ERIC Number: EJ880976
Record Type: Journal
Publication Date: 2010-Mar
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-7240
EISSN: N/A
A Measure of Cultural Competence as an Ethical Responsibility: Quick-Racial and Ethical Sensitivity Test
Sirin, Selcuk R.; Rogers-Sirin, Lauren; Collins, Brian A.
Journal of Moral Education, v39 n1 p49-64 Mar 2010
This article presents the psychometric qualifications of a new video-based measure of school professionals' ethical sensitivity toward issues of racial intolerance in schools. The new scale, titled the Quick-Racial and Ethical Sensitivity Test (Quick-REST) is based on the ethical principles commonly shared by school-based professional organisations and James Rest's model of moral decision making. The validation of the measure is established through two separate studies: one conducted with 238 school professionals, including teachers, administrators, psychologists, coaches and others who work in diverse schools; and the other conducted with 57 student teachers. The results, with regard to the internal reliability of the items and convergent and overall construct validity, showed that the Quick-REST is a psychometrically sound measure of school professionals' ability to recognise violations of ethical principles as depicted in two five-minute videotapes illustrating instances of racial intolerance in schools. There was no evidence of bias due to social desirability. Areas of use for the Quick-REST in teacher education and ways to improve the scale are discussed. (Contains 1 table.)
Descriptors: Student Teachers, Social Desirability, School Psychologists, Construct Validity, Validity, Measures (Individuals), Psychometrics, Ethics, Racial Attitudes, Cultural Awareness, Racial Discrimination, Video Technology, Teacher Education, Moral Values, Decision Making, Administrator Attitudes, Teacher Attitudes, Counselor Attitudes, Student Teacher Attitudes
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A