The authors evaluated the acquisition of 6 constructs related to multicultural and social justice competence for 60 counselors‐in‐training (CITs) in 3 multicultural counseling courses. Each course was assigned a unique pedagogical approach: didactic, experiential, or community service learning. Statistical analyses indicated that pedagogical approach had the greatest impact on CITs’ growth in multicultural relationship, multicultural skills, and social justice advocacy constructs. Analyses also indicated growth across all 3 pedagogies for multicultural knowledge and multicultural awareness constructs. The authors explore patterns of pedagogical impact, discuss practical implications, and make suggestions for further research.

中文翻译：

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教育学与辅导员的多元文化与社会正义能力之间的关系探究

作者评估了在3个多元文化咨询课程中为60名培训中的咨询师（CIT）获得的与多元文化和社会正义能力相关的6种建构。每门课程都分配有独特的教学方法：教学法，体验式或社区服务学习。统计分析表明，在多元文化关系，多元文化技能和社会正义倡导架构方面，教学法对企业所得税的增长影响最大。分析还表明，针对多元文化知识和多元文化意识建构的所有三种教学法都在增长。作者探索了教学影响的模式，讨论了实际意义，并提出了进一步研究的建议。