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Title: Multicultural Personality and Psychological Functioning.
Creator: Trottier, Lauren, Negy, Charles, Cassisi, Jeffrey, Renk, Kimberly, University of Central Florida
Abstract / Description: As the U.S. becomes increasingly diverse, individuals will need to interact effectively with a wide range of people. The theory of multicultural personality refined by Ponterotto (2010) proposes that some individuals may be better suited than others to adapt to the changing demographic landscape. Individuals with a multicultural personality are theorized to have the ability to interact effectively within a wide range of contexts and draw on diverse experiences and resources to solve everyday...
Show moreAs the U.S. becomes increasingly diverse, individuals will need to interact effectively with a wide range of people. The theory of multicultural personality refined by Ponterotto (2010) proposes that some individuals may be better suited than others to adapt to the changing demographic landscape. Individuals with a multicultural personality are theorized to have the ability to interact effectively within a wide range of contexts and draw on diverse experiences and resources to solve everyday problems in multiple ways as well as seek out diversity in their lives. Because of their skills and disposition, Ponterotto (2010) suggests that those with a multicultural personality may experience better psychological functioning than their non-multicultural counterparts. The current study utilized Structural Equation Modeling to test the hypothesis that individuals who endorse greater multicultural personality also exhibit less prejudice, greater ethnic identity, and better psychological functioning, defined as a combination of subjective well-being and clinical symptomology. Results indicated moderate fit to the data and examination of specific paths within the model suggests that the relationship between multicultural personality and subjective well-being may be stronger than that between multicultural personality and clinical symptomology. Differences by ethnicity were also found on measures of ethnic identity and mental health. These results highlight the need to further refine the concept of multicultural personality as well as examine the complex relationships between multicultural personality, subjective well-being, and clinical symptomology.
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Date Issued: 2013
Identifier: CFE0004950, ucf:49567
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004950

Title: ANALYZING CHILDREN'S LITERATURE AWARDS, LITERARY CRITERIA, AND DISTRICT DEMOGRAPHICS TO CREATE A DIVERSE AND INCLUSIVE ELEMENTARY SCHOOL CLASSROOM LIBRARY.
Creator: Lavallee, Casey L, Trimble Spalding, Lee-Anne, University of Central Florida
Abstract / Description: Future elementary school teachers are tasked with the responsibility to ensure that the children in their classrooms have access to high quality books every day. This can be accomplished by building classroom libraries with titles that are not only of high literary quality but are also inclusive of the students in the classroom as well as the people these children will encounter outside of the classroom. Children should be able to see themselves represented in the literature they read, and...
Show moreFuture elementary school teachers are tasked with the responsibility to ensure that the children in their classrooms have access to high quality books every day. This can be accomplished by building classroom libraries with titles that are not only of high literary quality but are also inclusive of the students in the classroom as well as the people these children will encounter outside of the classroom. Children should be able to see themselves represented in the literature they read, and they should also be able to develop empathy for people who are different than they are. Diverse literature can have a huge impact on children and their outlook on themselves and the world. Because of the importance of quality diverse books for young children, this thesis outlines the resources, such as the plethora of children's literature awards for diverse books, that are available to teachers. It also includes a checklist for teachers to follow as they build their classroom libraries. This checklist helps teachers ensure that the books they choose meet the needs of the diverse population in their class. Once teachers know the resources available to them, they have a checklist that they can follow to build or evaluate their library, and they are aware of the diverse populations represented in their districts, schools, and classes, they are able to create an inclusive and impactful collection of books for their students.
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Date Issued: 2018
Identifier: CFH2000426, ucf:45813
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000426

