Condiciones que favorecen la concentración de medios

PACCI 1 - Awareness PACCI 1 - Knowledge PACCI 1 - Skills e1 e2 e3 PACCI 2 PACCI 2 - Awareness PACCI 2 - Knowledge PACCI 2 - Skills e4 e5 e6 .35 .41 has .43 .61 .75 .49 .57

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While the overall fit of the CFA model for the PACCI is acceptable. It is important to discuss the parameter estimates. A conservative rule-of-thumb for factor loadings in CFA models is .7; however, .4 is acceptable as a lower threshold (Matsunaga, 2011). While five of the six factor loadings exceed this minimum threshold, Hair et al. (1995) note that .4 is an acceptable factor loading for samples of 200 and .35 is an acceptable factor loading for samples of 250. Furthermore, retention of theoretically important factors is justifiable for CFA models.

In addition to the factor scores, it is also important to examine the reliability and convergent and discriminant validity for the factors. For CFA models, composite

reliability is a better measure of reliability than Cronbach’s alpha; the conservative cutoff for CR is .7. For the PACCI1 factor, the CR is .359, for PACCI2 the CR is .652. Average Variance Extracted (AVE) determines the convergent reliability in CFA models, the conservative cutoff is .5. The AVE for PACCI1 is .159 and for PACCI2 is .392. While the AVE is a more conservative measure, the CR value can be used if it is close to the cutoff value of .7. A factor has discriminant validity if the Maximum Shared Variance is greater than the AVE. PACC1 does not meet this criterion; however, PACCI2 does meet this criterion. Due to the exploratory nature of this study, values that are close to these cutoffs are acceptable with the caveat that further studies need to be conducted (Ping, 2009).

Further reliability of the PACCI is demonstrated through the interrater reliability presented in Chapter 4, and face validity was tested through the review experts and the student survey pilot. Based on the goodness of fit indices, coupled with the fact that this is the first study examining a direct measure of cultural competence in public

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administration, the factors scores are deemed acceptable for use in the regression analyses in Chapter 6.

PACCS

As described in Chapter 4, the PACCS instrument was developed from the cultural competencies identified from the Delphi study. The top three competencies from each subarea, in addition to items from the cultural competence definition were used to craft the original PACCS scale for testing. Data analysis was conducted on 252

completed surveys. The mean and standard deviation for each scale item are presented in table 14. The mean for most items in the scale were above 7, with one competence below, indicating that students rated themselves highly on these competencies.

Table 14

PACCS Descriptive Statistics

Competency Area

Scale Item M SD Min. Max.

Cultural Awareness

1. I am able to identify my own

underlying biases, perspectives, and values.

7.48 1.446 1 9

2. I recognize that cultural competency development requires continuous learning and I am committed to this process.

7.90 1.460 1 9

3. I am aware of how my culture impacts communication.

7.52 1.545 1 9

4. I appreciate diversity and am sensitive to the differences between cultures.

7.91 1.391 1 9

Cultural Knowledge

1. I can define cultural competence and concepts related to cultural

competence such as social justice, social equity, and diversity.

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2. I am able to explain the importance of cultural competence in the policy- making process.

7.33 1.636 1 9

3. I understand how to develop culturally competent policies.

6.78 1.725 1 9

Cultural Skills

1. I can apply strategies to mitigate communication barriers.

7.37 1.465 2 9

2. I can apply cultural awareness and knowledge to communicate effectively within various domestic and

international contexts.

7.07 1.672 1 9

3. I can function effectively within a diverse team.

8.15 1.244 2 9

4. I can communicate effectively with a diverse citizenry.

7.84 1.378 2 9

5. I can communicate effectively with diverse coworkers.

8.06 1.226 2 9

6. I can proficiently and openly discuss issues related to cultural competency.

7.55 1.464 1 9

7. I can assess outcomes to identify cultural disparities.

7.37 1.432 1 9

8. I can implement appropriate cultural interventions.

6.79 1.761 1 9

(Rice and Mathews, 2012; Carrizales, 2010; Tilford Group, 2001)

It was hypothesized that the 15 items would load onto the assigned main

construct that was identified during the Delphi. Using AMOS 23, the three-factor model indicated a poor fit; however, modification indices guided the trimming of the model based on items that co-varied with other main constructs. In addition to using

modification indices to trim the model, each competency that was removed was

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model of 8 competencies. A one-factor model was also tested to compare alternative fit structures. However, the trimmed three-factor model provided the best fit.

