This study employed qualitative methods to analyze teacher's level of multicultural understanding and perceptions of cultural issues when discussing their culturally diverse students in the context of the consultation process. Three school psychologists in urban city high schools, engaged in audio-recorded consultation sessions with consultee-teachers who voluntarily sought services. Audio-recorded tapes of consultation sessions were transcribed and coded by two trained raters and qualitatively analyzed by co-researchers who recorded multicultural thematic issues as categories. Cultural themes and categories indicated that teachers demonstrated cultural awareness and sensitivity regarding their culturally diverse students, yet showed less developed cultural knowledge-base and skill levels. The study's methodological approach utilized a multicultural coding system that may be used to qualitatively identify cultural issues/themes of concern as a tool for assessing multicultural competency levels in consultation.


Qualitative Methods, School Consultation, Multicultural Consultation, Consultee-Centered Consultation, Multicultural Competency, Multicultural Education, Consultation Coding System, Multicultural Competency Assessment, Audio-Recording, Teacher Perceptions, and Culturally Diverse Children

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