jobs,
economics, and security. Hispanics face several challenges when searchingforhealth,orother,
services in the United States. These include stereotypes, cultural dimensions and the lack of

Multicultural Diversity, the School Counselor, and the Hispanic Population

cultural competence training by the caregivers. In providing direct services to Hispanics, all
providers must take the following areas into account (Mancini, 2004). It is important to look
intothesestereotypestorealizethetruthbehindthemandtobetterunderstand.
TheImplicationsforMulticulturalDiversityinSchoolCounselingandtheHispanic
Population

Schoolcounselorsshouldalwaysbeculturallyconsiderate.Nostudentisalikeandthe
schoolcounselorshouldberespectfulofthestudentsculturalbackground.Throughthedifferent
beliefsandworldviewsthatculturescanbringitisimportanttoknowinordertocounsel
properly.Aschoolcounselingprogramisdevelopmentalinnatureandshouldmeettheneedsof
ouruniquepopulationstoserveahaveaprogramthatmeetsstandardsandcompetencies
(Stevens,2010).Today'sschoolcounselorsareguidedbyaprofessionalframework.This
frameworkisusedwiththeguideoftheASCANationalModelinordertocreate,implement,
andmanageaschoolcounselingprogram(www.ascaschoolcounselor.org).Schoolcounselors
shouldmakeaprogramthatisdesignedtomeeteverystudentsneeds.Theprogramshould
ensurethatstaff,students,parents,andthecommunityareknowledgeableabouttheprogramand
theyseethebenefitsandresults(www.ascaschoolcounselor.org)."Optimalschoolcounselors
aresystemsthinkerswhounderstandtheASCANationalModel.Theyknowschoolcounseling
programsareanintegralpartofthetotaleducationalprogram"(www.ascaschoolcounselor.org).
Thepurposeoftheschoolcounselingprogramistomakesurethatacademic,social,and
professionalsuccessamongstudentsisprovided.Thesuccessoftheprogramwillbe
accomplishedbymakingsurethateverystudentisreached.
Aschoolcounselingprogramis
developmentalinnatureandshouldmeettheneedsofouruniquepopulationstoserveahavea
programthatmeetsstandardsandcompetencies(Stevens,2010).

Multicultural Diversity, the School Counselor, and the Hispanic Population

Asoftodayourschoolsarefilledwithadiversepopulationofstudents.TheU.S.Census
Bureaureportedinthe1990sthatracialandethnicminoritiesmadeup80%ofthenation's
populationgrowth(Portman,2009).Datalikethisdemonstratestheneedforschoolcounselorsto
beculturallycompetenceintheirjobandtobepreparedtosupportdiversityinschools(Portman,
2009).Culturalmediationinschoolcounselingcanbedefinedasanintentionalprocessthrough
whichaschoolcounselor,intheroleofculturalmediator,engagesinprevention,intervention,
and/orremediationactivitiesthatfacilitatecommunicationandunderstandingbetweenculturally
diversehumansystemsthataidtheeducationalprocessofallstudents(Portman,pg.23,2009).
DahirandStone(2012)speakoftheculturallycompetentschoolandwhatthatmeansforthe
schoolcounselor.Whentheschoolcounselorwantstocreateaculturallysafeclimateinthe
schoolthentheyhavetoensureanatmosphereofrespect,understanding,andcaringisatthe
heartofthecommunity(Dahir,Stone,2012).Itisimportanttorememberthatschoolsareaplace
wherestudentscreativelyandrightfullyrepresenttheirdiversebackgrounds:theirbehavioral
styles,attitudesandorientations,anddifferentvaluesystems(2012).

Table2:
AMCDMulticulturalCounselingCompetencies
I.CounselorAwarenessofOwn
CulturalValuesandBiases

A.AttitudesandBeliefs

1.Culturallyskilledcounselors
believethatculturalselfawareness
andsensitivitytoone'sowncultural
heritageisessential.

2.Culturallyskilledcounselorsare
awareofhowtheirowncultural
backgroundandexperienceshave
influencedattitudes,values,and
biasesaboutpsychologicalprocesses.

