Impact of multicultural training on school psychology and education students.

Impact of multicultural training on school psychology and education students. The basis for this research is an examination of the outcomes of arequired multicultural mul��ti��cul��tur��al?adj.1. Of, relating to, or including several cultures.2. Of or relating to a social or educational theory that encourages interest in many cultures within a society rather than in only a mainstream culture. course. Students completed pre- pre-word element [L.], before (in time or space). pre-pref.1. Earlier; before; prior to: prenatal.2. , mid- mid-pref.Middle: midbrain.andpost-tests assessing their multicultural knowledge, awareness, andskills. Analyses of the pre-, mid- and posttests indicated significantincreases in multicultural awareness, knowledge, and skills. ********** This research focused on the outcome of multicultural training forfuture school psychologists This list includes notable psychologists and contributors to psychology, some of whom may not have thought of themselves primarily as psychologists but are included here because of their important contributions to the discipline. and educators. Increasingly, schoolpsychologists and teachers receive training in multicultural topics inboth their education and counseling coursework courseworkNounwork done by a student and assessed as part of an educational courseNoun 1. coursework - work assigned to and done by a student during a course of study; usually it is evaluated as part of the student's . Although this attentionto multicultural training is to be lauded, research which defines thoseelements that constitute successful training programs is needed.Relative to the total amount of literature on multicultural issues, asmall amount has been directed toward evaluating the pedagogy andcomponents of training programs with psychometrically sound instruments.Researchers (Neville, et al, 1996; & Ridley ridley:see sea turtle. , Mendoza, & Kanitz,1994) have pointed out the critical need for more evaluative studies inthis area. Within this time of continued diversification DiversificationA risk management technique that mixes a wide variety of investments within a portfolio. It is designed to minimize the impact of any one security on overall portfolio performance.Notes:Diversification is possibly the greatest way to reduce the risk. of studentpopulations (Sue, 1991), psychologists and teachers within our schoolsystems remain primarily European American A European American (Euro-American) is a person who resides in the United States and is either the descendant of European immigrants or from Europe him/herself.[1]Overall, as the largest group, European Americans have the lowest poverty rate [2] and middle class in manygeographical regions. This research assessed whether or not elementswithin a required multicultural course increase awareness, knowledge andskills for future educators and psychologists. Relevant Literature Evans Ev��ans, Herbert McLean 1882-1971.American anatomist who isolated four pituitary hormones and discovered vitamin E (1922). , Torrey, and Newton (1997) report that 50% of the states havecriteria and requirements for multicultural education. Bank & Banks(2001) examine issues of multicultural education and include as mostrelevant an awareness, understanding, and appreciation Of diversity.While the criteria vary from state to state, each mandates coursework inmulticultural education as a requirement for teacher credentialing Credentialing is the administrative process for validating the qualifications of licensed professionals, organizational members or organizations, and assessing their background and legitimacy. (Evans, Torrey, & Newton, 1997). While vast literature exists onmulticultural issues, little focus has been directed toward evaluatingthese training programs (Neville, et al, 1996). Additionally, thecomponents and formats of these programs and whether the focus is onsimilarities or differences has been questioned (Ho, 1995) and whetherin-depth knowledge of each racial/ethnic group is required (Cheatham,1994). Ridley and colleagues view training in multicultural counseling ascritical, thus extending the emphasis from teachers to counselors withinschools. While some researchers outline training models (Ridley,Mendoza, & Kanitz, 1994; and Sue, 1991), others have focused onevaluating training effectiveness (D'Andrea et al., 1991). The basis for this study is grounded in current literature from thefields of education, counseling, and related multicultural studies whichexamine awareness, knowledge and skills. The courses are designed tomeet specific objectives as