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Student Growth in Dispositions Related to Cultural Diversity
Department of Educational Leadership
University of Dayton
Carolyn S. Ridenour
February 2009
During the fall semester 2008, 27 students were enrolled in the EDA556 Leadership in
Diverse Communities class on campus, taught by the author. All students were in the educational
leadership masters program; and this course was required for degree completion. The masters’
degree is the foundation of the principal license program; many of these students were
committed to go on to the principalship. In the university catalog, the course is described:
This course will promote understanding of differences in race, gender, social class,
religious affiliation, and sexual orientation and the implications of these differences for
leadership in the school setting. Emphasis will be on promoting understanding and
managing diversity in a changing society. (University of Dayton graduate catalog, 2008)
The required text for the course was Cultural Proficiency: A Manual for School Leaders
(2003) by Randall B. Lindsey, Kikanza Nuri Robins, and Raymond D. Terrell. On the syllabus
for the fall 2008 semester, the major topics were listed as:

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


Identity issues related to race, gender, social class, and ethnicity
The nature of a diverse school culture, specifically related to school leadership
Constructs of equity and equality
The constructs of "self" and "other"
The dynamics through which power, stereotyping, and sexism and racism affect
the learning climate
Tools of the ”cultural proficiency approach” to respond to diversity in
organizations
Purpose of this Exploratory Investigation
The purpose of collecting data on the cultural proficiency dispositions of graduate
students in this course was to assess the relationship between the students’ responses prior to
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experiencing the course and their responses after experiencing the course. Whether or not the
course had a direct effect on students’ professional dispositions is impossible to determine.
However, identifying those areas in which students might show potential changes in a positive or
negative direction (toward higher levels of cultural competence or toward lower levels of cultural
competence) was of interest in this exploratory investigation. The Department of Educational
Leadership intends to incorporate this pre and post assessment in all sections of this course
beginning in the summer of 2009. This serves as a pilot project toward that implementation.
Candidate Participants
Of the 27 enrolled students, 18 women and 9 men made up the class. Two students were
Hispanic American, two students were African, one student was Vietnamese, two students were
African American, one student was biracial, and 19 students were white Americans. Much
diversity characterized their prior coursework in educational administration. For one man, this
was his last course before graduation; for a second man this was his first course. Other students
fell across the spectrum between these extremes.
Seventeen of the students were classroom teachers; one was dean of students at a large
suburban high school. Two were employed in higher education – one taught at a community
college and one was an assistant in the campus residence hall. Two were full time graduate
students; two others were graduate assistants at UD; and one was an unemployed teacher. Two
men were priests and served urban parishes in the Dayton area.
Data Collection
Before discussing the syllabus, on the first night of class (August 26, 2008), students
were given a 31-item questionnaire adapted from the Cultural Competence Self Assessment
instrument, created by Lindsey, Robins, and Terrell (2003). Each copy of the questionnaire was
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labeled with a number between 1 and 27 that would serve as the ID number for that
questionnaire. Students completed the questionnaires anonymously. They were asked to
remember their ID numbers, e.g., to write the number on their notebooks or inside their textbook
in order to be able to use that same number on the posttest form at the end of the course. Thus,
pretest data were collected on the 31 items. On the final night of the class meeting (December 9,
2008), a second copy of the same questionnaire was distributed; students were asked to complete
the items during the class period, and to write their ID number at the top of the form. These
responses created the database of posttest scores.
Lindsey, Robins, and Terrell (2003) constructed the Cultural Competence Self
Assessment (Appendix A) based on their leadership theory - that educational leaders, to be
effective in schools, must act as culturally competent professionals. Their approach includes five
essential elements of culturally competent behaviors and dispositions. Each essential element is
measured by a subset of the 31 items, as described in the Appendix B. Respondents mark the
frequency with which they carry out the behavior or commitment on a scale of 1 through 5. The
items are all written as descriptions of beneficial and appropriate culturally competent
dispositions. The content validity of the instrument is strong because the dispositions embedded
within the theory of Lindsey et al. (2003) are aligned closely to the items. The reliability and the
predictive validity of the instrument for our purposes in educational leadership will continue to
be addressed in our future studies. In this pilot study, our intent was to show positive gains from
pre to posttest because the higher the rating, the more positive the disposition toward cultural
competence.
Demographic items were added to the questionnaire; and, to date, those have not been
analyzed. These will be more fruitful analyses when we aggregate data across larger numbers of
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students.
