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ERIC Number: ED570092
Record Type: Non-Journal
Publication Date: 2016
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3397-6755-0
ISSN: N/A
Investigating the Multicultural Competency of a Sample of Wyoming Educators
Kern, Stacey L.
ProQuest LLC, Ph.D. Dissertation, University of Wyoming
The literature on disproportionality indicates a generally held belief that disproportionality endures, in part, because of the lack of multicultural competency in today's educators. Yet, there is a dearth of empirical evidence to support this belief. This study examined the multicultural competency of a sample of Wyoming educators in order to better understand the link between multicultural competency and disproportionality in special education. A cross-sectional survey was used to investigate the multicultural competency in a sample of Wyoming educators. This study utilized the Teacher Multicultural Attitude Survey, a 20-item, 5 point Likert-type self-report inventory that measures educators' multicultural awareness and sensitivity towards culturally and linguistically diverse learners (Ponterotto, Baluch, Greig, & Rivera, 1998). A total of 658 educators including teachers, instructional coaches, related service providers, and building-level administrators across the state of Wyoming participated in the study. Results indicated that the sample of Wyoming educators, as a whole, did not exhibit deficits in awareness of multicultural competency, but also did not exhibit high levels of awareness of multicultural competency based on overall Teacher Multicultural Attitude Survey scores. There were no significant differences found in the level of multicultural competency among the different types of educators. This study did find a significant difference in the level of multicultural competency between special educators and regular educators, with special educators demonstrating significantly higher levels of multicultural competency. This study adds to the existing literature on disproportionality and multicultural competency in that it provides empirical evidence that contradicts the generally held belief that today's educators lack multicultural competency. In addition, this study supports a possible link between higher multicultural competency and lower rates of disproportionality. Wyoming educators, overall, have a basic understanding of multicultural competency, and Wyoming does not have a disproportionate number of culturally and linguistically diverse learners in any disability category. The implications of this study for educational practices and recommendations for future research are discussed. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wyoming