mandated by a state requirement. These are:understand the contributions and lifestyles of various racial, cultural,and economic groups in our society; recognize and deal with dehumanizingbiases, prejudices, and discrimination; create environments whichcontribute to the positive self-image self-imagen.The conception that one has of oneself, including an assessment of qualities and personal worth. of persons and to positiveinterpersonal in��ter��per��son��al?adj.1. Of or relating to the interactions between individuals: interpersonal skills.2. relations; respect human diversity and personal rights;and develop multicultural, gender fair, disability sensitive, inclusiveapproaches. This study specifically examines whether elements ofmulticultural courses result in subsequent positive changes inawareness, knowledge and skills for those being trained to addressdiverse student populations. Method Participants Individuals participating in this research provided informedconsent and were free to withdraw from the research at any time with nopenalty. The students were not involved in any other multiculturalcourses. The surveys were completed and placed in one large envelopeafter the instructor had exited the room. They were collected by astudent and turned in to the department secretary. They were returned tothe researchers 8-10 weeks after course grades had been submitted. Thisis also standard procedure for end-of course evaluations A course evaluation is a paper or electronic questionnaire, which requires a written or selected response answer to a series of questions in order to evaluate the instruction of a given course. and encourageshonesty HonestySee also Righteousness, Virtuousness.Alethiaancient Greek personification of truth. [Gk. Myth.: Zimmerman, 18]Better Business Bureaunationwide system of organizations investigating dishonest business practices. [Am. while insuring anonymity. The participants included 63 studentsenrolled in three undergraduate sections of a multicultural course eachtaught by the same instructor. Females comprised 63.5% of the sample,with 36.5% males. Ethnic diversity of the group was not large with 87.3percent European American (4.8% Hispanic HispanicMulticulture A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race Social medicine Any of 17 major Latino subcultures, concentrated in California, Texas, Chicago, Miam, NY, and elsewhere , 1.6% African-American, 1.6%Asian-American, and 6.3% other ethnicities). The average age ofparticipants was 21.13 (SD = 3.53). Instruments The Multicultural Counseling Awareness, Knowledge, and SkillsSurvey developed by D'Andrea, Daniels and Heck heck?interj.Used as a mild oath.n. SlangUsed as an intensive: had a heck of a lot of money; was crowded as heck.[Alteration of hell. (1991) was modifiedfor this research. The MAKSS (D'Andrea, Daniels & Heck) itemswere slightly revised to fit prospective educators (MAKSS-T). Somequestions were modified by changing the word "counselor" to"teacher" to better fit the population. The modification wasaimed at having the survey be more inclusive of inclusive ofprep.Taking into consideration or account; including. educators andpsychologists. The instrument consists of 60-items divided into threesubscales of twenty items each. The scales provide one score each formulticultural awareness, multicultural knowledge, and multiculturalskills. Reliability and validity has been established for the MAKSS(D'Andrea, Daniels & Heck, 1991). Procedures Students participated in this research on a voluntary basis with noincentive offered and were free to withdraw without penalty. Responseswere matched using social security numbers. The participants completedthe MAKSS-T prior to the course, midway Midway,island group (2 sq mi/5.2 sq km), central Pacific, c.1,150 mi (1,850 km) NW of Honolulu, comprising Sand and Eastern islands with the surrounding atoll. Discovered by Americans in 1859, Midway was annexed in 1867. A cable station was opened in 1903. through the course, and at thecompletion of the course. The course was required as a core course and was the only coursedevoted to multicultural issues required for graduation Graduation is the action of receiving or conferring an academic degree or the associated ceremony. The date of event is often called degree day. The event itself is also called commencement, convocation or invocation. . Theundergraduate courses met twice weekly for 100-minute sessions over a15-week semester se��mes��ter?n.One of two divisions of 15 to 18 weeks each of an academic year.