Results
The scores were analyzed to detect if and on what items students’ scores changed from
the beginning to the end of the course. Because of the relatively small N-size, testing whether or
not there were statistically significant (α = .05) pre-post differences was not a promising pursuit,
but was carried out nevertheless - merely for heuristic purposes. A related samples t-test was
conducted on each of the 31 items. Because these multiple comparisons on the same dataset
inflate the probability of a Type I error, a Bonferonni correction to the alpha (Pallant, 2007) was
made, resulting in a corrected alpha of .001, the revised level of probability required to reject a
claim of no differences. No statistically significant pre-post differences were found (see
Appendix C).
In discussing these results, I am commenting on the data from an exploratory perspective
– pointing out only general patterns of the mean scores across the five essential elements of
cultural proficiency. The patterns may suggest ways to think about what students experience in
the course and ways to modify the instruction and content. No firm conclusions are possible, or
necessary, in this pilot study.
The five essential elements of cultural proficiency were measured in this class of
students. On two of the essential elements, the students showed all positive gains; on three of the
essential elements, the results on some items showed some loss from pretest to posttest. Of the
five essential elements of cultural competence, the element “Adapts to Diversity” showed the
most positive results. Within this element students showed all positive gains in their scores on all
five items from pretest to posttest. Item 26: “I know how to learn about people and cultures
unfamiliar to me without giving offense” showed the largest gain of the five items. Secondly, the
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element “Manages the Dynamics of Difference” showed the next most positive results. All six
items in this subscale showed positive gains from pre to posttest. The most gain was shown on
item #18 “I help my colleagues to understand that what appear to be clashes in personalities
may in fact be conflicts of culture.” These two essential elements were the only elements that
resulted in all positive change from pre to posttest. Within the other three elements (Assesses
Culture, Values Diversity, and Institutionalizes Cultural Knowledge) were items that showed
decreasing scores from pre to posttest.
The essential element labeled “Assesses Culture” was third most positive in student
growth. Of the seven items in this category, six showed positive mean gains from pre to posttest.
Only one item (#5) showed a decline in mean score over time. The strongest gain, relatively
speaking, within this group, was on the item #2: “I am comfortable talking about my culture and
ethnicity.”
The essential element “Institutionalizes Cultural Knowledge” was fourth most positive in
student growth. While two of the items (#29 and 30) showed a decrease from pre to posttest
scores, those declines were slight; and on two items (#27 and #28) were found relative strong
gains (considering, again, that none of the gains was statistically significant). These relatively
positive gains were shown on #27 “I work to influence the culture of my school so that its
policies and practices are informed by the guiding principles of cultural proficiency” and #28 “I
speak up if I notice that a policy or practice unintentionally discriminates against or causes an
unnecessary hardship for a particular group in my school’s community.”
The essential element “Values Diversity” was fifth (and last), relative to the other
elements, in showing positive results. On two of the eight items in this group, (# 9 and #11)
students showed slightly decreasing mean scores from the pre to the posttest; and, on one item
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(#8) the mean scores were almost equal on the pre and posttest.
Conclusions
On 26 of the 31 items, students in the EDA556 class showed gains in their cultural
proficiency. Students showed most progress in the area of “adapts to diversity” which suggests
that by the end of the course, their dispositions were enlightened and strengthened. Two other
sources of data may add to this interpretation. Students wrote in their journals once or twice a
week during the course. These have not yet been analyzed. In addition, students wrote a onesentence definition of “cultural diversity” on the first day of class. They were asked to write their
definition of the same phrase on the last day of class. Comparing these definitions is also a task
as yet undone. Continuing to ask students to self assess their cultural competence will allow us
to monitor trends over time in our students’ growth toward becoming effective leaders; we plan
to implement this questionnaire in each section of EDA556 Leadership in Diverse Communities
beginning summer 2009.
Prior Use of Cultural Competence Assessment
in the Department of Educational Leadership
The same instrument had had prior use in the department; students in three classes in
summer 2005 classes were participants in a study of cultural competence as part of a diversity
grant our department was awarded by the university (Ridenour, Place, and Simmons, 2005).
Results of that study of approximately 40 students are available in the grant report (Ridenour,
2005). Of the approximately 40 students in 2005, a subset of 14 was measured twice, once at the
beginning of EDA556 and once at the end of this course. Unlike the 15-plus week time lag
between pre and posttest during this study in fall semester 2008, the lag between pre and posttest
in summer 2005 was 6 weeks.
