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A pragmatic exploration of the multi...

Martin, Susan C.

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A pragmatic exploration of the multicultural competence of community college student affairs practitioners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A pragmatic exploration of the multicultural competence of community college student affairs practitioners./
作者:	Martin, Susan C.
面頁冊數:	284 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4491.
Contained By:	Dissertation Abstracts International65-12A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3156013
ISBN:	0496167855

A pragmatic exploration of the multicultural competence of community college student affairs practitioners.
Martin, Susan C.

A pragmatic exploration of the multicultural competence of community college student affairs practitioners. - 284 p.

Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4491.

Thesis (Ed.D.)--The George Washington University, 2005.

Multicultural competence in student affairs is defined as the awareness, knowledge, and skills to effectively and ethically work with diverse students (Pope & Reynolds, 1997; Pope, Reynolds, & Mueller, 2004). The emerging research about this concept has not examined community college practitioners or included studies that used qualitative methods. The purpose of this mixed method study was to explore the multicultural competence in student affairs of community college professionals.

ISBN: 0496167855Subjects--Topical Terms:

543175
Education, Higher.

A pragmatic exploration of the multicultural competence of community college student affairs practitioners.
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245 1 2 $a A pragmatic exploration of the multicultural competence of community college student affairs practitioners.
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500 $a Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4491.
500 $a Directors: Walter A. Brown; Vasti Torres.
502 $a Thesis (Ed.D.)--The George Washington University, 2005.
520 $a Multicultural competence in student affairs is defined as the awareness, knowledge, and skills to effectively and ethically work with diverse students (Pope & Reynolds, 1997; Pope, Reynolds, & Mueller, 2004). The emerging research about this concept has not examined community college practitioners or included studies that used qualitative methods. The purpose of this mixed method study was to explore the multicultural competence in student affairs of community college professionals.
520 $a This study was conducted in the context of nine community colleges in a Middle Atlantic state. Survey data were collected using the Multicultural Competence in Student Affairs-Preliminary 2 Scale (MCSA-P2) (Pope & Mueller, 2000) and a demographic questionnaire. Information about the practitioners' backgrounds (N = 136) was collected and semistructured interviews conducted with 17 practitioners reporting the highest MCSA-P2 scores. Descriptive statistics were used to create a snapshot of the backgrounds and preparation for diversity of the respondents. Multiple regression analysis was used to identify the extent to which seven predictor variables were uniquely related to multicultural competence. An inductive process was used to analyze interview transcripts.
520 $a A number of important findings emerged. The respondents were predominately White females, from varied academic backgrounds, who reported limited formal academic preparation for diversity. The percentages of variance in the MCSA-P2 scores uniquely associated with ethnicity, functional area of student affairs, experience with diverse students, and academic major were 16%, 13%, 5%, and 4% respectively. Multicultural coursework, professional development, and gender were associated with only approximately 1% of the variance. Seven types of experiences emerged from the interviews as contributing to the development multicultural competence: (a) experience as a racial/ethnic minority or other socially marginalized group member; (b) positive family messages about diversity; (c) living in various regions and travel; (d) professional experience with diverse students; (e) working at an institution that values multiculturalism; (f) interaction with diverse colleagues; (g) recent participation in an multicultural counseling course.
520 $a This study expanded the knowledge about multicultural competence in student affairs of community college practitioners. The findings have implications for the profession as well as further research about multicultural competence in student affairs.
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