| Abstract: | Hypothesized that Black students' racial identity would affect their perceptions of White counselors' interview behaviors. Pretesting on a developmental racial identity instrument developed by T. A. Parham and J. E. Helms (see record 1981-21936-001) placed 54 Black undergraduates at either the encounter stage, characterized by a strong concern with Black identity, or the internalization stage, characterized by a variety of concerns, not exclusively Black. Ss then viewed videotapes of 1 of 2 White female counselors who used either culture-sensitive or culture-blind behaviors in working with a Black male client. Culture-sensitive behaviors acknowledged and showed interest in the role of culture or race in the client's problem. Culture-blind behaviors minimized the importance of culture or race and shifted the focus to other factors. Results indicate that Ss rated culture-sensitive counselors as more culturally competent than culture-blind counselors. In addition, cultural sensitivity interacted with racial identity, with Ss at the encounter stage rating culture-sensitive counselors the most expert and the most culturally competent. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