[German, from Latin (cursus) s . Course objectives included: 1) Understanding thecontributions and life-styles of various racial, cultural and economicgroups in our society; 2) Recognizing and addressing dehumanizingbiases, prejudices, and discrimination; 3) Creating environments whichcontribute to the positive self-image of persons and to positiveinterpersonal relations, 4) Respecting human diversity and personalrights; and 5) Developing multicultural, gender fair, disabilitysensitive, inclusive approaches. Activities included readings,discussions, lectures, videos, reaction papers, lesson planning,individual and group presentation, analysis of group, a final researchpaper and a final objective examination. Analysis The three classes were examined for significant differences on eachof the three scales (awareness, knowledge, and skills) prior tocollapsing them for this research. A repeated measures ANOVA anovasee analysis of variance.ANOVAAnalysis of variance, see there indicatedwhether changes occurred between pre-, mid-, and post-assessment. Results The three classes were analyzed an��a��lyze?tr.v. an��a��lyzed, an��a��lyz��ing, an��a��lyz��es1. To examine methodically by separating into parts and studying their interrelations.2. Chemistry To make a chemical analysis of.3. with an ANOVA on each of the threescales prior to collapsing for further analysis. No significantdifferences were indicated on the pre-scores for the three classes(Awareness [F (1, 37) = 2.792, MSE MSE Mouse (computer)MSE Materials Science & EngineeringMSE Mean Squared ErrorMSE Mean Square ErrorMSE Master of Science in EngineeringMSE Manufacturing Systems EngineeringMSE Mechanically Stabilized Earth = .032, p > .05], Knowledge IF (1,37) = .030, MSE = .075, p > .05], Skills IF (1, 37) = .151, I= .193 p> .05]). The data were examined with a repeated measures ANOVA forsignificant differences in the pre-, mid- and post-test scores (Table1). Significant differences were indicated on the awareness scale [F (2,35) = 16.08, MSE .28,p < .01]. Post-hoc analysis Post-hoc analysis, in the context of design and analysis of experiments, refers to looking in the data—after the experiment has concluded—for patterns that were not specified a priori. indicatedsignificant differences between pre- and mid-test scores on awarenessand pre- and post-test awareness scores (p < .01), however the mid-and posttest post��test?n.A test given after a lesson or a period of instruction to determine what the students have learned. scores on awareness were not significantly different (p> .05). Significant differences were indicated on the knowledge scale[F (2,35) = 32.06, MSE = 1.16, p < .01]. Post-hoc analysis indicatedsignificant differences between pre-, mid- and post-test scores on theknowledge scale with each of the other two scores (p < .01).Significant differences were indicated on the skills scale [F (2,35) =17.81, MSE = .91, p < .01]. Post-hoc analysis indicated significantdifferences between mid- and post-test scores for skills and pre- andpost-test skills scores (p < .01), however the pre- and mid-testscores for skills were not significantly different (p > .05). Discussion Analysis of the pre- to post-test indicate significant increases inmulticultural awareness, knowledge, and skills. The significance ofthese outcomes is important due to the prior beliefs held by thestudents. As in a similar study conducted with graduate students andsome different variables, the students enter the course thinking theyalready know all they need to about multicultural issues (Warring, Keim,& Rau, 1998). Upon course completion they report how mistaken theywere and how beneficial the course was. For the awareness scale, pre-midand pre-post scores indicated significant changes: The lack of mid-postsignificant changes may indicate that large changes occur initially inawareness and then level off over the semester. These findings indicatethat a large portion of the beginning of a multicultural course shouldbe dedicated to increasing awareness. Increased awareness coupled withmotivation facilitates learning the new information being presented tothem and skill development in its application. When examining the knowledge scale, significant changes occurred ateach assessment point. This indicates that while the semester continues,students consistently gain in their knowledge. This is important whenexamining the number of issues across the semester and across time asstudents leave school. Motivation and willingness to continue tointegrate and build their knowledge base when faced with newtopics/issues is critical in society. The skills scale indicated significant pre-post and mid-postchanges. Perhaps the lack of significant differences between pre-midindicate that the multicultural skills come with time and may not