Committee Chair

Rutledge, Valerie C.

Committee Member

Crawford, Elizabeth K.; Miller, Ted L.; O’Brien, Elizabeth R.


School of Professional Studies


College of Health, Education, and Professional Studies


University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)


In this study, the researcher explored self-reported multicultural counseling competence of licensed and practicing Tennessee school counselors. The researcher used the multicultural counseling competence and training survey-revised (MCCTS-R) to identify school counselors’ self-reported multicultural counseling competence. Participants in this study were employed in various levels of school settings across the State of Tennessee. Participants reported working in each region of the state: east, middle, and west. The response rate of 8.25% represented 280 participants, and, as a result, was a limitation of this study. The multicultural counseling competency of the school counselors as identified by the MCCTS-R served as the dependent variable. The independent variables included the demographic factors such as school community setting, school level, Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status of school counselor education programs, and membership in a professional counseling organization. Comparative and descriptive statistics were used to evaluate participants’ responses to the survey. Results of this study were analyzed and indicated that there were no significant differences between multicultural counseling competence (MCC) and school community setting, school level, and CACREP accredited school counselor education programs compared to non-CACREP accredited school counselor education programs. However, results indicated a significant difference between school counselors who have membership in a professional counseling organization compared to those who do not.


First and foremost, I must acknowledge God, the Father, for inspiring me to embark on this journey and grace to complete it within his timeframe and not mine! The journey has not been comfortable, but I thank God for allowing me to have the doctoral experience. Secondly, I want to express my deepest gratitude to my committee chair, Dr. Valerie Rutledge, for the leadership, guidance, support, and knowledge you have bestowed upon me. Your role in making this achievement possible has not gone unnoticed nor unappreciated. Dr. Ted Miller, thank you for offering your expertise regarding data analysis. It was much needed! I am not where I want to be regarding data analysis. However, I am not where I used to be. Dr. Beth Crawford, thank you for your technical support, including formatting and writing in American Psychological Association (APA) style. Also, thank you for all your suggestions to help me become a better writer. Dr. Elizabeth O’Brien, thank you for sharing your wealth of knowledge about counseling with me and suggesting resources to help me with my study. Doing so has helped me grow as a school counselor. I am incredibly grateful for all that you (the Committee) have taught me. You all have been patient, kind, and inspiring. Your leadership and guidance have been instrumental in achieving what I thought would be impossible! Lastly, I would like to thank several of my Cohort Five friends for their continual friendship, encouragement, support, and countless moments of food, fun, and laughter we shared throughout our separate journeys. I do not know how I would have made it without you. You are the best!


Ed. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Education.




Counseling in elementary education; Counseling in middle school education; Counseling in secondary education; Cultural competence




Multicultural counseling competence; School counselor; MCC; Race; Ethnicity; Diversity

Document Type

Doctoral dissertations




xii, 131 leaves