Title: EVALUATION OF THE ANTECEDENTS OF CULTURAL COMPETENCE.
Creator: Harper, Mary, Byers, Jacqueline, University of Central Florida
Abstract / Description: Purpose: The threefold purpose of this research is to identify the essential antecedents of cultural competence as identified by international nurse researchers, to compare the content of the extant cultural competence instruments to these antecedents and to potentially identify gaps in their conceptualization. A secondary aim of this research is to initiate validation of Harper's model of ethical multiculturalism. Conceptual Basis: The model of ethical multiculturalism depicts the...
Show morePurpose: The threefold purpose of this research is to identify the essential antecedents of cultural competence as identified by international nurse researchers, to compare the content of the extant cultural competence instruments to these antecedents and to potentially identify gaps in their conceptualization. A secondary aim of this research is to initiate validation of Harper's model of ethical multiculturalism. Conceptual Basis: The model of ethical multiculturalism depicts the attributes of ethical multiculturalism as the fulcrum of a balance between two ethical philosophies of fundamentalism and relativism. The attributes of moral reasoning, beneficence/nonmaleficence, respect for persons and communities, and cultural competence form the pyramidal fulcrum. The antecedents form the base of the pyramid and include cultural awareness, culture knowledge, cultural sensitivity, cultural encounters, cultural skill and understanding of ethical principles. Methodology: An on-line Delphi method was conducted with 35 international nurse researchers identified through published research, university directories, and professional organizations. Consensus was reached after two rounds. Following the Delphi rounds, sixteen members of the expert panel participated in an on-line focus group to validate results of the Delphi and discuss cultural competence in the international arena. Findings: Eighty antecedents of cultural competence were identified. Focus group discussion validated findings of the Delphi. Consensual thematic analysis of the focus group transcripts resulted in six themes: chimerical, contact, contextual, collaboration, connections, and considering impact. The Transcultural Self-Efficacy Tool (TSET) contained the most antecedents identified by the expert panel. Conclusions: Cultural competence is a process, not an outcome, and must be considered from the perspective of the recipient of care or research participant. Nurses must strive to deliver culturally acceptable care. The model of ethical multiculturalism is revised to include cultural desire as an antecedent. Nurses must understand the impact of globalization on individual health and care delivery. Implications for Nursing: Further testing of cultural competence instruments is needed to determine the correlation of self-efficacy with behavior, self-assessment with client assessment, and cultural competence with client outcomes. In education, research is needed to determine the most effective methods of teaching cultural competence. Increased recruitment of minorities into nursing programs is warranted. In practice, nurses must be prepared to provide language assistance as needed, recruitment and hiring of minorities must be increased, and minority thresholds must be used to determine cultural knowledge content for organizations.
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Date Issued: 2008
Identifier: CFE0002046, ucf:47600
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002046

Title: The Development and Validation of the Multicultural Competency Assessment(&)copy; (MCA(&)copy;).
Creator: Mitchell, Michelle, Lambie, Glenn, Bai, Haiyan, Butler, S. Kent, Shillingford-Butler, Ann, Bai, Haiyan, University of Central Florida
Abstract / Description: A sound and tested multicultural therapeutic approach is an essential component in providing ethical services to all client populations (e.g., Medley, Lipari, Bose, Cribb, Kroutil, (&) McHenry, 2015). Therefore, concepts of multiculturalism have been integrated in ethical codes, guidelines on competence, and standards for training in preparation programs within counseling, psychology, and social work fields (e.g., American Counseling Association Code of Ethics, 2014; American Psychological...
Show moreA sound and tested multicultural therapeutic approach is an essential component in providing ethical services to all client populations (e.g., Medley, Lipari, Bose, Cribb, Kroutil, (&) McHenry, 2015). Therefore, concepts of multiculturalism have been integrated in ethical codes, guidelines on competence, and standards for training in preparation programs within counseling, psychology, and social work fields (e.g., American Counseling Association Code of Ethics, 2014; American Psychological Association Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, 2002; Council for Accreditation of Counseling and Related Educational Programs Standards, 2016; National Association of Social Workers Standards and Indicators for Cultural Competence in Social Work Practice, 2015). Despite mandates for therapists to utilize a multicultural perspective, multiculturalism has remained a challenging construct to measure. Thus, the goal of this research was to develop and test the psychometrics features of the Multicultural Competency Assessment(&)copy; (MCA) scores with a national sample of therapists in clinical practice. The MCA and items were constructed employing instrument development best practices (e.g., AERA, APA, (&) NCME, 2014; DeVellis, 2017; Dimitrov, 2012; Haladyna (&) Rodriguez, 2013; Lambie, Blount, (&) Mullen, 2017). The initial 50 item MCA scores were tested with Data1 (N = 407) using exploratory factor analysis (EFA) and parallel analysis (PA), resulting in a 25-item MCA with a four-factor structure that accounted for 64.11% of the total variance. Next, the 25-item MCA scores were tested with Data 2 (N = 233) using confirmatory factor analysis (CFA) and the results supported the four-factor MCA structural model. The four-factor MCA structure represents (a) Knowledge, Skills, and Interventions (21.86% of the variance); (b) Awareness of Self (19.27% of the variance); (c) Awareness of Client Worldview (11.95% of the variance); and (d) System and Institutional Structures (11.03% of the variance). In addition, the MCA scores yielded sound internal consistency reliability (e.g., .953). Evidence of concurrent validity was supported with a positive correlation between MCA and Multicultural Counseling Self-Efficacy Scale -Racial Diversity Form (MCSE-RD) scores (r = .746; p (<) .001; 55.61% variance explained). Further, a positive correlation was identified between the MCA scores and participants' reported age. The findings from the investigation may be used to: (a) assist researchers in measuring the construct of multicultural competence, (b) aid therapists in evaluating their levels of as multicultural competence, and (c) promote sound curriculum in counselor education programs to promotion trainees' development of multicultural competence. Limitations of the study and areas for future research are presented.
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Date Issued: 2018
Identifier: CFE0007580, ucf:52563
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007580