3.Culturallyskilledcounselorsare
abletorecognizethelimitsoftheir
multiculturalcompetencyand

II.CounselorAwarenessofClient's
Worldview

A.AttitudesandBeliefs

1.Culturallyskilledcounselorsare
awareoftheirnegativeandpositive
emotionalreactionstowardother
racialandethnicgroupsthatmay
provedetrimentaltothecounseling
relationship.Theyarewillingto
contrasttheirownbeliefsand
attitudeswiththoseoftheir
culturallydifferentclientsina
nonjudgmentalfashion.

2.Culturallyskilledcounselorsare
awareoftheirstereotypesand
preconceivednotionsthattheymay

III.CulturallyAppropriate
InterventionStrategies

A.BeliefsandAttitudes

1.Culturallyskilledcounselors
respectclients'religiousand/or
spiritualbeliefsandvalues,including
attributionsandtaboos,becausethey
affectworldview,psychosocial
functioning,andexpressionsof
distress.

2.Culturallyskilledcounselors
respectindigenoushelpingpractices
andrespecthelp~ivingnetworks
amongcommunitiesofcolor.

3.Culturallyskilledcounselorsvalue

Multicultural Diversity, the School Counselor, and the Hispanic Population

expertise.

4.Culturallyskilledcounselors
recognizetheirsourcesofdiscomfort
withdifferencesthatexistbetween
themselvesandclientsintermsof
race,ethnicityandculture.

B.Knowledge

1.Culturallyskilledcounselorshave
specificknowledgeabouttheirown
racialandculturalheritageandhow
itpersonallyandprofessionally
affectstheirdefinitionsandbiasesof
normality/abnormalityandthe
processofcounseling.

2.Culturallyskilledcounselors
possessknowledgeand
understandingabouthowoppression,
racism,discrimination,and
stereotypingaffectthempersonally
andintheirwork.Thisallows
individualstoacknowledgetheirown
racistattitudes,beliefs,andfeelings.
Althoughthisstandardappliestoall
groups,forWhitecounselorsitmay
meanthattheyunderstandhowthey
mayhavedirectlyorindirectly
benefitedfromindividual,
institutional,andculturalracismas
outlinedinWhiteidentity
developmentmodels.

3.Culturallyskilledcounselors
possessknowledgeabouttheirsocial
impactuponothers.Theyare
knowledgeableaboutcommunication
styledifferences,howtheirstylemay
clashwithorfosterthecounseling
processwithpersonsofcoloror
othersdifferentfromthemselves
basedontheA,BandC,Dimensions
,andhowtoanticipatetheimpactit
mayhaveonothers.

C.Skills

1.Culturallyskilledcounselorsseek
outeducational,consultative,and
trainingexperiencestoimprovetheir
understandingandeffectivenessin
workingwithculturallydifferent
populations.Beingabletorecognize
thelimitsoftheircompetencies,they
(a)seekconsultation,(b)seekfurther
trainingoreducation,(c)referoutto
morequalifiedindividualsor
resources,or(d)engageina

holdtowardotherracialandethnic
minoritygroups.

B.Knowledge

1.Culturallyskilledcounselors
possessspecificknowledgeand
informationabouttheparticular
groupwithwhichtheyareworking.
Theyareawareofthelife
experiences,culturalheritage,and
historicalbackgroundoftheir
culturallydifferentclients.This
particularcompetencyisstrongly
linkedtothe"minorityidentity
developmentmodels"availableinthe
literature.

2.Culturallyskilledcounselors
understandhowrace,culture,
ethnicity,andsoforthmayaffect
personalityformation,vocational
choices,manifestationof
psychologicaldisorders,helpseeking
behavior,andtheappropriatenessor
inappropriatenessofcounseling
approaches.

3.Culturallyskilledcounselors
understandandhaveknowledge
aboutsociopoliticalinfluencesthat
impingeuponthelifeofracialand
ethnicminorities.Immigrationissues,
poverty,racism,stereotyping,and
powerlessnessmayimpactselfesteem
andselfconceptinthecounseling
process.

C.Skills

1.Culturallyskilledcounselors
shouldfamiliarizethemselveswith
relevantresearchandthelatest
findingsregardingmentalhealthand
mentaldisordersthataffectvarious
ethnicandracialgroups.They
shouldactivelyseekouteducational
experiencesthatenrichtheir
knowledge,understanding,and
crossculturalskillsformore
effectivecounselingbehavior.