Table 15 contains the fit indices for each model tested. As noted below, the trimmed three factor model resulted in lower χ2 _{values and an acceptable CMIN/DF ratio.}

The CFI, TLI, SRMR, RMSEA, and PLCOSE also met the required thresholds for acceptable model fit.

Table 15

PACCS CFA Fit Indices

Fit Index Trimmed _{Three Factor} Three Factor One Factor

χ2 _{30.434 719.755 889.260} CMIN/DF 1.790 8.272 9.881 CFI .990 .790 .735 TLI .983 .747 .691 SRMR .0219 .0911 .0867 RMSEA .056 .170 .188 PCLOSE .343 .000 .000

The trimmed three-factor model with standardized factor loadings is presented in figure 9.

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Figure 9 PACCS Standardized Factor Loadings

In addition to the goodness of fit statistics, the factor loadings for the PACCS exceed the minimum threshold of .4, and all but one of the factor loadings meet the conservative requirement of .7. The CR and AVE values for each factor exceeds the conservative cutoffs; and the MSV values for each factor are less than the AVE. Thus, the PACCS meets tests for reliability, and convergent and discriminant validity.

Cultural Awareness Cultural Awareness 1 Cultural Awareness 2 Cultural Awareness 3 e1 e2 e3 Cultural Knowledge Cultural Knowledge 1 Cultural Knowledge 2 e4 e5 .58 .86 .74 .91 .81 Cultural Skills Cultural Skills 3 Cultural Skills 4 Cultural Skills 5 e6 e7 e8 .91 .88 .96 Cultural Competence .76 .93 .75 e9 e10 e11

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The results of the PACCS factor analysis align with the Delphi results. For cultural awareness, the three retained PACCS competencies reflected the three highest ranked competencies from the Delphi study. The awareness competency that was trimmed - I appreciate diversity and am sensitive to the differences between cultures - came from the developed definition of cultural competence; this higher-order competency is reflected throughout the retained competencies.

For cultural knowledge, the two retained competencies were also the two highest rated in the Delphi study. The trimmed competency - I understand how to develop culturally competent policies - encompassed a portion of the second highest cultural knowledge competency, but was separated into its own competency to allow for more specificity. The justification to trim this competency was grounded in its similarity to the retained knowledge competencies in terms of the relationship between cultural

competency and policymaking.

The cultural skills competencies underwent the largest reduction as part of the CFA. The retained competencies are all highly related to the ability to communicate effectively with a diverse citizenry and coworkers; they are also within the highest rated skills competencies from the Delphi study. The trimming of CCS1 (I can apply strategies to mitigate communication barriers), CCS2 (I can apply cultural awareness and

knowledge to communicate effectively within various domestic and international contexts), and CCS6 (I can proficiently and openly discuss issues related to cultural competency) therefore are congruent, as they are all related to developing the skills that would be necessary to effectively communicate. The trimming of CCS7 (I can assess outcomes to identify cultural disparities) and CCS8 (I can implement appropriate cultural

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interventions) was due to their high correlation with the knowledge construct. Since these competencies are higher order in nature, in terms of their application, they may not be appropriate for an MPA level scale. Overall, the proposed model confirms the three hypothesized constructs and includes most of the highest rated competencies from the Delphi study.

Summary

This chapter summarized the results of the CFA for both the PACCI and the PACCS. The results of the PACCI CFA confirmed the two-factor hypothesis that each case study mapped onto a separate factor. Although there were not enough degrees of freedom to perform a higher order CFA and generate a single factor score, regression analyses were performed on both factor scores. The results of the PACCS CFA

confirmed the hypothesis that a three-factor model was a good fit; however, a trimmed model was necessary to confirm good model fit. The results of each CFA analysis will be used in Chapter 6 to identify predictors of cultural competence.

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CHAPTER 6

PREDICTORS OF CULTURAL COMPETENCE FOR GRADUATING MPA