Review of Cultural Relevancy Survey
Jaime Cortes
ED 610: Technology for School Leaders
Heritage University
Table of Contents
Ø Purpose
of Research and Authors
Ø Participants
in the Research
Ø Findings
or Evidence
Ø Results
and Conclusions
Purpose of Research and Authors
Authors of the review, Edith M.
Guyton and Martin V. Wesche are both educators from Georgia State University,
who were researching different studies and perspectives on multicultural
education. From their research, they
created a Multicultural Efficacy Scale (MES) to determine the need to train
teachers on multicultural education, as more and more schools are becoming more
and more diverse. The National Council
for the Accreditation of Teacher Education requires that educators receive
training on multicultural awareness, are from diverse backgrounds, and have
experience working with diverse groups of people. When educators come from diverse backgrounds
and have multicultural education training, research shows that student success
increases.
Participants in the Research
This study included 665
undergraduate and graduate students pursuing teaching from across the United
States. However, the study finished with
only 626 participants, as 39 of the original participants were
eliminated due to insufficient data. The
instrument used was a 160 item survey consisting of five separate sections: Experiences with
Diversity, Knowledge about Diversity, Efficacy with Diversity, Instruction for
Diversity and Attitudes about Diversity.
Each section had a set number of items that would be measured.
Findings or Evidence
The results of the study show that the MES can be used as
a tool to assess an educator’s needs, attitudes, and beliefs towards
multicultural education. The internal
validity of the MES proves that it is a reliable instrument. The MES cannot be used alone, but can be used
to help develop training programs for educators to ensure student success.
As mentioned, schools are becoming more and more
diverse. Therefore, educators must have
the necessary training to be able to effectively communicate and teach to the
diverse populations of students.
Educators who demonstrate a high level of efficacy have a higher student
success rate. Students perform better
when they feel valued and have self-worth.
With proper multicultural training and strategies, educators can
increase efficacy, particularly in low performing students. The article states, “Teacher efficacy has
also been related to better teaching practices with low-achieving students.”
(Guyton and Wesche, 2012)
Results and Conclusions
The results of the review were that educators
must be properly equipped with resources and trained in multicultural education
and multicultural efficacy. The more equipped
and trained educators are increases the likelihood of student success due to
self-worth and self-efficacy. As educators
are aware of their own beliefs, behaviors, and attitudes, they are more likely
to help develop their students understanding of their beliefs, behaviors, and
attitudes.
Becoming self-aware of one’s own perspectives
and beliefs provides opportunities to determine their strengths and areas for
growth. According to the
review, “We need to provide students the opportunities and experiences to help
students to develop knowledge, skills and attitudes so that they are
multiculturally aware of whom they are.” (Guyton and Wesche, 2012) By using a tool such as the MES, educators can
become more equipped to work with multicultural students and classrooms. Once equipped and trained, educators can pass
the knowledge and skills onto their students, so that they may also become
multiculturally aware. This process will
allow students to better understand themselves and to be able to learn and work
with others in their environment.
Reference
Guyton, E., Wesche, M. (2012, January 18). Document
Review: Multicultural Efficacy Scale: Development, Item Selection, and
Reliability [Web log comment]. Retrieved from http://kyongyim.blogspot.com/2012/01/document-reviewmulticultural-efficacy.html