bedemonstrated early in the course. Skill development is unlikely withoutawareness and knowledge. This study demonstrates the potential impact of instruction onmulticultural competencies through self-reported changes over a periodof time. Common multicultural experiences in core programs providesources of bonding, discussion and shared work for students. Althoughthe researchers acknowledge limitations such as nonrandom sampleselection and course variables, these results offer encouraging evidencein support of mandatory multicultural training for the helpingprofessions. It should also be noted that while one course isinsufficient to provide all the necessary information it can lay thegroundwork for additional training. Finally, the results of this research provide information regardingthe sequencing of acquiring new awareness, knowledge and skills during amulticultural course. Ongoing research needs to be conducted to assessthe design and implementation of effective training models.Table 1MAKSS-T SCALES Mean Std Dev CasesAwareness Pre-test *, ** 2.64 .21 53 Mid-test * 2.73 .22 49 Post-test ** 2.78 .19 49Knowledge Pre-test (+, ++) 2.46 .25 53 Mid-test (+, +++) 2.62 .26 49 Post-test (++, +++) 2.82 .29 49Skills Pre-test (-) 2.63 .42 53 Mid-test (--) 2.70 .36 48 Post-test (-, --) .91 .41 48* Pre- and mid-test were significantly different,(t(44) = 3.06,p < .01).** Pre- and post-test were significantly different, (t(39) = 5.17,p < .01).(+) Pre- and mid-test were significantly different, (t(44) = 3.77,p < .01).(++) Pre- and post-test were significantly different, (t(39) = 6.74,p < .01).(+++) Mid- and post-test were significantly different, (t(39) = 5.92,p < .01).(-) Pre- and post-test were significantly different, (t(39) = 4.78,p < .01).(--) Mid- and post-test were significantly different, (t(38) = 5.52,p < .01). References Banks, J. A. & Banks, C. A. M. (2001). Multicultural education:Issues and perspectives 4th ed. Boston: Allyn & Bacon. Cheatham, H. E. (1994). A response. Counselor Education andSupervision, 30, 66-76. D'Andrea, M., Daniels, J., & Heck, R. (1991). Evaluatingthe impact of multicultural counseling training. Journal of Counselingand Development, 70(1), 143-150. Evans, E. D., Torrey, C. C. & Newton, S. D. (1997).Multicultural education requirements in teacher certification: Anational survey. Multicultural Education, 4(3), 9-11. Ho, D. (1995). Internalized culture, culturocentrism, andtranscendence. The Counseling Psychologist psy��chol��o��gistn.A person trained and educated to perform psychological research, testing, and therapy.psychologist, 23(1), 4-24. Neville, H., Heppner, M., Louie, C., Thompson Thompson, city, CanadaThompson,city (1991 pop. 14,977), central Man., Canada, on the Burntwood River. A mining town, it developed after large nickel deposits were discovered in the area in 1956. , C., Brooks., L.& Baker, C. (1996). The impact of multicultural training on whiteracial identity attitudes and therapy competencies. ProfessionalPsychology: Research and Practice, 27, 83-89. Ridley, C. R., Mendoza, D. W., & Kanitz, B. E. (1994).Multicultural training: Reexamination re��ex��am��inealso re-ex��am��ine ?tr.v. re��ex��am��ined, re��ex��am��in��ing, re��ex��am��ines1. To examine again or anew; review.2. Law To question (a witness) again after cross-examination. , operationalization, andintegration. The Counseling Psychologist, 22(2), 227-289. Sue, D. (1991). A model for cultural diversity training. Journal ofCounseling Development, 70, 99-105. Warring, D., Keim, J. & Rau, R. (1998). Multicultural trainingfor students and its impact. Action in Teacher Education, 20, 56-63. Jeanmarie Keim, Ph.D., Counseling Psychology Counseling psychology as a psychological specialty facilitates personal and interpersonal functioning across the life span with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns. , University ofMemphis The University of Memphis is a public research university located in Memphis, Tennessee, United States, and is a flagship public research university of the Tennessee Board of Regents system. . Douglas F. Warring, Ph.D., Educational and Social Psychology,University of St. Thomas University of St. Thomas can refer to: University of St. Thomas (Houston) University of St. Thomas (Minnesota) University of Santo Tomas, Manila, Philippines Pontifical University of St. Thomas Aquinas See also St. Thomas University . Renee Rau, OSB OSBabbr.Order of Saint Benedict , M.A., Counseling Psychology,University of St. Thomas. Correspondence concerning this article should be addressed to Dr.Jeanmarie Keim, Counseling Psychology, 100 Ball Education Building,University of Memphis, Memphis, TN 38152.