NotesFAQContact Us
Search Tips
ERIC Number: ED514414
Record Type: Non-Journal
Publication Date: 2010
Pages: 183
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-2814-9
Faculty Preparedness to Build Cultural Inclusiveness
Samuels, Dena Renee
ProQuest LLC, Ph.D. Dissertation, University of Colorado at Colorado Springs
Faculty members play a significant role in retaining diverse students, faculty, and staff on a college campus based on how culturally inclusive their behavior is. This research elucidates the development of a faculty inclusiveness survey, and tests it on a national random sample of 637 faculty members to determine how prepared they are to build cultural inclusiveness. Unlike other campus climate surveys, this instrument focuses on faculty members': attitudes, consideration of social group memberships, self- awareness of biases, intention, and behavioral outcomes (which became the five factors in the structural model). In addition, unlike other surveys, it is intersectional, covering issues of gender, race, sexual orientation, ability, among others. To analyze the data, the sample was randomly split into two groups. Exploratory factor analysis (EFA) was conducted on the first subsample using principal axis factoring to identify factor structure. Consistent with the theoretical framework, five factors emerged. Structural equation modeling (SEM) was utilized to confirm the EFA findings as well as to assess the resulting structural model. Results showed that a revised version of the structural equation model produced a good fit to the data, and the survey instrument demonstrated strong internal consistency (all alphas above .85). Contrary to the literature in the field, in this survey, on average, faculty members had relatively high scores on each of the five sub-latent constructs of preparedness, demonstrating that they perceive themselves to be prepared to build cultural inclusiveness. That said, faculty members were slightly less likely to agree that social inequalities exist. In addition, although they agreed that they had the intention to build cultural inclusiveness, relatively speaking, they were less likely to take action to do so. Moreover, "meaningful education" at a respondent's present institution was not predictive of inclusive behavior, and more so, predicted negative attitudes about diversity. Suggestions are provided to guide faculty development in the critically important process of building cultural inclusiveness in a growing multicultural society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A