Acculturation Domains and Counselor Self-Efficacy

ABSTRACT

A recent reconceptualization of acculturation created a multidimensional framework illustrating cultural changes across 3 domains: cultural practices, values, and identity. Based on this multidimensional model of acculturation, the purpose of this study was to expand current literature by examining how three acculturation domains and acculturative stress impacted counselor self-efficacy among 94 foreign-born students in counselor education. Results of a hierarchical multiple regression revealed that each acculturation domain, as well as acculturative stress, differentially contributed to counselor self-efficacy. Implications and recommendations for counselor educators and supervisors are provided.

KEYWORDS:

• Foreign-born students
• acculturation
• acculturative stress

Additional information

Notes on contributors

Claudia G. Interiano-Shiverdecker

Dr. Claudia G. Interiano-Shiverdecker is an Assistant Professor at the University of Texas at San Antonio. Dr. Interiano-Shiverdecker’s research focuses primarily on multicultural interventions and social justice advocacy to treat trauma or cultural distress among marginalized groups, such as international students, refugees, immigrants, sex-trafficked youth, and veterans.

Sejal Parikh Foxx

Dr. Sejal Parikh Foxx is an Associate Professor in the Department of Counseling at UNC Charlotte.  Her areas of interest are school counseling, multicultural and social justice, urban education, and creating equity and access to college and career readiness.

Claudia Flowers

Claudia Flowers is a Professor of Research, Measurement, and Evaluation at UNC Charlotte in the Department of Educational Leadership.