Surveys
2014
January
C
Cultural Awareness Inventory and Multicultural Sel

Cultural Awareness Inventory and Multicultural Sel

Dear Colleague,

As a full-time community college instructor, you are aware of the increase in diverse student populations entering Tidewater Community College. You are receiving a survey that may provide information needed for administrators and developers of professional development to prepare training and activities to help prepare teachers to understand and instruct diverse student populations. The survey focuses on cultural awareness and multicultural self-efficacy. Cultural awareness is the ability to recognize diverse groups. Multicultural self-efficacy is the level of confidence one feels in teaching and adapting to diverse groups. The survey consists of two tested and validated measures.

Your participation is voluntary and your confidentiality and anonymity will be protected. No identifying information will be shared with administrators or other faculty. Use of the survey data will be limited to Regent University and TCC, although results may be presented in formats other than the dissertation and college report. You also have the right to withdraw from the study at any time without penalty or express questions or concerns by contacting me at the number listed below. You may also express your concerns via my advisor, Dr. Gail Derrick at the Regent University School of Education or the Regent University Human Subjects Review Committee.

The survey should take approximately 10-15 minutes to complete. Thank you for your participation in this study.

Sincerely,

Maria L. Lawson-Davenport
Doctoral Candidate, Regent University
757-483-6563, [email protected]

Thank you very much for your time and support. Please start the survey now by clicking "I Agree" and the Continue button below.

I Agree

Please respond to each item as honestly as possible. Responses will remain anonymous.

	Strongly Disagree	Disagree	Neither Agree Nor Disagree	Agree	Strongly Agree
I accept other cultures.

I can create character building relationships with students from diverse cultures.

I recognize the presence of other cultures.

I want to interact with people from cultures different from my own.

I value diversity

Personality conflicts are often cultural conflicts.

It is important to continually learn about the culture of others.

I can influence my organization to develop practices to better deal with diversity.

Diversity creates valuable social results.

I like the way I feel when I interact with diverse cultures.

	Strongly Disagree	Disagree	Neither Agree Nor Disagree	Agree	Strongly Agree
I like the way I act when I interact with diverse cultures.

I create goals that, when accomplished, will help me to deal with people who are different than me.

Having character building relationships with students promotes a positive school culture.

My educational practice depends upon character-based decision-making.

I recognize cultural differences

I can resolve conflicts with students with different cultural backgrounds.

I hold high expectations for all students regardless of race, gender, ethnicity, or social background.

I plan instruction to meet the needs of diverse learners.

Definition: The authors intend the terms "diversity" and "people different from me" to include people of different races, ethnic groups, cultures, religions, socio-economic classes, sexual orientations, and physical abilities.

Section A
Directions: Please choose the word that best describes your experience with people different from you by identifying the appropriate response.

	Never	Rarely	Occasionally	Frequently
As a child, I played with people different from me.

I went to school with diverse students as a teenager.

Diverse people lived in my neighborhood when I was a child growing up.

In the past, I chose to read books about people different from me.

A diverse person was one of my role models when I was younger.

In the past, I chose to watch TV shows and movies about people different from me.

As a teenager, I was on the same team and/or club with diverse students.

Section B

Directions: Respond to each statement by choosing one answer that best describes your reaction to it. There are no right or wrong answers.

	Disagree Strongly	Disagree Somewhat	Agree Somewhat	Agree Strongly
Teachers should adapt lesson plans to reflect the different cultures represented in the classroom.

Teachers should provide opportunities for children to share cultural differences in foods, dress, family life, and beliefs.

Discussing ethnic traditions and beliefs in school leads to disunity and arguments between students from different cultures.

Children should be taught mostly by teachers of their own ethnic and cultural background.

It is essential to include the perspectives of diverse groups while teaching things about American history that are common to all Americans.

Curricula and textbooks should include the contributions of most, if not all, cultural groups in our society.

The classroom library should reflect the racial and cultural differences in the class.

Section C

Directions: To the best of your knowledge, self-assess your own ability to do the various items listed below.

	I do not believe I could do this very well.	I could probably do this if I had to, but it would be difficult for me.	I believe that I could do this reasonably well, if I had time to prepare.	I am quite confident that this would be easy for me to do.
I can provide instructional activities to help students to develop strategies for dealing with racial confrontations.

I can adapt instructional methods to meet the needs of learners from diverse groups.

I can develop materials appropriate for the multicultural classroom.

I can develop instructional methods that dispel myths about diverse groups.

I can analyze instructional materials for potential stereotypical and/or prejudicial content.

I can help students to examine their own prejudices.

I can present diverse groups in our society in a manner that will build mutual respect.

I can develop activities that increase the self-confidence of diverse students.

I can provide instruction showing how prejudice affects individuals.

I can plan instructional activities to reduce prejudice toward diverse groups.

	I do not believe I could do this very well.	I could probably do this if I had to, but it would be difficult for me.	I believe that I could do this reasonably well, if I had time to prepare.	I am quite confident that this would be easy for me to do.
I can identify cultural biases in commercial materials used in teaching.

I can help students work through problem situations caused by stereotypical and/or prejudicial attitudes.

I can get students from diverse groups to work together.

I can identify school practices that may harm diverse students.

I can identify solutions to problems that may arise as the result of diversity.

I can identify the societal forces which influence opportunities for diverse people.

I can identify ways in which various groups contribute to our pluralistic society.

I can help students take on the perspective of ethnic and cultural groups different from their own.

I can help students view history and current events from diverse perspectives.

I can involve students in making decisions and clarifying their values regarding multicultural issues.

Section D

Choose the position below which more closely reflects your strongest beliefs about teaching:

If every individual learned to accept and work with every other person, then there would be no intercultural problems.

If all groups contribute to the general good and not seek special recognition, we could create a unified America.

All cultural groups are entitled to maintain their own identity.

All cultural groups should be recognized for their strengths and contributions.

Some groups need to be helped to achieve equal treatment before we can reach the goals of a democratic society.

Gender:

Male

Female

Age Range:

20-30

31-40

41-50

51-65

66 & up

Ethnicity:

Asian-American/Pacific Islander

African-American/Black

European-American/White

Latino/Hispanic-American

Native-American

Other

Current Position:

Associate Professor

Assistant Professor

Professor

Instructor

Other

Type of Position

Full-time teaching faculty

Full-time administrative faculty

Adjunct faculty

Highest Degree Completed:

Some college but no degree

Associate degree (e.g. AA, AS)

Bachelor's degree (e.g. BA, AB, BS)

Master's degree (e.g. MA, MS, MBA)

Professional degree (e.g. MD, DDS, JD)

Doctorate degree (e.g. PhD)

Other

Years of Teaching Experience

1-5

6-10

11-20

20+

Teaching Discipline (Please check all that apply):

Career & Technical

Academic/Transfer

Workforce Development

Developmental

Comments/Suggestions (Please provide any comments or feedback on the survey):

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