The purpose of this study was to examine the validity and reliability of the
Cultural Awareness and Beliefs Inventory (CABI). The CABI consist of forty-six items
that measures urban teachersâ cultural awareness and beliefs on a Likert-type four-point
scale. In addition, this study also examined the extent the CABI determined statistically
significant differences by demographic characteristics, such as teachersâ ethnicity or
years of teaching experience.
During the 2005âÂÂ2006 academic year, data for this study was collected from the
Cultural Awareness and Beliefs Inventory (CABI). Approximately 1873 Prekindergarten
through Grade 12 teachers, employed by an urban public school district
located in southeastern Texas, completed the survey.
Construct validity was determined by internal consistency, content validity,
convergent and divergent validity. To investigate the internal structure, an exploratory
factor analysis, EFA, yielded an eight-factor, 36-item inventory. The eight factors,
Factor I: Teachersâ Beliefs, Factor II: School Climate, Factor III: Culturally Responsive Classroom Management, Factor IV: Home Community School, Factor V: Cultural
Awareness, Factor VI: Curriculum and Instruction, Factor VII: Cultural Sensitivity, and
Factor VIII: Teacher Efficacy were examined by a jury of experts to establish the
content validity of the eight-factor, 36-item inventory. Convergent and divergent validity
was established for six of the eight constructs by conducting a Pearson product moment
correlation. CronbachâÂÂs alpha coefficient was conducted to measure the internal
consistency reliability of the 36-item CABI. The reliability was established at .83.
Further, the alpha for the eight factors, or scales, ranged from 46 percent for
TE to 88 percent for CRCM.
Differences in the teachersâ perceptions by teachersâ ethnicity were determined
for TB, CRCM, CS and TE. Follow-up Scheffe post hoc analyses indicated that African
American teachers had significantly more positive perceptions of TB, CRCM, and CS.
Hispanic American teachers had significantly more positive perceptions of TE.
Differences in the teachersâ perceptions by years of experience were determined for
CRCM and HCS. Follow-up Scheffe post hoc analyses indicated that teachers with more
years of experience had significantly more positive perceptions of CRCM than first year
teachers. First year teachers had significantly more positive perceptions of HCS.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/6013 |
| Date | 17 September 2007 |
| Creators | Roberts-Walter, Patricia Fay |
| Contributors | Carter, Norvella, Knight, Stephanie |
| Publisher | Texas A&M University |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | 551420 bytes, electronic, application/pdf, born digital |
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