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Appendix J - Analysis Flowchart
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Appendix K - Preliminary Quantitative Analysis
Table K.1 Rotated Varimax Five-Factor Principal Component Analysis for Administration
Note: KMO = .656; All items included in a sub-category recorded a communality score of .60 and above
*Extracted for not meeting criteria.
Competencies Factor Loading
1 2 3 4 5
Administration Context:
1. The priorities of the program include multicultural
education .87
2. The program takes into consideration COAMFTE’s call to address multicultural issues when developing
multicultural competencies
.83
3. The priorities of the university include multicultural education
.78 4. The priorities of the department/college include
multicultural education .74
5. The program takes into consideration the needs of the students when developing their multicultural
competencies
.72
Committee*:
1. The program has a committee providing leadership and
support with regard to multicultural initiatives .87 2. The department has a committee providing leadership
and support with regard to multicultural initiatives
.87 External Program Factors*:
1. There is funding available for multicultural competency training
.80 2. The program takes into consideration the needs of the
students when developing their multicultural competencies
.69
Larger Systems*:
1. The program takes into consideration licensing boards when developing their multicultural competencies
.93 2. The university or academic institution has a committee
providing leadership and support regarding multicultural initiatives
.58
Administration Support*
1. Administration support is important in order to achieve
multicultural competency goals .95
Total variance explained (81.42%) 32.85 15.39 13.43 11.10 9.47
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Table K.2 Rotated Varimax Two-Factor Principal Component Analysis for Curriculum
Note: KMO = .523; All items included in a sub-category recorded a communality score of .60 and above
*Extracted for not meeting criteria.
Factor Loading Competencies
1 2
Teaching Methodology:
1. Varied assessment methods are used to evaluate student performance and learning
.69 2. A diversity of teach strategies and procedures are employed in class** .69 3. Students are given the opportunity to engage in self-reflective
conversations and exercises regarding multicultural issues
.80 4. Disagreements over multicultural issues between faculty and students
are discussed overtly
.74 5. Disagreements over multicultural issues between faculty and students
are discussed overtly in a safe environment .71
Program Coursework*:
1. Multicultural issues are integrated into all coursework .55 2. Faculty can specify how multicultural issues are integrated into all
coursework and the syllabi clearly reflect this inclusion
.41
3.The program has a required multicultural course .06
4. Students have an opportunity to engage in a cultural immersion experience
.04 5. The program has one or more additional multicultural courses that are
required or recommended .06
Total variance explained (50.50%) 32.11 18.38
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Table K.3 Rotated Varimax Three-Factor Principal Component Analysis for Clinical Practice and Supervision
Note: KMO = .575; All items included in a sub-category recorded a communality score of .60 and above
*Extracted for not meeting criteria.
**Extracted for not meeting minimum loading of .60.
Factor Loading Competencies
1 2 3
Clinician Exposure:
1. Students are exposed to culturally diverse minority clientele .94 2. Students are exposed to racial/ethnic minority clientele .91 3. Multicultural issues are integral to on-site and on-campus
clinical supervision .64
4. Bilingual clinical paperwork is available for clients .55** Supervision*:
1. Students have access to a supervisor that represents a racial/ethnic minority population
.90
2. Students have access to a supervisor representing a culturally diverse minority population
.79
Translator*:
1. Translators are made available to clients who are not native English speakers
.94
Total variance explained (78.89%) 35.42 23.72 9.76
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Table K.4 Rotated Varimax Two-Factor Principal Component Analysis for Research
Note: KMO = .733; All items included in a sub-category recorded a communality score of .60 and above
*Extracted for not meeting criteria.
Factor Loading Competencies
1 2
Faculty Research Priority:
1. The program has a faculty member whose primary research interest is in multicultural issues
.86
2. Students are actively mentored in multicultural research .84 3. There is clear faculty research productivity in multicultural issues .80 Research Methodology*:
1. Both quantitative and qualitative research methods are utilized in
faculty and student research .93
2. Diverse research methodologies are apparent in faculty and student research
.66
Total variance explained (73.83%) 46.30 27.53
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Table K.5 Rotated Varimax Two-Factor Principal Component Analysis for Student and Faculty Evaluations
Note: KMO = .574; All items included in a sub-category recorded a communality score of .60 and above
*Extracted for not meeting criteria.
Factor Loading Competencies
1 2
Faculty Evaluations*:
1. One component of faculty teaching evaluations is the ability to integrate
multicultural issues into the course .93
2. The program has a mechanism to assess faculty on their ability to make all students, regardless of cultural background, feel equally comfortable in class
.85
Student Evaluations*:
1. One component of students’ yearly (or semester) evaluations (including supervision evaluation) is sensitivity to and knowledge of multicultural issues
.93
2. Multicultural issues are reflected in assignments including any exams
completed by all students .58
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Table K.6 Rotated Varimax Two-Factor Principal Component Analysis for Minority Representation
Note: KMO = .548; All items included in a sub-category recorded a communality score of .60 and above
*Extracted for not meeting criteria.
Factor Loading Competencies
1 2
Minority Representation in Program:
1. Support staff (administrative, graduate assistants) represents culturally diverse minority populations
.86 2. Students in the program represent culturally diverse minority populations .84 3. Support staff (administrative, graduate assistants) represents racial/ethnic
minority populations
.82
4. Students in the program represent racial/ethnic minority populations .78
5. Faculty in the program represents culturally diverse minority populations .73 6. Faculty in the program represents racial/ethnic minority populations .58*
Bilingual Faculty*:
1. The program values bilingual faculty .88
Total variance explained (66.79%) 51.42 15.37
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Table K.7 Rotated Varimax One-Factor Principal Component Analysis for Physical Environment
Note: KMO = .555; All items included in a sub-category recorded a communality score of .60 and above
*Extracted for not meeting criteria.
**Extracted for not meeting minimum loading of .60.
Factor Loading Competencies
1 Physical Environment*:
1. The physical surroundings of the program area reflect an appreciation of cultural diversity through artwork, posters, or paintings
.90
2. The physical surroundings of the program area reflect an appreciation of cultural diversity through languages heard
.84**
3. The physical surroundings of the program area reflect an appreciation of cultural diversity by providing facilities that accommodate the needs of physically challenged and the needs of children
.60**
Total variance explained 66.16%
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Table K.8 Descriptive Statistics for Multicultural Training Related Areas
Regions Administration Context Teaching Methodology Clinician Exposure Faculty Research Priority Program Minority Representation 4.29 (.72) 4.46 (.62) 4.51 (.67) 3.78 (1.14) 3.70 (1.09) Northeast (n =8) 4.62 (.43) 4.91 (.24) 4.29 (.82) 3.83 (.98) 3.48 (1.47) Midwest (n =11 ) 4.16 (.74) 4.77 (.22) 4.27 (.83) 3.97 (1.23) 3.48 (.89) South (n=12) 4.02 (.89) 4.57 (.72) 4.87 (.32) 3.30 (1.22) 4.13 (1.05) West (n=8) 4.46 (.63) 4.71 (.52) 4.58 (.46) 4.13 (1.01) 3.71 (.96)
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Table K.9 Bivariate Pearson Correlation Matrix
1 2 3 4 5 -- .735*** .203 .452** .176 (n=34) (n=34) (n=34) (n=34) 1. Administration Context -- -.033 .380* -.016 (n=35) (n=35) (n=34) 2. Teaching Methodology -- -.147 .727*** (n=36) (n=34) 3. Clinician Exposure -- -.020 (n=34) 4. Faculty Research Priority
-- 5. Minority Representation
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