ABSTRACT. This study consists of a thematic analysis of 19 psychology and counseling Asian and Black faculty who were interviewed concerning their experience teaching graduate level multicultural competency courses (MCCs). The analysis resulted in discovery of five themes related to protective strategies while teaching the course: (a) perspective taking, (b) navigating transparency and self-disclosure, (c) pedagogy for emotional protection, (d) personal self-care, (e) focusing on meaningful opportunities, and (f) leveraging one’s identity. Results suggest that compartmentalizing content on privilege and oppression to the MCC further burdens Asian and Black faculty who teach the course. In addition to the above protective strategies, utilized by faculty of color, we note specific ways in which we note specific ways in which deans, departmental administrators, and White colleagues can support racially minoritized faculty who teach the MCC.
Brown, E. M., Liu, T., Baraka, M., Yeboah, M., Fang, T., Chang, J., Huang, Y., Fu, R., Wong, S., & Jones, D. C. (2023). Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses. Training and Education in Professional Psychology, 17(2), 200–207. https://doi-org.libproxy.kenyon.edu/10.1037/tep0000412