Teaching Multicultural Counseling: A Phenomenological Exploration of Counselor Educators’ Voices

Authors

Cameka Hazel, New York Institute of TechnologyFollow
Paul Leheste, New York Institute of TechnologyFollow
Raymond Blanchard, Molloy UniversityFollow

Author ORCID Identifier

0000-0002-3536-1290

Author Biography

The first Author, Dr. Cameka Hazel is an Assistant Professor of Counselor Education at the New York Institute of Technology. She specializes in supervising and training mental health and school counseling students in training. As a counselor educator, she is an advocate for holistic training for future counselor educators to be effectively prepared to meet the social, emotional, and educational needs of the diverse client population. Her research includes multicultural counseling competence training in counselor education, mental health care for children and families of refugee status, recent immigrant children and family acculturation issues, and trauma in children.

Document Type

Empirical Research Article

Keywords

Multicultural competency, social justice, diversity training, counselor education

Subject Area

Counseling, Counselor Education, Mental Health Counseling, School Counseling

Abstract

This study explored the perceptions of counselor educators who taught the graduate level multicultural counseling course. Six participants shared experiences, leading to four themes: personal and professional rewards, who is fit to teach? dealing with resistance and difficult conversations and limited time and class size. Implications for counselor education are discussed.

Recommended Citation

Hazel, C., Leheste, P., & Blanchard, R. (2026). Teaching multicultural counseling: A phenomenological exploration of counselor educators’ voices. Journal of Counselor Preparation and Supervision, 20(1), 1-18.