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EDUC628 - Social and Cultural Diversity Counseling

Course Details

Course Code: EDUC628 Course ID: 2809 Credit Hours: 3 Level: Graduate

Examines the influence of cultural and ethnic differences and the delivery of counseling services. Candidates explore a variety of topics including culture, ethnicity, race, nationality, age, gender, sexual orientation, mental and physical characteristics, education, values, and socioeconomic status. Candidates discuss how cultural variables affect the counseling relationship. Topics include theories, strategies for effective multicultural counseling, ethical delivery of services, and culturally responsive assessments. This course is designed to develop self-awareness, knowledge, and skills in working with diverse populations. (Prerequisite: EDUC515)


Course Schedule

Registration Dates Course Dates Session Weeks
05/27/19 - 11/01/19 11/04/19 - 12/29/19 Fall 2019 Session I 8 Week session
07/29/19 - 01/03/20 01/06/20 - 03/01/20 Winter 2020 Session B 8 Week session
09/30/19 - 02/28/20 03/02/20 - 04/26/20 Winter 2020 Session D 8 Week session

Current Syllabi

After successfully completing this course, you will be able to:

  1. Examine attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster understanding of self and culturally diverse clients (CACREP 2d, 2g)
  2. Analyze cultural, ethical, economic, legal and political issues surrounding diversity, equity, and social justice (CACREP 2e)
  3. Apply individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies. (CACREP 5-G 2b)
  4. Identify multicultural and pluralistic trends as well as the characteristics and concerns between and within diverse groups nationally and internationally (CACREP 2a)
  5. Explain ethical issues and considerations in providing services to diverse populations (CACREP 5d)
  6. Apply theories of multicultural counseling, identity development, appropriate assessment methods, and social justice in relation to providing services that support the academic, career, and personal/social development of children, adolescents, and teens (CACREP 2b)
  7. Evaluate the role of the school counselor in: promoting social justice; resolving conflicts; developing cultural awareness; eliminating biases, prejudices, oppression, and discrimination (CACREP 5-G 2a)
  8. Demonstrate multicultural counseling competencies (CACREP 2c)

Homework assignments (3)

Throughout the term, the student will write responses to questions. These responses will involve analyzing readings, comparing and contrasting the views of authors, and critiquing arguments presented by the readings or the class. Papers will be graded for accuracy of interpretation, rigor of argument, and clarity of expression. A specific grading rubric is provided for each assignment and located in Assignments. Papers should be 5-6 pages in length. Homework assignments are due to the instructor by 11:55 p.m. ET on Sunday of the week noted.

Multicultural Topic Presentation

Each student will prepare a power point presentation on a multicultural counseling topic. The presentation should address an area of diversity germane to the content of this course. Examples of topics could be counseling Asian-American students, counseling students identifying as LGBTQQI, students living with disabilities, etc. However, regardless of the student preference, the professor must approve the topic during week 4. Your power point presentation should provide background information on the topic (based on research found in peer-reviewed journal articles and your textbook), as well as explanations for how culturally competent counselors can adequately address counseling needs/issues. The presentation should cover 30-minutes as if it was being presented as professional development. These headings should be covered in your presentation:

  1. The topic and rationale for selecting the topic (brief)
  2. Research specific to the multicultural counseling topic including characteristics and concerns within and among the diverse group you selected (CACREP 2a)
  3. Identify issues related to barriers that impede the academic, career, and personal/social needs of the diverse population selected (CACREP 2h)
  4. The school counselor role in addressing the needs of students and families (individual, family, group, and community strategies, counseling theories, approaches, techniques for working with and advocating for this diverse population; CACREP 2b)
  5. The school counselor role in advocacy and social justice related to topic selected (CACREP 2b)
  6. Conclusion
  7. References

References should be listed on the final slide with research references included throughout the presentation and should follow accurate American Psychological Association (APA) formatting.

Due by 11:55 p.m. on Sunday of Week 7.

Cultural Genogram Assignment

Focusing on three generations of your family of origin (yours, your parents, and your grandparents), develop a genogram that focuses on your cultural identity. If you do not have information about your family of origin, you may use individuals you consider to be your support system/extended family. Begin by listing two or three dimensions of your cultural identity (e.g., Latino, male, university-educated). Write down a list of all members of your family at each of the three generational levels, including those that have passed away. Develop a hierarchical chart that includes notations for how key individuals shaped your cultural identity along the three pre-identified dimensions (CACREP 5j). Be sure to include notations regarding strengths and challenges associated with your current approach to your cultural identity. You will need to create a legend that explains the symbols and lines in your genogram. Read the Shellenberger, et al. article for information on how to create a genogram and examples. In the 3-4 page summary of your genogram, answer the following questions:

1. What stories were told in your family that reflect your family’s values or core beliefs related to power, oppres­sion, privilege, multicultural issues, or reference group identities? (CACREP 1k)

2. In constructing this cultural genogram, what reactions (emotional and cognitive) have you had, and what new learning have you gained? How has this affected your personal and professional identity? (CACREP 1k)

3. How does this new self-awareness affect how you see clients or think about families?


4. How do social and cultural factors relate to assessment and evaluation of students and

their families? (CACREP 7m)

Due by 11:55 p.m. ET on Sunday of Week 4.

