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Session Title

1130: Applying the Multicultural Competency Interviewing Rubric to hire multiculturally competent faculty and administrators/leaders using a comprehensive hiring framework

Session Times

Tuesday, May 28: 9:00-11:30 a.m. and 1:30-5:30 p.m.

Wednesday, May 29: 8:30-11:30 a.m.


This session will particularly benefit constituencies at any institution interested in hiring multiculturally competent faculty and administrators/leaders who will further the institution's commitment to promoting greater equity and inclusion. In this workshop, we will focus specifically on hiring administrators and faculty at educational institutions. Our framework presupposes that effective higher education institutions in the 21st century should include leaders and employees who possess knowledge, skills, and personal action consistent with the multicultural competency framework. Using high impact engagement strategies, participants will learn how to utilize the Multicultural Competency Interviewing Rubric (MCIR), developed by Johnson and Terrell-Powell, to assess the multicultural competency of potential employees engaged in the hiring process. Participants will learn how to use The Rising Above Cognitive Errors (CE), developed by Dr. JoAnn Moody, to identify and avoid likely errors within the hiring process. The participants will use The Diversity and Equity and Professional (DEHPD)-17 Steps to a Hiring Process, which begins with a needs assessment and ends with onboarding and retention of the employee.

Both the MCIR and CE models will be examined within the DEHPD, in order to assist screening committees in evaluating both the potential cognitive errors and levels of multicultural competency within a hiring process. Using the MCIR, participants will examine and discuss the behaviors of potential employees as evident in their responses to supplemental, interview and open-forum questions. The conceptual framework of this MCIR focuses on five levels of multicultural competency, each of which is correlated with a corresponding stage of the multicultural organizational development (MCOD) model. For faculty, the performance outcomes assessed relate to their typical duties and responsibilities within their respected fields and institutions that support multicultural organizational development. For senior administrators, the performance outcomes on this measure are correlated with the employee's capacity to lead the implementation of institutional change that supports multicultural organizational development. Participants will have the opportunity to examine the utility of the MCIR, CE, and DEHPD within the context of advancing a multicultural organization.


Ernest Belford Johnson II, PhD, Professor, Multicultural Studies, Equity and Social Justice, Shoreline Community College

Yvonne Linette Terrell-Powell, PhD, LMHC, Vice President, Equity and Inclusion, Edmonds Community College