Creating a healthy classroom in multicultural counseling courses

To assist educators in developing transformative learning environments, and effectively engaging in difficult dialogues regarding multicultural counseling topics, a qualitative study was conducted to systemically examine the perceptions and reactions of twenty (graduate counselor education students enrolled in a multicultural counseling course. In this course, students experienced various learning environments all designed to enhance the topic of the day. Students were instructed to journal their thoughts, which became the raw data that was later, analyzed for themes. Students reported a need to be in an environment where there was trust, an ongoing need to reflect on the content, and difficulty discussing their school experiences with friends/family not in the helping profession.