Development and validation of the Miami University Diversity Awareness Scale (MUDAS).

Mosley-Howard, G. Susan; Witte, Raymond; Wang, Aimin

doi:10.1037/a0021505

Cited by 9 publications

(3 citation statements)

References 14 publications

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“…To assess more humanistic approaches to diversity oriented by multicultural awareness and appreciation, we used two existing surveys standardized by other researchers. For one, students responded to 12 items from the Miami University Diversity Awareness Scale (MUDAS; Mosley-Howard, Witte, & Wang, 2011). Although the complete MUDAS has 37 items and 5 subscales, to keep our survey of manageable length and to focus on relevant variables, we used only the items for two subscales.…”

Section: Methodsmentioning

confidence: 99%

Cultures of Diversity

Guest

Simmons

Downs

et al. 2017

Teaching of Psychology

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Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity: more scientific understandings of topical knowledge related to nature and nurture and more humanistic understandings related to multicultural awareness and sensitivity. Drawing on standardized surveys and open-ended responses to diversity questions from the beginning and end of introductory psychology courses, results indicate that students’ topical knowledge of diversity is not strongly associated with multicultural sensitivity. These results emphasize the importance of clarifying the meanings of addressing diversity as a course goal and are discussed in relation to the multiple challenges of teaching about diversity in psychology courses.

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Section: Methodsmentioning

confidence: 99%

Cultures of Diversity

Guest

Simmons

Downs

et al. 2017

Teaching of Psychology

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“…necessidades. Além disso, em que medida a instituição reconhece a importância da diversidade como elemento que agrega valor para as relações e tem atitudes e ações de fomento ao respeito pela diversidade (Denson & Bowman, 2013;Mosley-Howard et al, 2011). O segundo fator foi nomeado "bem-estar" e diz respeito à avaliação subjetiva do indivíduo em relação à sua vida, isto é, o quanto ele considera esta positivamente, percebendo-se satisfeito, realizado, feliz ou contente (Yıldırım & Çelik Tanrıverdi, 2020).…”

Section: Correlações De Pearson Entre As Variáveis Investigadasunclassified

Escala de Clima Ético Universitário (ECEU): Propriedades psicométricas

Frick,

Matias Zechi,

Stelko Pereira

et al. 2023

RPE

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Compreender o Clima Ético Universitário é fundamental para a promoção de políticas e práticas institucionais que visem a formação ética dos atores sociais inseridos neste espaço. Assim, o objetivo deste estudo foi desenvolver um novo instrumento para avaliar o Clima Ético Universitário, para o contexto brasileiro, e analisar as suas evidências de validade baseadas na estrutura interna, consistência interna e validade critério. A amostra foi composta por 3.484 universitários, com idade média de 22,8 anos (DP = 6,92). A escala é um instrumento de autorrelato, com 28 itens. Empregou-se análise fatorial exploratória e confirmatória, resultando em uma escala formada por oito fatores de primeira ordem: segurança, acolhimento institucional à diversidade, engajamento acadêmico institucional, indicadores de vitimização, bem-estar, indicadores de ansiedade e depressão, enfrentamento institucional ao abuso ou assédio, suporte social e institucional percebido, os quais conjuntamente explicam cerca de 71,3% da variância, e um fator de segunda ordem: clima ético universitário. As correlações evidenciaram validade convergente entre os fatores positivos da escala, como segurança, respeito e não discriminação; e validade divergente entre os fatores negativos da escala, como indicadores de vitimização, de ansiedade e depressão, e os fatores de segurança e respeito e não discriminação. Em relação à validade preditiva, verificou-se que seis dos oito fatores foram preditores da ocorrência de respeito e não discriminação. Os resultados apontam a escala como uma alternativa confiável, prática e original para avaliações de Clima Ético Universitário, podendo ser ferramenta de análise que oriente ações institucionais para promoção da convivência ética.

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“…In Table 2, we summarize the existing global awareness instruments based on how these instruments relate to the knowledge, strategic processing, and interest components of the MDL. As seen in Table 2, although there are a number of general assessment tools to measure global awareness of students, only a limited number of (Bennett, 1986) Cross-Cultural Sensitivity Scale (CCSS) (Pruegger & Rogers, 1993) Cultural Intelligence Scale (CQ) (Ang, Van Dyne, & Koh, 2006) Revised Intercultural Development Inventory (IDI) (Hammer et al, 2003) Miami University Diversity Scale (MUDAS) (Mosely-Howard et al, 2011) Global Perspective Inventory (GPI) (Braskamp et al, 2014)…”

Section: Global Awareness Assessment Toolsmentioning

confidence: 99%

Person-centered analysis of factors related to STEM students’ global awareness

Kulturel-Konak

2020

IJ STEM Ed

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Background Twenty-first century communication has changed how we connect to the rest of the world. Therefore, it requires the preparation of undergraduate science, technology, engineering, and mathematics (STEM) students who are capable of coping with problems on a global scale and who can participate effectively in a global economic and civic environment. Breathtaking ability to send vast amounts of data instantly and at times globally often translates to graduates entering the workforce needing to be aware of the global community. Hence, in this study, factors related to engineering students’ global awareness have been explored so that higher education institutions may consider those factors when designing programs meant to influence this competence. The current study used a validated new instrument, based on a developmental model—the Model of Domain Learning (MDL)—to gauge engineering students’ growth in global awareness. The presented research is studying the following research question: What is the relation between students’ curricular and co-curricular experiences and levels of global awareness classified using MDL? Results Person-centered analyses were used to answer the research question. Four hundred twenty-five engineering students, who enrolled in 18 different engineering programs in a US land-grant university, participated in this study. The study found that engineering students’ engagement in extra-curricular activities was correlated with an increase of their knowledge, strategic processing, and interest in the domain of global awareness. Conclusions Based on the data analysis, students’ international experiences were positively related to not only their interest and knowledge but also their strategic processing predicted by the MDL. Moreover, engineering students’ international experience and high academic engagement are important variables related to their perception of increased global awareness and improved skills for international careers. Hence, higher education institutions should consider making pedagogical interventions in their programs to effectively embed international experience into students’ curriculum.

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Development and validation of the Miami University Diversity Awareness Scale (MUDAS).

Cited by 9 publications

References 14 publications

Cultures of Diversity

Cultures of Diversity

Escala de Clima Ético Universitário (ECEU): Propriedades psicométricas

Person-centered analysis of factors related to STEM students’ global awareness

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