2.Culturallyskilledcounselors
becomeactivelyinvolvedwith
minorityindividualsoutsidethe
counselingsetting(e.g.,community
events,socialandpoliticalfunctions,
celebrations,friendships,
neighborhoodgroups,andsoforth)
sothattheirperspectiveofminorities

bilingualismanddonotviewanother
languageasanimpedimentto
counseling(monolingualismmaybe
theculprit).

B.Knowledge

1.Culturallyskilledcounselorshave
aclearandexplicitknowledgeand
understandingofthegeneric
characteristicsofcounselingand
therapy(culturebound,classbound,
andmonolingual)andhowtheymay
clashwiththeculturalvaluesof
variousculturalgroups.

2.Culturallyskilledcounselorsare
awareofinstitutionalbarriersthat
preventminoritiesfromusingmental
healthservices.

3.Culturallyskilledcounselorshave
knowledgeofthepotentialbiasin
assessmentinstrumentsanduse
proceduresandinterpretfindings
keepinginmindtheculturaland
linguisticcharacteristicsofthe
clients.

4.Culturallyskilledcounselorshave
knowledgeoffamilystructures,
hierarchies,values,andbeliefsfrom
variousculturalperspectives.They
areknowledgeableaboutthe
communitywhereaparticular
culturalgroupmayresideandthe
resourcesinthecommunity.

5.Culturallyskilledcounselors
shouldbeawareofrelevant
discriminatorypracticesatthesocial
andcommunitylevelthatmaybe
affectingthepsychologicalwelfareof
thepopulationbeingserved.

C.Skills

1.Culturallyskilledcounselorsare
abletoengageinavarietyofverbal
andnonverbalhelpingresponses.
Theyareabletosendandreceive
bothverbalandnonverbalmessages
accuratelyandappropriately.They
arenottieddowntoonlyonemethod
orapproachtohelping,butrecognize
thathelpingstylesandapproaches
maybeculturebound.Whenthey
sensethattheirhelpingstyleis
limitedandpotentially
inappropriate,theycananticipate

Multicultural Diversity, the School Counselor, and the Hispanic Population

combinationofthese.

2.Culturallyskilledcounselorsare
constantlyseekingtounderstand
themselvesasracialandcultural
beingsandareactivelyseekinganon
racistidentity.

ismorethananacademicorhelping
exercise.

andmodifyit.

2.Culturallyskilledcounselorsare
abletoexerciseinstitutional
interventionskillsonbehalfoftheir
clients.Theycanhelpclients
determinewhethera"problem"
stemsfromracismorbiasinothers
(theconceptofhealthyparanoia)so
thatclientsdonotinappropriately
personalizeproblems.

3.Culturallyskilledcounselorsare
notaversetoseekingconsultation
withtraditionalhealersorreligious
andspiritualleadersand
practitionersinthetreatmentof
culturallydifferentclientswhen
appropriate.

4.Culturallyskilledcounselorstake
responsibilityforinteractinginthe
languagerequestedbytheclientand,
ifnotfeasible,makeappropriate
referrals.Aseriousproblemarises
whenthelinguisticskillsofthe
counselordonotmatchthelanguage
oftheclient.Thisbeingthecase,
counselorsshould(a)seeka
translatorwithculturalknowledge
andappropriateprofessional
backgroundor(b)refertoa
knowledgeableandcompetent
bilingualcounselor.

5.Culturallyskilledcounselorshave
trainingandexpertiseintheuseof
traditionalassessmentandtesting
instruments.Theynotonly
understandthetechnicalaspectsof
theinstrumentsbutarealsoawareof
theculturallimitations.Thisallows
themtousetestinstrumentsforthe
welfareofculturallydifferentclients.

6.Culturallyskilledcounselors
shouldattendtoaswellasworkto
eliminatebiases,prejudices,and
discriminatorycontextsin
conductingevaluationsand
providinginterventions,andshould
developsensitivitytoissuesof
oppression,sexism,heterosexism,
elitismandracism.

7.Culturallyskilledcounselorstake
responsibilityforeducatingtheir
clientstotheprocessesof
psychologicalintervention,suchas
goals,expectations,legalrights,and

Multicultural Diversity, the School Counselor, and the Hispanic Population

10

thecounselor'sorientation.
Arredondo,P.,Toporek,M.S.,Brown,S.,Jones,J.,Locke,D.C.,Sanchez,J.andStadler,H.(1996).