Title: Anti-Immigrant Rhetoric in Western Europe: The Role of Integration Policies in Extreme Right Populism.
Creator: Martins, Nathalia, Kinsey, Barbara, Hamann, Kerstin, Turcu, Anca, University of Central Florida
Abstract / Description: The recent rise of Western Europe's extreme populist Right (EPR) parties has been attributed to the EPR's mobilization of grievances over the issue of immigration (Ignazi 1991; Taggart 1996; Fennema 1997; Schain, 1998; Mudde 1999; Brubaker 2001; Ivarsflaten 2007). This study contributes to the literature on EPR's anti-immigrant rhetoric by examining whether different integration policies play a role in conditioning anti-immigrant rhetoric, and if so, what their role is in the formulation of...
Show moreThe recent rise of Western Europe's extreme populist Right (EPR) parties has been attributed to the EPR's mobilization of grievances over the issue of immigration (Ignazi 1991; Taggart 1996; Fennema 1997; Schain, 1998; Mudde 1999; Brubaker 2001; Ivarsflaten 2007). This study contributes to the literature on EPR's anti-immigrant rhetoric by examining whether different integration policies play a role in conditioning anti-immigrant rhetoric, and if so, what their role is in the formulation of such rhetoric.This thesis is comprised of two case studies: the French assimilation approach to immigrant integration and the rhetoric of Front National's leaders Jean-Marie and Marine Le Pen; and the Dutch multicultural approach to integration and the rhetoric of Dutch Party for Freedom's leader Geert Wilders. The main hypothesis is that each leader's anti-immigrant rhetoric incorporates the shortcomings of the integration approach adopted by their respective governments. Elements of the rejection of both assimilationism and multiculturalism are detected in the FN's and PVV's rhetoric, respectively, through a careful review of secondary and primary sources of language usage in Jean-Marie and Marine Le Pen's and Wilders' speeches, interviews, and media appearances.
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Date Issued: 2012
Identifier: CFE0004409, ucf:49387
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004409

Title: The Client Assessment of Multicultural Competent Behavior (CAMCB): Development and Validation.
Creator: Oh, Seungbin, Shillingford-Butler, Ann, Lambie, Glenn, Taylor, Dalena, Witta, Eleanor, University of Central Florida
Abstract / Description: The significance of multicultural counseling competence (MCC) has been increasingly recognized in the literature on mental health. Cultural diversification in the United States has prompted greater research in specialized mental health needs among diverse populations. However, despite the specialized mental health needs, diverse cultural groups have faced challenges in finding multiculturally competent mental health services. Accordingly, mental health professions have placed a greater...
Show moreThe significance of multicultural counseling competence (MCC) has been increasingly recognized in the literature on mental health. Cultural diversification in the United States has prompted greater research in specialized mental health needs among diverse populations. However, despite the specialized mental health needs, diverse cultural groups have faced challenges in finding multiculturally competent mental health services. Accordingly, mental health professions have placed a greater emphasis on the development of therapists' MCC through the training and education, but also made ongoing efforts to integrate MCC into evidenced-based treatment. However, the mental health professions have faced difficulty in exploring evidence for the validity of MCC in therapy, due to a measurement concern regarding MCC. Specifically, such measurement concern in the MCC literature is involved with the fact that there has not existed a client-rated instrument designed to measure therapists' actual MCC performance (i.e., multicultural competent behaviors) in therapeutic process. Therefore, the present study aimed to develop the Client Assessment of Multicultural Competent Behavior (CAMCB) and examine its psychometric properties with a sample of clients.With a correlational research design, the present study involved two phases (Phase I and II) with a sample of diverse clients to inform the development and validation investigation of the CAMCB. Exploratory factor analysis (EFA; n = 280) with the initial pool of 30 items resulted in a three-factor, 23-item CAMCB model. Subsequently, confirmatory factor analysis (CFA; n = 282) was performed to cross-verify the three-factor, 23-item structure of the CAMCB (as identified from EFA) and accumulate evidence of its psychometric properties. CFA resulted in a final three-factor, 19-item CAMCB model with an acceptable model fit. The final CAMCB was found to have good internal consistency reliability and initial evidence for convergent validity with the current data. Lastly, results from a multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) indicated small but significant difference in the CAMCB total or subscale scores by some subgroups (e.g., race, gender, religion). Discussion of results, limitations of the present study, recommendations for future research, and implications for mental health professionals, researchers, and educators are provided.
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Date Issued: 2018
Identifier: CFE0007582, ucf:52566
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007582

