Student Affairs Professionals' Self-report of Multicultural Competence: Understanding Awareness, Knowledge, and Skills
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Pope and Reynolds’ (1997) theoretical model of multicultural competence for student affairs was empirically tested with 100 student affairs professionals. The domain subscales of awareness, knowledge, and skills revealed high internal consistency and intercorrelation. Males reported significantly higher multicultural awareness in their interactions with students than females. No differences by sociorace were revealed. Regression analyses indicated that knowledge predicted the majority of the variance (75%) of skills, while awareness accounted for a smaller portion (4%). Directions for future research and practical implications for increasing multicultural competence of student affairs professionals are discussed.
©2011 Walter de Gruyter GmbH & Co. KG, Berlin/Boston
Artikel in diesem Heft
- Article
- Table of Contents
- Student Affairs Professionals' Self-report of Multicultural Competence: Understanding Awareness, Knowledge, and Skills
- Perceptions of Competencies of Entry-level Practitioners in Student Affairs
- Evaluating a Health Education Website: The Case of AlcoholEdu
- Medical Amnesty Policies: Research is Needed
- Behavior Differences Seven Months Later: Effects of a Rape Prevention Program
- The Contributions of Living-Learning Programs on Developing Sense of Civic Engagement in Undergraduate Students
- Book Reviews
- NASPA Journal Volume 44, Number 4
Artikel in diesem Heft
- Article
- Table of Contents
- Student Affairs Professionals' Self-report of Multicultural Competence: Understanding Awareness, Knowledge, and Skills
- Perceptions of Competencies of Entry-level Practitioners in Student Affairs
- Evaluating a Health Education Website: The Case of AlcoholEdu
- Medical Amnesty Policies: Research is Needed
- Behavior Differences Seven Months Later: Effects of a Rape Prevention Program
- The Contributions of Living-Learning Programs on Developing Sense of Civic Engagement in Undergraduate Students
- Book Reviews
- NASPA Journal Volume 44, Number 4
