https://orcid.org/0000-0002-9087-9738
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Abstract
A lack of validated instruments in higher education that gauge abilities to teach in culturally relevant approaches poses a major challenge in understanding the extent to which faculty possess this teaching knowledge and skills. With a sample of faculty at 10 Hispanic-Serving Institutions (HSIs), this study modifies and evaluates the factorial structure of the Multicultural Teaching Competency Scale (MTCS), originally developed for K12 settings, for use in higher education. Exploratory and confirmatory factor analyses suggest a good model fit for scales assessing multicultural competence teaching knowledge and multicultural teaching skills.
Notes
1 Once designated as a HSI, institutions are eligible for competitive grant funding to support educational initiatives and programs that advance Latinx/a/o student success.
2 Higher education research on part-time versus full-time faculty revealed no significant instructional differences in student course evaluation or grade distribution (Landrum Citation2009).
3 STEM refers to science, technology, engineering, and mathematics as includes (but is not limited to biology, engineering, chemistry, physics and computer science. Examples of social science disciplinary areas are psychology, criminal justice, political science, and economics, while humanities include English, music, women’s studies, Latino studies, African American studies and linguistics. Examples of professional schools are education, law, business, pharmacy, social work, public health.
4 Faculty were permitted to indicate multiple racial identities, so the total is greater than 631.
5 We used a scree plot and the corresponding “elbow” in the plot to determine that two to three factors should be considered.
6 We used eigenvalues greater than one.