Title: Multicultural Counseling Competence of School Counselors: Relationship to Multicultural Behaviors and Perceived School Climate.
Creator: Greene, Jennifer, Hagedorn, W. Bryce, Van Horn, Stacy, Taylor, Dalena, Hopp, Carolyn, University of Central Florida
Abstract / Description: Diversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack...
Show moreDiversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack-Brown, 1999; Vaughn, 2007). This creates frequent cross-cultural counseling relationships within schools necessitating that school counselors have multicultural competence. Multicultural counseling competence (MCC) has been related to awareness of privilege (Mindrup, Spray, (&) Lamberghini-West, 2011). This research investigates that connection and the connection of self-reported MCC of school counselors to their multicultural school counseling behavior. The research also examines the connection with school climate, which has been connected in previous literature to academic achievement. This research indicates relationships between the self-reported MCC of school counselors and awareness of privilege and oppression. Results indicated a predictive relationship between MCC and awareness of privilege and oppression on multicultural school counseling behavior. Furthermore, results indicated a predictive relationship between MCC and awareness of privilege and oppression on perceived school climate. Results also indicate a relationship between reported multicultural school counseling behavior and perceived school climate. Selected demographic factors were also examined, indicating differences in the constructs of interest based on gender, ethnicity, and having taken a multicultural class. Relationships and differences remain after accounting for social desirability.
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Date Issued: 2014
Identifier: CFE0005498, ucf:50352
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005498

Title: PERCEPTIONS OF STUDENT ORGANIZATIONS ON CAMPUS.
Creator: Lunt, Rachael, Negy, Charles, University of Central Florida
Abstract / Description: This two part study investigated whether perceptions of student organizations are related to participants' ethnicity as well as the ethnicity of the ethnic student organization. Study 1 (N = 460) assessed overall attitudes toward ethnic student organizations dependent upon ethnicity of the participants. Study 2 (N = 631) assessed how attitudes toward ethnic student organizations were affected not only by race of the participant but also by ethnicity of the student organization. Results of...
Show moreThis two part study investigated whether perceptions of student organizations are related to participants' ethnicity as well as the ethnicity of the ethnic student organization. Study 1 (N = 460) assessed overall attitudes toward ethnic student organizations dependent upon ethnicity of the participants. Study 2 (N = 631) assessed how attitudes toward ethnic student organizations were affected not only by race of the participant but also by ethnicity of the student organization. Results of Study 1 indicate that overall White students found the ethnic student organizations least beneficial/necessary, most racist, and had the least interest in joining as compared to African American and Hispanic participants. Results of Study 2 indicate that, in addition, perceptions of student organizations are related to the ethnicity of the organization. Overall, White ethnic student organizations are seen to be least beneficial/necessary, least ethical/acceptable/fair, and the most racist as compared to African American and Hispanic organizations. In addition, a significant interaction effect was found between participant ethnicity and ethnicity of the organization. In addition ethnocentrism, ethnic identity, perceptions of cultural climate, and social responsibility were correlated with perceptions and it was found that these variables correlate differently with perceptions depending on the ethnicity of the participant. Implications of the results are discussed.
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Date Issued: 2007
Identifier: CFE0001581, ucf:47107
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001581