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Using the corrected alpha of .001, one item showed a statistically significant gain from
pre to posttest: item #22 “I realize that once I embrace the principles of cultural proficiency, I,
too, must change” (t (13) = 5.07, p<.001). Two items showed close to statistical significance:
#27; ” I work to influence the culture of my school so that its policies and practices are informed
by the guiding principles of cultural proficiency,” (t (13) = 3.89, p = .002) and #31: “I seek to
create opportunities for my colleagues, students, families, and the communities we serve to learn
about one another,” (t (13) = 4.50, p = .001). Most researchers would discount these last two
items because the interpretation violates the meaning of a nonchance difference. However, as our
purposes have been primarily exploratory, acknowledging these results is informative.
It may well be that the content of the course, EDA556 Leadership in Diverse
Communities, has differential effects depending on the length and concentration of the material.
On the one hand, interacting with the content matter and with others twice a week for 6 weeks
might intensify the learning more than does the effect of meeting once per week over an
extended period of time – 15 weeks, as was the calendar during the fall 2008 study. On the other
hand, extending the engagement with cultural diversity discussions over a longer period of time
might lead to effects that are more long lasting. These are questions we will continue to pursue in
the Department of Educational Leadership.
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Appendix A
Cultural Competence Self Assessment
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Cultural Diversity Predispositions: A Self Assessment
Department of Educational Leadership
University of Dayton
Fall 2008
Please circle a response to each item (1 – 5) that best represents you:
Rarely = 1 Seldom = 2 Sometimes = 3 Often = 4 Usually = 5
Please write any comments that come to mind, if any, as you read the item. Include in your
comments any word or phrase that you think is unclear or that you don’t understand. We
don’t assume that all the words and phrases are familiar to everyone!
1. I am aware of my own culture and ethnicity.
1
2
3
4
5
2. I am comfortable talking about my culture and ethnicity.
1
2
3
4
5
3. I know the effect that my culture and ethnicity may have
on the people in my work setting.
1
2
3
4
5
4. I seek to learn about the culture of my school.
1
2
3
4
5
5. I seek to learn about the culture of my school’s
employees.
1
2
3
4
5
6. I seek to learn about the cultures of the students
and families who attend my school.
1
2
3
4
5
7. I anticipate how my school’s students, families,
and staff members will interact with, conflict
with, and enhance one another.
1
2
3
4
5
8. I welcome a diverse group of students, families,
and staff members into the school.
1
2
3
4
5
9. I create opportunities in our school for us to be
more inclusive and more diverse.
1
2
3
4
5
10. I appreciate both the challenges and opportunities
that diversity brings.
1
2
3
4
5
11. I share my appreciation of diversity with my coworkers.
1
2
3
4
5
12. I share my appreciation of diversity with students
and families.
1
2
3
4
5
10
13. I work to develop a learning community with the
staff members and families (internal or external) I serve.
1
2
3
4
5
1
2
3
4
5
15. I proactively seek to interact with people from
diverse backgrounds in my personal and professional
life.
1
2
3
4
5
16. I recognize that conflict is a part of life.
1
2
3
4
5
17. I work to develop skills to mange conflict in a
positive way.
1
2
3
4
5
18. I help my colleagues to understand that what
appear to be clashes in personalities may in fact
be conflicts in culture.
1
2
3
4
5
19. I help the students and families I serve to understand
that what appear to be clashes in personalities may
in fact be conflicts in personal or organizational culture.
1
2
3
4
5
20. I check myself to see if an assumption I am making
about a person is based on facts or upon stereotypes
about a group.
1
2
3
4
5
21. I accept that the more diverse my school becomes,
the more we will change and grow.
1
2
3
4
5
22. I realize that once I embrace the principles of cultural
proficiency, I, too, must change.
1
2
3
4
5
23. I am committed to the continuous learning that is
necessary to deal with the issues caused by differences.
1
2
3
4
5
24. I seek to enhance the substance and structure of the
work I do so that it is informed by the guiding principles
of cultural proficiency.
1
2
3
4
5
25. I recognize the unsolicited privileges I might enjoy
because of my title, gender, age, sexual orientation,
physical ability or ethnicity.
1
2
3
4
5
14. I make a conscious effort to teach the cultural
expectations of my school to those who are new
or who may be unfamiliar with the school’s
culture.
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26. I know how to learn about people and cultures
unfamiliar to me without giving offense.
1
2
3
4
5
27. I work to influence the culture of my school so
that its policies and practices are informed by the
guiding principles of cultural proficiency.
