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Overall, the SCMES seems to be internally reliable and its construct validity was initially supported by clear factor structures and average-to-high factor loadings.
Finally, both the single higher-order factor derived from exploratory factor analysis using the six subscale scores of the SCMES and the high internal consistency ([alpha] = .93) of the total score suggested that all items of the SCMES are related closely to one another and reflect a single overarching construct.
Ethnicity and years of experience were the only demographic variables that were significantly related to the SCMES scores in this study.
Ethnic minority school counselors reported higher levels of multicultural counseling self-efficacy than White American counselors on five SCMES factors--Knowledge of Multicultural Concepts, Using Data and Understanding Systemic Change, Multicultural Counseling Awareness, Multicultural Assessment, and Application of Racial and Cultural Knowledge to Practice.
In terms of multicultural courses and their effect on multicultural self-efficacy, the results of this study suggest that more multicultural counseling training is significantly related to higher scores on the SCMES, particularly on the multicultural knowledge and using data and understanding systemic change factors.
Although the results provide some preliminary validity evidence for the SCMES and the relationship of multicultural self-efficacy of professional school counselors, the results must be tempered in light of the limitations of the design.
First, the SCMES presents the first tool to exclusively assess professional school counselors' perceived skills and capabilities in relation to equity and multicultural school counseling tasks.
Although the present results provide evidence of discriminant validity, other forms of validity need to be obtained before the SCMES can be confidently used.
In addition to future research on the SCMES's psychometric properties, it would be advantageous for future research to examine the relationships between selected professional school counselor characteristics (e.g., ethnicity, gender, teaching experience, type of school setting) and school counselor multicultural self-efficacy.
In relation to school counseling practice, the SCMES may assist in the assessment of school counselors' perceived capabilities to perform tasks in schools that are related to increasing minority student achievement, increasing parental involvement of minority parents, and advocating for students from culturally and racially diverse backgrounds.
Based on the results of this study using the SCMES, it appears that two topics should be covered in future school counselor professional development and training experiences: (a) using data and (b) understanding systemic change.
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