Volume 29, Issue 3 (2000)
Cultural Modifications to Current School-Based Consultation Approaches Reported by Culturally Diverse Beginning Consultants
Shari Tarver Behring, Beverly Cabello, Doreen Kushida, Annette Murguia
Abstract: This study examined the use of current consultation approaches and modifications with European-American, African-American, Asian-American or Latino consultants and students in interviews of cases in which the consultant and student were from the same or different cultural background. Three research questions were asked. First, were there differences in the reported use of current consultation approaches when the consultant and the student were of a similar or of a different ethnic background? Most of the current consultation approaches were used by consultants with teacher consultees, regardless of culture. Fewer current consultation approaches were used by non-European-American consultants with parent consultees. Second, did consultants introduce modifications to current consultation practices in relation to culture? Consultants from all cultural backgrounds reported using modifications with teachers and parents for all cultural groups of students except the European-American group. In addition, some modifications were specific to parent and student culture, and were congruent with patterns reported in cross-cultural research. Third, did European- and non-European-American consultants report differences in amount and type of modifications? Differences in amount and type of modifications were more evident when working with parents than with teachers. More and different modifications were reported by non-European-American consultants when working with culturally similar parents as compared to European-American consultants. The results, as illustrated by case descriptions, strongly suggest that modifications to current consultation approaches must be used when working with non-European-American students and families.Directions for future research on culture and consultation were discussed.
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