Title: Examining the impact of leader social distance on a multicultural team.
Creator: DiazGranados, Deborah, Salas, Eduardo, Jentsch, Kimberly, Pritchard, Robert, Piccolo, Ronald, Burke, Shawn, University of Central Florida
Abstract / Description: Leading multicultural teams is one of the main challenges faced by today's leaders. The advantages often associated with multicultural teams (e.g., collaboration and integration of different knowledge, ideas, and approaches to a task) are often the major challenges in leading these teams. The literature on effective multicultural teams has identified leadership as an important factor for team effectiveness. Therefore, the goal of this study was to examine the effect of leader social distance...
Show moreLeading multicultural teams is one of the main challenges faced by today's leaders. The advantages often associated with multicultural teams (e.g., collaboration and integration of different knowledge, ideas, and approaches to a task) are often the major challenges in leading these teams. The literature on effective multicultural teams has identified leadership as an important factor for team effectiveness. Therefore, the goal of this study was to examine the effect of leader social distance in multicultural teams. A lab study was designed to test the impact of experimentally-manipulated leader social distance (socially close or socially distant) on the relationship between team member diversity and team affect, processes, and performance. Results varied for female and for male teams. Specifically, the nature of the interactions between leadership and team diversity depended on the specific cultural dimension measured and the gender of the team. In the end, the impact of diversity on culture in female teams was improved by close leaders (the relationships were positive), and worsened by distant leaders (the relationships were negative) for team affect, processes and viability. For male teams, the impact of diversity was always negative in both leader conditions; however, in distant leader conditions the relationship was more negative. Implications for theory and practice are discussed along with suggestions for future research.
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Date Issued: 2011
Identifier: CFE0004100, ucf:49114
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004100

Title: DESIGNING FOR MULTICULTURAL AND INTERNATIONAL AUDIENCES: CREATING CULTURALLY-INTELLIGENT VISUAL RHETORIC AND OVERCOMING ETHNOCENTRISM.
Creator: Moore, Bridget, Jones, Dan, University of Central Florida
Abstract / Description: Various cultures interpret visual rhetoric differently; therefore, technical communicators must adjust their rhetoric accordingly by creating effective visual rhetoric for their international and multicultural audiences. Although there is a great deal of research in the field regarding how to create effective visual rhetorical rhetoric, this research often fails to take into international and multicultural audiences into consideration. Many visual rhetoric solutions proposed in technical...
Show moreVarious cultures interpret visual rhetoric differently; therefore, technical communicators must adjust their rhetoric accordingly by creating effective visual rhetoric for their international and multicultural audiences. Although there is a great deal of research in the field regarding how to create effective visual rhetorical rhetoric, this research often fails to take into international and multicultural audiences into consideration. Many visual rhetoric solutions proposed in technical communication involve Ã‚Â"catch allÃ‚Â" approaches that do little to communicate to people of non-Western cultures and can even serve to offend or confuse international and multicultural audiences. These solutions are generated by a globalization mindset, but are not realistic when we acknowledge how varied technical communication audiences are with regard to culture. The globalization approach also fails unless technical communicators intend to limit the reach of their communication to certain types of Western audiences. To create the most useful visual rhetoric, technical communicators must learn to use color, graphics, icons/symbols, and layouts (web and print) appropriately for audiences. They must learn more about different types of cultures (individualistic or collectivistic, universalist or particularist, high-context or low-context, high uncertainty avoidance or low uncertainty avoidance, monochronic or polychronic, linear thinking or systemic thinking, masculine or feminine), and they must address these different cultural expectations accordingly.
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Date Issued: 2010
Identifier: CFE0003036, ucf:48333
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003036

