Year: 2007
Type: dissertation
Study design: Observational Study
Abstract: The purpose of this study was to examine the validity and reliability of the\nCultural Awareness and Beliefs Inventory (CABI). The CABI consist of forty-six items\nthat measures urban teachers’ cultural awareness and beliefs on a Likert-type four-point\nscale. In addition, this study also examined the extent the CABI determined statistically\nsignificant differences by demographic characteristics, such as teachers’ ethnicity or\nyears of teaching experience.\nDuring the 2005–2006 academic year, data for this study was collected from the\nCultural Awareness and Beliefs Inventory (CABI). Approximately 1873 Prekindergarten\nthrough Grade 12 teachers, employed by an urban public school district\nlocated in southeastern Texas, completed the survey.\nConstruct validity was determined by internal consistency, content validity,\nconvergent and divergent validity. To investigate the internal structure, an exploratory\nfactor analysis, EFA, yielded an eight-factor, 36-item inventory. The eight factors,\nFactor I: Teachers’ Beliefs, Factor II: School Climate, Factor III: Culturally Responsive Classroom Management, Factor IV: Home Community School, Factor V: Cultural\nAwareness, Factor VI: Curriculum and Instruction, Factor VII: Cultural Sensitivity, and\nFactor VIII: Teacher Efficacy were examined by a jury of experts to establish the\ncontent validity of the eight-factor, 36-item inventory. Convergent and divergent validity\nwas established for six of the eight constructs by conducting a Pearson product moment\ncorrelation. Cronbach’s alpha coefficient was conducted to measure the internal\nconsistency reliability of the 36-item CABI. The reliability was established at .83.\nFurther, the alpha for the eight factors, or scales, ranged from 46 percent for\nTE to 88 percent for CRCM.\nDifferences in the teachers’ perceptions by teachers’ ethnicity were determined\nfor TB, CRCM, CS and TE. Follow-up Scheffe post hoc analyses indicated that African\nAmerican teachers had significantly more positive perceptions of TB, CRCM, and CS.\nHispanic American teachers had significantly more positive perceptions of TE.\nDifferences in the teachers’ perceptions by years of experience were determined for\nCRCM and HCS. Follow-up Scheffe post hoc analyses indicated that teachers with more\nyears of experience had significantly more positive perceptions of CRCM than first year\nteachers. First year teachers had significantly more positive perceptions of HCS.
Author: Patricia Fay Roberts-Walter
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2292076662