Title
Factors associated with multicultural teaching competence: Social justice orientation and multicultural environment
Document Type
Article
Date of Original Version
5-1-2017
Abstract
Multicultural psychology courses are integral to the cultural competence training of future psychologists, yet little is known about the factors that influence the multicultural teaching competencies of the educators of such courses. Faculty (N = 78) who teach graduate multicultural psychology courses responded to an online survey that included questions about their demographics, professional background, engagement, and four measures that assessed their (a) multicultural teaching competency, (b) attitudes toward social justice, (c) perceptions of multicultural environment, and (d) social desirability. Hierarchical multiple regression analyses revealed that behavioral intentions to engage in socially just action, honesty in recruitment about the multicultural environment, and motivation to learn, grow, and improve had statistically significant associations with multicultural teaching competence. Analyses were conducted while controlling for socially desirable responding. To reinforce multicultural teaching competence, we suggest that multicultural psychology educators assess their social justice orientation and strive to take action to address noted injustices; monitor levels of motivation to learn and improve their multicultural psychology instruction; and critically examine and speak honestly about the multicultural climate to accurately represent their programs when recruiting new students and faculty and to address needed improvements. Implications and future directions are discussed.
Publication Title, e.g., Journal
Training and Education in Professional Psychology
Volume
11
Issue
2
Citation/Publisher Attribution
Mena, Jasmine A., and Margaret R. Rogers. "Factors associated with multicultural teaching competence: Social justice orientation and multicultural environment." Training and Education in Professional Psychology 11, 2 (2017): 61-68. doi: 10.1037/tep0000143.