Title: Multiculturalism as Reported by the European Online Press: A Qualitative Study on the Manifestation of Othering Discourses.
Creator: Chakrabarti, Shomik, Musambira, George, Sandoval, Jennifer, Hastings, Sally, University of Central Florida
Abstract / Description: This study critically examined how issues of multiculturalism and Muslim immigration are discursively constructed within the English language European online press. Through the use of a frame analysis as well as a more focused discourse analysis, an examination was undertaken to uncover how (")us(") versus (")them(") perspectives were manifest within a public discourse. A total of 132 articles from The Daily Mail, Le Monde Diplomatique, Dutchnews.nl, Spiegel Online and The International...
Show moreThis study critically examined how issues of multiculturalism and Muslim immigration are discursively constructed within the English language European online press. Through the use of a frame analysis as well as a more focused discourse analysis, an examination was undertaken to uncover how (")us(") versus (")them(") perspectives were manifest within a public discourse. A total of 132 articles from The Daily Mail, Le Monde Diplomatique, Dutchnews.nl, Spiegel Online and The International Herald Tribune were selected using a systematic sampling method based on the results of a search query for multiculturalism at each news site. The analysis of the data corpus revealed the news media's depiction of multiculturalism and Muslim immigrants as not wholly negative on the surface but under closer scrutiny revealed discursive and linguistic techniques that consistently marginalized and (")othered(") them. The themes found in the data corpus also illuminated a trend of the subordinated population as lacking proper representation and always being spoken for by the news media.
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Date Issued: 2015
Identifier: CFE0005587, ucf:50241
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005587

Title: Client Outcome: An Exploratory Investigation of Multicultural Competence and the Working Alliance.
Creator: Gonzalez, Jessica, Barden, Sejal, Lambie, Glenn, Butler, S. Kent, Bai, Haiyan, University of Central Florida
Abstract / Description: Early termination and low retention of clients is a common problem in counseling, with between 65%-80% of clients terminating treatment before the 10th session (Garfield, 1994; Lambert, 2013). Researchers (Lampropoulous, Schneider, (&) Spengler, 2009; Owen, Smith, (&) Rodolfa, 2009) have found that predictors of early termination include client age, race, socioeconomic status, and level of perceived distress. Furthermore, racial and ethnic minorities underutilize mental health services and...
Show moreEarly termination and low retention of clients is a common problem in counseling, with between 65%-80% of clients terminating treatment before the 10th session (Garfield, 1994; Lambert, 2013). Researchers (Lampropoulous, Schneider, (&) Spengler, 2009; Owen, Smith, (&) Rodolfa, 2009) have found that predictors of early termination include client age, race, socioeconomic status, and level of perceived distress. Furthermore, racial and ethnic minorities underutilize mental health services and have low retention when engaged in services, highlighting the need for counseling professionals to empirically explore factors that may be contributing to client engagement of the counseling process. Exploration of multicultural competence and working alliances may increase understanding of the therapeutic factors that influence client outcomes. The purpose of this research study was to investigate relationships between multicultural competence, working alliance, and client outcomes as perceived by counselors-in-training and their clients (N = 191; n = 72 counselors'-in-training, n = 119 clients). The Tripartite Model of Multicultural Counseling (Arredondo et al., 1996) was used as the primary theoretical framework in which the study is grounded. This investigation explored clients' perceptions of their counselors'-in-training ' multicultural competence as measured by the Cross-Cultural Counseling Inventory ([CCCI-R]; LaFromboise, Coleman, (&) Hernandez, 1991), the working alliance as measured by the Working Alliance Inventory- Short Revision ([WAI-S]; Horvath (&) Greenberg, 1989; Tracey (&) Kovocivic, 1989) and prediction on client outcome as measured by the Outcome Questionnaire 45.2 ([OQ 45.2]; Lambert (&) Burlingame, 1996), after controlling for social desirability (as measured by the (Social Desirability Scale-Short Form [SDS; Reynolds,1982]). This investigation also examined if there were any differences in clients' and counselors'-in-training perceptions on multicultural competence (as measured by the CCCI-R) or the working alliance (as measured by the WAI-S). Results from the investigation indicated that counselors'-in-training perceptions of their multicultural competence was a predictor of client outcomes. However, counselors'-in-training perceptions of the working alliance or clients' perceptions of their counselors'-in-training multicultural competence and the working alliance were not predictors of client outcomes. Positive relationships between clients' and counselors'-in-training perceptions of counselors'-in-training multicultural competence and the working alliance were found. The results of this investigation contribute to a gap in the counseling literature on multicultural competence, the working alliance, and client outcomes. A review of the literature on the constructs of interest, research methodology, data analysis, results and implications are discussed.
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Date Issued: 2015
Identifier: CFE0005622, ucf:50219
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005622

