MULTICULTURAL EFFICACY STUDY SUMMARY
Multicultural Efficacy Study Summary
Rene’ M. Fox
Heritage University
Contents
Introduction
Background
Methodology
Results – Conclusion
Evidence
Contribution
References
Introduction
Edith M.Guyton and Martin V. Wesche (2012) complied research perspectives, studies and expertise to perform a study of multicultural efficacy. The need to determine validity of the perception that there was a need to broaden the effectiveness of training for teachers in multicultural education (Zeichner, 1993) was the scope of their study. The study was based on the creation and analysis of a Multicultural Efficacy Scale (MES). The MES was found to be a significant tool that can be utilized, in part, to identify strengths and weaknesses in teacher education programs, and as a possible predictor of individual teacher success in teaching diverse students.
Background
The MES study was conducted by Edith M. Guyton and Martin V. Wesche (2012) from the College of Education at Georgia State University.With 626 participants, inclusive were undergraduate and graduate teacher education students from across the United States. The MES pilot instrument was composed of 160 questions. Although the review states six sections, only five were included in the MES: Knowledge about Diversity, Experiences with Diversity, Efficacy with Diversity, Attitudes about Diversity and Instruction for Diversity.
Methodology
Each section of the MES included questions intended to measure the individual’s personal experience. Regarding experiences with diversity, the participants were to rate how any experiences they had working, playing, or socializing with people that are different from themselves from their childhood to current situation. Efficacy with diversity measurements were based on participants using a Likert scale to determine whether they thought they could help students with personal prejudices. Knowledge of Diversity matched the participant’s knowledge of famous people and their backgrounds concerning understanding of culture. The section measuring Instruction of Diversity included multiple choice questions regarding the participants view of possible predictors of student achievement. Attitudes about Diversity were also included on the MES ascertaining participant opinion again utilizing a Likert scale.
For purposes of analyzing the data collected, Guyton and Wesche(2012) applied a measurement to determine internal validity of the MES survey instrument. According to the scale created to determine multicultural efficacy (Guyton, E., & Wesche, M., 2005) the true strength was in utilizing it to go beyond determination of multicultural attitudes and truly measure multicultural efficacy, thus being a potentially useful and valid tool.
Results – Conclusion
As the MES was computed by the five categories, the authors included subscores for each based upon two stages. Internal validity was measured on the survey instrument with the following findings: attitude .85, experience section .77, instructional knowledge .39, general knowledge .55, and efficacy .93. The resultant factors of the data indicated that the subscores were relevant in the MES study of multicultural teacher education and that the MES could be a useful research instrument in the study of multicultural teacher education.
Conclusions drawn from the study included that more direct measures of multicultural teaching skills could be performed with the MES instrument. It was also concluded that it is possible to measure the differences between veteran and preservice teachers regarding their perception or actual expertise in multicultural education. Both of the conclusions could be used as possible predictors of success in multicultural educational settings and be indicators of areas of weakness, strengths and remediation.
Evidence
Internal validity was measured on the survey instrument with the following findings: attitude .85, experience section .77, instructional knowledge .39, general knowledge .55, and efficacy .93. This was a two stage collection of data with items of insufficient data deleted before the second stage was completed. The resultant factors of the data indicated that the subscores were relevant in the MES study of multicultural teacher education and that the MES could be a useful research instrument in the study of multicultural teacher education.
Contribution
The researchers’ contribution to the field included the production and evaluation of an instrument to aide in the measurement of teacher efficacy in multicultural education and attitudes. The MES study contributed to the understanding that educators must be culturally aware, both of our students and our own perceptions, to be effective in a culturally diverse classroom. To assist our students to gain cultural understanding and validity, educators must be able to create opportunity and experiences to help develop the complete student. The attitude of the educator will affect student success in cultural awareness, as indicated by the researchers. Multicultural awareness may begin in the classroom or simply be nurtured by educators who are aware of the need. The MES study demonstrates the need for this understanding and application.
References
Guyton, E.M., Wesche, M.V. (2005) Multicultural Perspectives: The Multicultural Efficacy Scale: Development, Item Selection, and Reliability. Multicultural Perspectives, 7(4), 21-29.
Guyton, E.M., Wesche, M.V. (2012) Multicultural Efficacy Scale – a review. Document Review: Multicultural Efficacy Scale: Multicultural Efficacy Scale: Development, Item Selection, and Reliability.
Zeichner, K. (1993) Educating Teachers for Cultural Diversity.National Center for Research on Teacher Learning.Michigan State University, East Lansing, Michigan.
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