2010 

In counselor education, we ask our students to be culturally sensitive and competent when working with culturally different clients, but do we model this behavior for our students? As educators, we ask our students to be sensitive to their clients on a variety of cultural issues such as language, religion, size, age, sexual orientation, socioeconomic status, and so forth. We spend considerable time and energy infusing such concepts into our curriculum, evaluating our trainees on their abilities to build cross cultural relationships, and on student ability to understand deeper client meanings, especially with clients who are not culturally similar (Roysircar, Gard, Hubbell, & Ortega, 2005).