Development and validation of the Multicultural School-Based Consultation Competency Scale
Item
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Title
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Development and validation of the Multicultural School-Based Consultation Competency Scale
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Identifier
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d_2009_2013:a8029a777291:11044
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identifier
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11397
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Creator
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Kong, Jennifer,
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Contributor
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Emilia C. Lopez
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Multicultural Education | Educational evaluation | competency | consultation | multicultural
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Abstract
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As the school population is becoming increasingly diverse, it is essential that school psychologists integrate multicultural approaches and acquire competencies to work with students and families from diverse cultural backgrounds. Systematically identifying and validating competencies that are relevant to multicultural consultation can encourage and guide consultants to effectively apply multicultural approaches in their training and practice. The purposes of the present study were to develop and validate the Multicultural School-Based Consultation Competency Scale (MSCCS) using an online survey methodology. The scale is intended to measure the self-perceived multicultural consultation competencies of practicing school psychologists and graduate students. In the present study, preliminary psychometric information on the scale was gathered by asking 328 participants (i.e., school psychologists, professors, graduate students) to rate the importance of competency items on the MSCCS when delivering consultation services to racially, ethnically, culturally, and linguistically diverse populations. In addition, the Multicultural Social Desirability Index (MCSD; Sodowsky, 1998) and the Biographical Questionnaire were administered for the purpose of gathering validity evidence. The results of this study provided some validity evidence for the MSCCS. For example, the sum score on the MSCCS did not correlate with the sum score on the MCSD providing evidence for divergent validity. Also, the participants with more multicultural training, as measured by the number of courses and workshops attended, rated higher on the MSCCS and provided some evidence towards criterion validity. However, the confirmatory factor analysis did not support the hypothesis that there are three underlying factors (i.e., Knowledge, Skills, Awareness) that measure the multicultural consultation competency; rather, the analysis supported a single factor solution for the MSCCS. These findings are important steps in empirically identifying and validating multicultural consultation competencies. Much more research is needed to gather further reliability and validity evidence for the scale. However, the results lend promise for the usefulness of the MSCCS as a multipurpose tool for practitioners, trainers, and researchers in the consultation field.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
