Cultural immersion exercises, used often in counselor education, can effectively challenge student biases and encourage interaction with persons outside of the student’s own community or comfort zone. Through such exercises students belonging to minoritized groups may choose to address biases they hold for members of dominant groups who have discriminated against them, yet this dynamic has not been adequately studied. A thematic narrative analysis of student journal entries during a cultural immersion experience illuminated distinct qualities of their developmental processes. Implications for how counselor educators can support minoritized students’ growth in cultural responsiveness (and self-care) through such immersion experiences are emphasized.

中文翻译：

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当少数族裔学生挑战文化沉浸中对主流群体成员的偏见时

在辅导员教育中经常使用的文化沉浸练习可以有效地挑战学生的偏见，并鼓励与学生自己社区或舒适区之外的人进行互动。通过此类练习，属于少数群体的学生可能会选择解决他们对歧视他们的主导群体成员的偏见，但这种动态尚未得到充分研究。在文化沉浸体验期间对学生日记条目的主题叙事分析阐明了他们发展过程的不同品质。强调了辅导员教育工作者如何通过这种沉浸式体验来支持少数族裔学生在文化反应能力（和自我照顾）方面的成长。