Nowitshouldseemclearthattheschoolcounselormustexpandtheirknowledgeand
bettertheireffortstowardsmulticulturaldiversity.Inthisresearchitisespeciallyimportantto
lookintotheeducationandcultureoftheHispanicstudents.Whiletherehasbeensomeprogress
inaddressingtheHispanicculturetherehasunfortunatelybeenlittleontrainingforschool
counselors(Clement,Collison,2000).Itisvitalforschoolcounselorstobeprepared,open,and
helpfultoallstudents.Counselorpreparationprogramsthatarebasedoncreatingpartnerships
betweenschoolsandHispanic/Latinofamiliesandcommunitieswillhavethebestchanceof
improvingHispanic/Latinostudents'accesstoschoolcounselingprograms(SmithAdocketal,
2006).ItisextremelyimportanttoreachouttotheHispanicculture,families,andstudents.
WhenschoolcounselorspromotetheHispanicculturethentheyareinreturnembodyingthe
Hispanicstudentstofeelacceptedandunderstood.

PerspectivesandAssumptionsPreResearch&PostResearch

IchosethistopictosimplylearnmoreabouttheHispanicculture.Growingupin
CaliforniaIcouldseethegrowthinthecultureandineducationbeforemyveryeyes.Noweven
inNorthCarolinatherearealotofHispanicstudentsattheschoolIamemployedat.Iknow
thatthistopicwillcontinuetoevolveandwewillfindmuchmoreresearchpointingtohow
importantitisfortheschoolcounselortobemulticulturalinpractice.WhileIwasunfamiliar
withtheHispaniccultureandfeellikeIhavebarelyscratchedthesurfaceinthispaper,Ihave
learnedagreatdealofinformationandthisinsighthashelpedmewanttoonlylearnmore.I
haveamuchgreatersenseofunderstandingandcompetencewhenitcomestotheHispanic

Multicultural Diversity, the School Counselor, and the Hispanic Population

11

cultureandtheroleofschoolcounselor.
AfterallofmyresearchforthispaperIhaverealizedthatHispanicsareaverydiverse
groupandhavedistinctcustoms,values,andeveneducationalorientation(Griggs,Dunne,
2006).ThroughmyresearchIhavelearnedthatthereislimitedinformationaboutHispanicsand
theirrelationshipwiththeschoolcounselor.Itisimportanttoaddressthisproblemandfor
schoolcounselorstoremainculturallyinformedinordertobetterservestudents(Griggs,Dunne,
2006).Bottomlineisthatschoolcounselingservicesthatareculturallyresponsiveareneeded
(SmithAddocketal,2006).Culturalresponsivenessinschoolcounselingprogramsinvolves
providingaccess,equity,andeducationaljustice(SmithAddocketal,2006).Culturally
responsiveschoolcounselingprogramsforHispanicchildrenandadolescentsarecriticalbecause
HispanicstraditionallyhavenotperformedaswellinschoolastheirWhitepeers(SmithAddock
etal,2006).IfchangeisgoingtohappenthenitseemsthattheHispaniccultureneedstobe
rightfullyacknowledged.ThroughmyresearchIlearnedthatCounselingservicesthatare
availableoftenareunderutilizedornotusedatallbyHispanicstudentsandtheirfamilies
becausetheydonotknowtheyareavailableorhowtosecurethem.(SmithAdocketal,2006).
Conclusion

HispanicstudentsnowmakeupthelargestminoritygroupinU.S.schools.Researchin
theareaofeducationandschoolcounselingpointtothisgrowingstudentpopulationinU.S.
schoolsanditsuniquestrengthsandneedofschoolcounselors,canbenefitfromacquiringthe
knowledgeandskillstoaddresstheeducationalconcernsofthispopulation.
Thecultural
diversityinthefuturereliesonschoolcounselorsbuildingonthepastandfocusingonthe
present(Portman,2009).Schoolcounselorsshouldattainculturalcompetencethroughcultural

Multicultural Diversity, the School Counselor, and the Hispanic Population

12

mediation,whichinturnwillleadtoacademic,personal/social,andcareersuccessfordivers
students(Portman,pg.23,2009).Itisthejoboftheschoolcounselortohelpmakethese
possiblefuturesforstudentshappen.Schoolcounselorsmuststarttodayinmakinga
commitmenttoculturalcompetenceintheschools.Asalwaystheschoolcounselorshouldbea
leaderandadvocateespeciallywhenitcomestoculturaldiversity.

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