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Abstract

The construct of multicultural competence has gained much currency in the literature; yet, less attention has been paid to students’ social justice advocacy and how to facilitate students’ growth in this area. Focusing on multicultural education in graduate programs that prepare future student affairs professionals, this position article provides a critique of multicultural knowledge, awareness and skills, and argues for competencies grounded in a commitment to social justice. While practitioners may be prepared to work with diverse populations, it is argued they are less equipped to foster social change. Developing awareness as critically conscious practitioners, acquiring knowledge as equity minded and privilege-cognizant individuals, and building skills in social justice advocacy are essential for the future agenda for multicultural competence.

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