Title: CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL PROGRAMS.
Creator: Marlow, Kimberly, Murray, Barbara, University of Central Florida
Abstract / Description: The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only...
Show moreThe present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessment of Education Progress (NAEP). The present study was designed to investigate 23 middle schools in one Florida county. The focus of the study was on two English Language Learner programs: Language Arts/ESOL and One-Way Developmental Bilingual Education. A total of 13 schools were identified that had implemented the Language Arts/ESOL program, and 10 middle schools were identified that had implemented the One-Way Developmental Bilingual Education program. The 2007 FCAT reading mean scale scores for the schools' 7th-grade English Language Learners were compared to those of standard curriculum students. For both English Language Learner programs, a statistical significance was found using t-tests. In addition, FCAT reading Levels 1-5 were investigated. At FCAT Levels 1-3, the Language Arts/ESOL program out-performed the One-Way Developmental Bilingual Education program. At FCAT Levels 4 and 5, the One-Way Developmental Bilingual Education program out-performed the Language Arts/ESOL program.
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Date Issued: 2008
Identifier: CFE0002059, ucf:47582
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002059

Title: HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES.
Creator: Lopez, Lurdes, JeanPierre, Bobby, University of Central Florida
Abstract / Description: This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The...
Show moreThis action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected. Students' took a pre and post test designed to measure and give students practice on mathematical skills. Students worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics journals. Results showed the effectiveness of the use of direct instruction and problem-solving strategies on at-risk students.
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Date Issued: 2008
Identifier: CFE0002095, ucf:47551
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002095

Title: AN INVESTIGATION INTO THE APPARENT OVER-REPRESENTATION OF BLACKS IN EDUCABLE MENTALLY HANDICAPPED PROGRAMS IN K-12 SCHOOLS WITHIN THE 67 FLORIDA PUBLIC SCHOOL DISTRICTS.
Creator: Thomson, Arlene H., Murray, Barbara, University of Central Florida
Abstract / Description: Placement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions...
Show morePlacement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions within schools, academe and research communities, and legislative and governing bodies as to the causes, compelling factors, and related variables impacting the phenomenon. This study investigated the apparent over-representation of blacks identified as EMH in the 67 public school districts in Florida in 2001-2002. It also analyzed the effects certain school district characteristics had on the identification of white, black, and Hispanic students as EMH. Analysis of data derived from the Florida Department of Education database for school year 2001-2002 led to the following findings: (1) there was over-representation of blacks in EMH within the 67 public school districts in Florida, since results showed that blacks were identified as EMH 2.5 times more often than whites and Hispanics; (2) socioeconomic status of school districts had a significant effect on the identification of black students as EMH,for example, when the school district was identified as a high socioeconomic status district, there was a greater likelihood that a larger proportion of black students would be identified as EMH; (3) as the wealth of school districts rose, there was a significant likelihood that the proportion of black students identified as EMH would also rise; (4) black students had a greater likelihood of being identified as EMH in suburban school districts; (5) blacks were over-identified in school districts that had 60,000 to 89,000 students; (6) when there was a high percentage of white, full-time, non-instructional staff (80% or more) in school districts, blacks had a greater likelihood of being over-identified as EMH; (7) blacks were three times more likely to be identified as EMH regardless of the type of degrees teachers had; and, (8) as district expenditure per student (FTE) increased, the tendency for over-identification of blacks as EMH decreased. For every variable analyzed, the proportion of black students identified as EMH was significant when compared to the proportions of white and Hispanic students also identified as EMH.
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Date Issued: 2004
Identifier: CFE0000004, ucf:46121
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000004

Title: ATTITUDES TOWARD DIVERSITY AND LIFE IN THE U.S. HELD BY CHILDREN OF HISPANIC IMMIGRANTS: DO THEIR PARENTS PLAY A ROLE?.
Creator: Ruiz, Vanessa, Negy, Charles, University of Central Florida
Abstract / Description: The present study explores how children of Hispanic immigrants (CHIs) perceive life in the U.S., and how they view cultural diversity. Questionnaires were given to 92 non-U.S. born CHIs and one of their non-U.S. born Hispanic immigrant parents (HIPs) who have lived in the U.S. between 1 and 17 years (M yrs = 8.43); their views of the U.S. were assessed along with their acceptance of diversity, acculturative stress, and levels of acculturation. In this study, I found that CHIs generally hold...
Show moreThe present study explores how children of Hispanic immigrants (CHIs) perceive life in the U.S., and how they view cultural diversity. Questionnaires were given to 92 non-U.S. born CHIs and one of their non-U.S. born Hispanic immigrant parents (HIPs) who have lived in the U.S. between 1 and 17 years (M yrs = 8.43); their views of the U.S. were assessed along with their acceptance of diversity, acculturative stress, and levels of acculturation. In this study, I found that CHIs generally hold positive views of the lives in the U.S. and also hold favorable views toward cultural diversity. Furthermore, this study hypothesized that HIPs significantly influence their CHIs attitudes toward both the U.S. and toward cultural diversity. Overall, my findings validated the theoretically based expectation that demonstrates the power of parental attitudes on their children's attitudes. A significant correlation was found between HIPs' attitudes toward the U.S. and their children's attitudes, as well as, CHIs' attitudes toward the U.S. correlating significantly with their perceptions of their parents' attitudes toward the U.S. Multiple and stepwise regressions further confirmed the importance of parental attitudes toward their children's attitudes toward the U.S. and their openness to cultural diversity. Findings from this study provide implications for future research.
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Date Issued: 2015
Identifier: CFH0004875, ucf:45413
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004875

