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ERIC Number: ED554611
Record Type: Non-Journal
Publication Date: 2011
Pages: 170
Abstractor: As Provided
ISBN: 978-1-3030-3935-5
Determining the Validity and Reliability of the Cultural Awareness and Beliefs Inventory for Higher Education
Sharkey, Deirdre Jennielle
ProQuest LLC, Ed.D. Dissertation, Texas Southern University.
The purpose of this study was to determine the validity and reliability of the Cultural Awareness and Beliefs Inventory for Higher Education (CABIHE). The CABIHE consists of thirty-nine items, with thirty that measure professors' cultural awareness and beliefs on a Likert-type four-point scale. In addition, this study examined the extent to which the CABIHE determined statistically significant differences in professors' cultural awareness and beliefs by their demographic characteristics, such as professors' ethnicity, years of experience, and college or school in which they teach. Data was collected during the 2010-2011 school year. Approximately 103 faculty employed at the selected university located in southeastern Texas completed the CABIHE. Construct validity was determined by internal consistency, content validity, as well as convergent and divergent validity. To investigate the internal structure of the CABIHE instrument, principal components exploratory factor analysis was conducted. Confirmatory factor analysis was also conducted to validate the seven factors determined by exploratory factor analysis. The CABIHE was examined by a panel of experts to establish content validity which resulted in the factors: Professor Beliefs, Curriculum and Instruction, University Climate, Cultural Responsiveness, Professional Development, and Professor Efficacy. Convergent and divergent validity were established for the six constructs by conducting a Pearson product moment correlation. Cronbach's coefficient alpha was conducted to measure the internal consistency reliability of the CABIHE. The reliability was established at 0.63. Differences in professors' perceptions were determined by ethnicity for Cultural Responsiveness and Professor Beliefs. Follow-up Scheffe post hoc analyses indicated that African American professors had significantly more positive perceptions of Professor Beliefs and Cultural Responsiveness than Asian American professors. Differences in professors' beliefs by previous K-12 teaching experiences were determined for Cultural Responsiveness. Professors with previous K-12 teaching experience had significantly more positive perceptions of Cultural Responsiveness. [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
Identifiers - Location: Texas