1
2
3
4
5
28. I speak up if I notice that a policy or practice
unintentionally discriminates against or causes an
unnecessary hardship for a particular group in my
school’s community.
1
2
3
4
5
29. I take advantage of teachable moments to share
cultural knowledge or to learn from my colleagues.
1
2
3
4
5
30. I take advantage of teachable moments to share
cultural knowledge with families and students
I work with.
1
2
3
4
5
31. I seek to create opportunities for my colleagues,
students, families, and the communities we serve
to learn about one another.
1
2
3
4
5
In order to obtain a descriptive profile of those who completed this questionnaire, please mark each
item below – describing yourself.
1.
Professional role during this school year :
_____ Classroom Teacher
_____ Principal
If teacher, level and/or subject:
___________________________
___________________________
_____ Central Office Administrator _____ Other
2.
Career Aspirations:
_____ Classroom Teacher
If teacher, level and/or subject:
___________________________
_____ Principal
___________________________
_____ Central Office Administrator _____ Superintendent
_____ Other
3.
Graduate courses completed in EDA at the University of Dayton
As accurately as you can recall, please check the courses you’ve completed before this term began:
_____ EDA505
_____ EDA509
_____ EDA510
_____ EDA511
_____ EDA515
_____ EDA551
Educational Leadership
Supervision & Professional Development
Instructional Leadership
Curriculum
School Law
Research
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_____ EDA507
_____ EDA556
_____ EDA555
_____ EDA557
Internship 1
Leadership in Diverse Communities
Community Relations
School Finance
_____ EDA610
_____ EDA626
_____ EDA607
_____ EDA651
_____ EDA655
Curriculum Development
Staff Personnel
Internship 2
School Improvement
Principalship
4.
Number of years of experience in classroom teaching, including this school year: _____
5.
Number of years of experience as a school administrator, including this school year: _____
6.
Gender:
_____Male
7.
Ethnicity:
_____ African American
_____ Asian American
_____ European American
_____ Hispanic or Latino/Latina American
_____ Native American
_____ Other
_____ Female
THANK YOU VERY MUCH FOR YOUR PARTICIPATION IN THIS ASSESSMENT!
If you have additional comments, please write them below. We’re interested in your ideas!
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Appendix B
Matrix of Essential Elements and Their Relationship to Items
on the
Cultural Competence Self Assessment
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Essential Element
Assesses Culture
Values Diversity
Manages the Dynamics of
Difference
Adapts to Diversity
Institutionalizes Cultural Knowledge
Definition
“is aware of her own culture and the
effect it may have on the people in
her work setting. She learns about
the culture of the organization and
the cultures of the clients, and
anticipates how they will interact
with, conflict with, and enhance one
another. “ (Lindsey et al., p. 25)
“welcomes a diverse group of clients
into the work setting and appreciates
the challenges diversity brings. He
shares this appreciation with other
clients, developing a learning
community with the clients.”
(Lindsey et al., p. 25)
“recognizes the conflict is a normal
and natural part of life. She develops
skills to manage conflict in a
positive way. She also helps the
clients to understand that what
appear to be clashes in personalities
may in fact be conflicts in culture.”
(Lindsey et al., p. 25)
“commits to the continuous learning
that is necessary to deal with the
issues caused by differences. He
enhances the substance and structure
of his work so that all of it is
informed by the guiding principles
of cultural proficiency.” (Lindsey et
al., p. 25)
“works to influence the culture of
her organization so that its policies
and practices are informed by the
guiding principles of cultural
proficiency. She also takes
advantage of teachable moments to
share cultural knowledge about her
colleagues, their managers, the
clients, and the communities from
which they come. She creates
opportunities for these groups to
learn about one another and to
engage in ways that honor who they
are and challenge them to be more.”
(Lindsey et al., p. 25)
Items on the Cultural Competence
Self Assessment
Items 1 through 7
Items 8 through 15
Items 16 through 21
Items 22 through 26
Items 27 through 31
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Appendix C
Results of Pretest-Posttest Analysis
Cultural Competence Self Assessment
Fall 2008
EDA556 Leadership in Diverse Communities
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18
19
20
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References
Lindsey, R. B., Robins, K. N., & Terrell, R. D. (2003). Cultural proficiency: A manual
for school leaders. 2nd edition. Thousand Oaks, CA: Sage.
Palant, J. (2007). SPSS survival manual. New York: Open University Press.
Ridenour, C. S. (2005). Assessing education leadership students’ dispositions toward
diversity. Report on the CDC Grant. Dayton, OH: University of Dayton.