Reliability and Validity of Three Measures of Multicultural Competency

Abstract

The purpose of this study was to examine the reliability and validity of 3 measures of multicultural competency, the Multicultural Counseling Awareness Scale: Form B (MCAS), the Multicultural Awareness‐Knowledge‐and‐Skills Survey (MAKSS), and the Survey of Graduate Students' Experiences with Diversity (GSEDS). Data were collected from 120 master's‐level students from counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs or the equivalent. The findings generally support the psychometric soundness of these surveys, with some important exceptions. Guidelines for their use and directions for additional research are provided.

One School, Many Differences: An Assessment Tool for School Counselors and Multicultural Counseling

“…When considered, the multicultural competencies of counselors are generally viewed through the domains of knowledge, skills, and awareness (Dunn, Smith, & Montoya, 2006;Holcomb-McCoy & Day-Vines, 2004;Kocarek et al, 2001;Penderson, 1991;Pope-Davis & Dings, 1994;Sue et al, 1992). However, contradictory to previous research, data from the current research suggest that school counselors should have competence in ( Relationships.…”

“…Currently, in the field of multicultural research, the most commonly used domains to assess multicultural competencies are knowledge, skills, and awareness (Dunn, Smith, & Montoya, 2006;Holcomb-McCoy & DayVines, 2004;Kocarek et al, 2001;Penderson, 1991;Pope-Davie & Dings, 1994;Sue et al, 1992). Contrasting these three presented domains, data from the qualitative research and the exploratory factor analysis suggested that the multicultural competencies for school counselors can be divided into four domains, including ( Based on the analyses run with the newly constructed instrument, school counselors generally reported being multiculturally competent on all four domains.…”

“…Currently, no clear consensus on how to accurately and comprehensively assess multicultural counseling competencies of school counselors exists (Holcomb-McCoy & DayVines, 2004;Kocarek, Talbot, Batka, & Anderson, 2001). Of the instruments commonly researched, each measures slightly different aspects of multiculturalism (Kocarek et al, 2001;Pope-Davis & Dings, 1994).…”

“…Of the instruments commonly researched, each measures slightly different aspects of multiculturalism (Kocarek et al, 2001;Pope-Davis & Dings, 1994). For instance, some assessments focus on behaviors, while others focus on beliefs, awareness, or issues related to an individual's personhood.…”

“…Even though multicultural competencies have most commonly been defined as a culmination of awareness, knowledge, and skills (Dunn, Smith, & Montoya, 2006;HolcombMcCoy & Day-Vines, 2004;Kocarek et al, 2001;Penderson, 1991, Pope-Davis & Dings, 1994Pope-Davis & Dings, 1995;Ridley & Kleiner, 2003;Sue, Arredondo, & McDavis, 1992;Sue, Bernier, Durran, Feinberg, Pendersen, Smith, et al, 1982), there is a significant need to consider alternative concepts that may contribute to a counselor's multicultural proficiency (Kitaoka, 2005). When viewed as a composite palate from which to draw, the MCCTS-R, MCI, MCAS-B, MAKSS, and CCCI-R can all provide valuable resources to reference when building an instrument specifically to assess practicing school counselors' MCCs.…”