Cultural Competence: Developing and Assessing Multicultural Proficiency for Teachers and School Personnel in Hawaii

Autor/inn/en	Hitchcock, Caryl H.; Prater, Mary Anne; Chang, Chuan
Titel	Cultural Competence: Developing and Assessing Multicultural Proficiency for Teachers and School Personnel in Hawaii
Quelle	In: Multicultural Learning and Teaching, 4 (2009) 2, S.1-24 (24 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.2202/2161-2412.1049
Schlagwörter	Multicultural Education; Interpersonal Competence; Faculty Development; Staff Development; Workshops; Elementary Schools; Cultural Literacy; Cultural Awareness; Metacognition; Asian Culture; Culturally Relevant Education; Questionnaires; Likert Scales; Pretests Posttests; Rural Schools; Elementary School Teachers; Administrators; School Personnel; Program Effectiveness; Comparative Analysis; Hawaii + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Interpersonale Kompetenz; Personnel development; Personalentwicklung; Lernwerkstatt; Schulung; Elementary school; Grundschule; Volksschule; Cultural identity; Kulturelle Identität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fragebogen; Likert-Skala; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulpersonal
Abstract	Teachers were recruited from the mainland of the United States to work in rural areas in the State of Hawaii to meet the high demand for personnel. But often there is a mismatch between the culture of the island residents and that of the new teachers. To alleviate this mismatch, a workshop was developed to promote multicultural proficiency of school personnel focusing on Asian/Pacific cultures. One hundred teachers, administrators and staff (including custodians and cafeteria workers) from four rural elementary schools participated in a three hour workshop. The workshop consisted of three activities: (a) self-awareness, (b) awareness of Asian/Pacific Island cultures, and (c) instructional strategies and resources to support culturally diverse students. A mixed repeated measures design was used to make comparisons between the workshop participants? responses on pre/post administrations of the Multicultural Assessment of Proficiency (MAP) scale, a questionnaire designed and developed to measure the effects of the workshop. Results indicated that all participants improved significantly and that three factors accounted for the majority of the variance: knowledge of strategies and resources, awareness of self/others (beliefs), and willingness to take future action. Limitations, suggestions for future research, and implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01