Cultural Immersion Experience **

(this is an e-portfolio assignment that needs to be uploaded to your e-portfolio project site AND submitted in assignments in the course)

Each student will participate in an experiential activity that will give insight into another culture. The

purpose of the immersion is to heighten your awareness of a diverse group, so you should pick the type of experience that will give you the most potential for personal development. Obviously, papers will vary based on students’ experiences. You could attend a religious service different from your own, volunteer to assist at an event that has a culture predominately different from your own, spend a night with a family of a different culture, visit another country, etc. The expectation is to interact in this environment, not simply observe. Also, make note of your feelings during this experience.

From your experience you should write a 4-5 page report including (CACREP 2d, 8b):

1) a summary of the event (may include pictures);

2) your feelings before, during, and after the immersion experience;

3) discuss cultural strengths, attitudes, beliefs of the diverse group you discovered;

4) discuss attitudes, beliefs you brought into the experience (reflection of self-awareness,

personal biases, stereotypes, etc.);

5) describe what counseling approach and culturally appropriate strategies you would select if

working with someone from this culture.

It is not necessary to include an abstract or references for this paper. You will need include a title page and use APA format. You will need to have your experience proposal approved by the instructor by Week 2. This assignment is due by Sunday of Week 8.

Forum Please join the forums each week. Students must post a reply to both weekly forums and reply to at least 2 other students for each Forum. This means that each week you should have 2 initial posts and 4 responsive posts. Replies must be posted in the week due and replies after the end of the each week will not be graded. The Forums are for student interaction and input should be submitted before the week ends in order to fully participate in the discussions. Students should demonstrate their own knowledge in the forums and avoid copying and pasting from websites.


  • Post the initial response to each forum by 11:55pm, ET, Thursday.
  • Initial responses should be no less than 300 words.
  • Initial responses are to be original in content and demonstrate a thorough analysis of the topic.
  • Reply to at least 2 of your classmates in each forum by 11:55pm, ET, Sunday.
  • Replies to classmates should be no less than 150 words.
  • Responses to classmates are significant to advance the forum.
  • All forums can be accessed in the Forums section of the course.

Forum Rubric

The success of this course depends on your ability to read the assigned readings closely, think carefully about the points raised or ignored by authors, and bring to the group your questions and concerns about their theses and positions. Prior to each new week in the class, please review announcements and lessons. Having prepared and read the required readings prior to class ensures your productive participation.

We should work to achieve conversational exchanges with each other through Forums and emails, constructively challenging each other to think broadly and critically about ideas or assertions posed by the readings.

In all participation and assignments I am looking for evidence of:

  • demonstration of substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and processes learned/read/discussed;
  • critical contemplation, e.g., "grapple" with issues and topics;
  • appropriate use of knowledge learned;
  • imaginative thinking and responses to challenges/problems/issues;
  • exploring underlying assumptions about the lifelong value of education and schooling;
  • clarity of expression and logical connection among ideas expressed;
  • writing that reflects precise and concise thinking;
  • excellent grammar, syntax, and spelling.
NameGrade %
Forums 20.00 %
Introduction 2.50 %
Being "Color-Blind" 2.50 %
Communication Style 2.50 %
Genogram 2.50 %
Ethics and Diversity 2.50 %
Socioeconomic Status 2.50 %
Advocacy 2.50 %
Power Point Presentation 2.50 %
Homework 25.00 %
Homework 1: Strengths/Limitations 8.33 %
Homework 2: Systemic Factors 8.33 %
Homework 3: Cross-Cultural Counseling 8.33 %
Genogram 10.00 %
Cultural Genogram 10.00 %
Cultural Immersion Project 20.00 %
Cultural Immersion Experience 20.00 %
Multicultural Topic Presentation 25.00 %
Multicultural Topic Presentation 25.00 %

Recommended Textbook for the degree program:

In addition to the required texts in this course, you are strongly encouraged to purchase the latest addition of the Publication manual of the American Psychological Association (Currently 6th Ed.) if you have not previously purchased this resource.

Book Title:Counseling the Culturally Diverse: Theory and Practice, 7th ed.- ebook available through the APUS Online Library
Publication Info:Wiley
Author:Derald Wing Sue, David Sue
Unit Cost:$105.40

Previous Syllabi

Not current for future courses.