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Multicultural competence and practic...

Sauter, John P., Jr.

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Multicultural competence and practices of undergraduate faculty and their relationships to racial identity, education, and experience.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Multicultural competence and practices of undergraduate faculty and their relationships to racial identity, education, and experience./
Author:	Sauter, John P., Jr.
Description:	326 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
Contained By:	Dissertation Abstracts International74-10A(E).
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3565819
ISBN:	9781303160899

Multicultural competence and practices of undergraduate faculty and their relationships to racial identity, education, and experience.
Sauter, John P., Jr.

Multicultural competence and practices of undergraduate faculty and their relationships to racial identity, education, and experience. - 326 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2013.

Trends in higher education indicate a growing diversification of student populations. However, faculty racial and gender diversity lags behind the nation. Given this difference, this study proposed an exploration of multicultural competence among undergraduate faculty to offer insight into how higher education, and faculty in particular, might adapt to such demographic changes. Until now, the majority of research on multicultural competence in higher education focused primarily on student affairs practitioners, with little attention to undergraduate faculty, or specific relationships between multicultural competence and practices.

ISBN: 9781303160899Subjects--Topical Terms:

543175
Education, Higher.

Multicultural competence and practices of undergraduate faculty and their relationships to racial identity, education, and experience.
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020 $a 9781303160899
035 $a (MiAaPQ)AAI3565819
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100 1 $a Sauter, John P., Jr. $3 2101766
245 1 0 $a Multicultural competence and practices of undergraduate faculty and their relationships to racial identity, education, and experience.
300 $a 326 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
500 $a Adviser: Raechele L. Pope.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2013.
520 $a Trends in higher education indicate a growing diversification of student populations. However, faculty racial and gender diversity lags behind the nation. Given this difference, this study proposed an exploration of multicultural competence among undergraduate faculty to offer insight into how higher education, and faculty in particular, might adapt to such demographic changes. Until now, the majority of research on multicultural competence in higher education focused primarily on student affairs practitioners, with little attention to undergraduate faculty, or specific relationships between multicultural competence and practices.
520 $a This study sought to examine the relationships and predictors of multicultural competence and multicultural practices among undergraduate faculty in the humanities/languages, social sciences, and science/technology/engineering/math (STEM) disciplines. It asked: to what degree do demographic and academic characteristics, racial identity, multicultural education, and multicultural experiences predict multicultural competence among faculty, and to what degree do demographic and academic characteristics, racial identity, multicultural education, multicultural experiences, and multicultural competence predict multicultural practices?
520 $a Administered between fall of 2011 and spring of 2012, the survey was completed by 288 full-time undergraduate faculty from six public four year SUNY/CUNY institutions. The survey included: a personal data form measuring basic demographic information, multicultural education, multicultural experiences, and multicultural practices; a modified Teacher Multicultural Attitudes Scale (TMAS); and either the People of Color Racial Identity Attitude Scale (PRIAS; Helms, 1995) or the White Racial Identity Attitude Scale (WRAIS; Helms & Carter, 1990) based on faculty race.
590 $a School code: 0656.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Education, Higher Education Administration. $3 1669382
690 $a 0745
690 $a 0455
690 $a 0446
710 2 $a State University of New York at Buffalo. $b Educational Leadership and Policy. $3 2098824
773 0 $t Dissertation Abstracts International $g 74-10A(E).
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791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3565819