Title: NOT REALLY BOLLYWOOD:A HISTORY OF POPULAR HINDI FILMS, SONGS, AND DANCE WITH PEDAGOGICAL APPLICATIONS FOR UNDERSTANDING INDIAN HISTORY AND CULTURE.
Creator: Nayee, Sanjana, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: Contemporary fascination with 'Bollywood' proliferates much of reality TV dance shows, media blurbs and other communicative outlets. These avenues homogenize India as 'Bollywood', while social and political outlets place Indians and people of South Asian descent into fitted stereotypes that are ridiculed and largely distorted. The intent of this thesis was to explore how the growing international intrigues of popular Hindi films exist beyond 'Bollywood'. This study is especially important...
Show moreContemporary fascination with 'Bollywood' proliferates much of reality TV dance shows, media blurbs and other communicative outlets. These avenues homogenize India as 'Bollywood', while social and political outlets place Indians and people of South Asian descent into fitted stereotypes that are ridiculed and largely distorted. The intent of this thesis was to explore how the growing international intrigues of popular Hindi films exist beyond 'Bollywood'. This study is especially important because current U.S. demographics are undergoing a 'browning' effect yet a comprehensive method for understanding South Asian peoples and their cultures have been isolated to terrorist 'breeders', the model minority or as products primed for consumption. This thesis discusses the history of popular Hindi popular cinema, its changing methods of songs and dance and includes options of pedagogical applications within secondary level classrooms. In short, this thesis is an effort to highlight the similarities present amongst the differences that are consciously and unconsciously created or implicitly believed by the general population when attempting to decipher the many different components that exist across South Asian cultures, ethnicities, traditions, histories and identities.
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Date Issued: 2012
Identifier: CFH0004309, ucf:45055
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004309

Title: Counselor education students' ethnic identity and social-cognitive development: Effects of a multicultural self-awareness group experience.
Creator: Johnson, Jennifer, Lambie, Glenn, Daire, Andrew, Young, Mark, Hopp, Carolyn, University of Central Florida
Abstract / Description: The present study investigated the impact of a multicultural self-awareness personal growth group on counselor education students (n = 94) and group leaders (n = 10) and their ethnic identity development scores, social-cognitive maturity levels, and presence of group therapeutic factors. Findings from the study identified no statistically significant differences in ethnic identity development and social-cognitive maturity scores between treatment group and comparison group participants, or as...
Show moreThe present study investigated the impact of a multicultural self-awareness personal growth group on counselor education students (n = 94) and group leaders (n = 10) and their ethnic identity development scores, social-cognitive maturity levels, and presence of group therapeutic factors. Findings from the study identified no statistically significant differences in ethnic identity development and social-cognitive maturity scores between treatment group and comparison group participants, or as a result of multiple measurements throughout the semester. However, a statistically significant effect was identified for time (pre-test, M = 91.94, SD = 5.33; mid-semester, M = 90.32, SD = 6.43; post-test, M = 91.18, SD = 6.36) on social-cognitive maturity TPR scores for treatment group participants, Wilk's Lambda = .90, F (2, 63) = 3.39, p = .04, ?(&)#178; = .10. In addition, positive correlations were identified between ethnic identity development scores and group therapeutic factors in students participating in the multicultural personal growth groups: (a) Instillation of Hope, n = 63, r = .43, p = .00 (18.5% of the variance explained); (b) Secure Emotional Expression, n = 63, r = .39, p = .00 (15.2% of the variance explained); (c) Awareness of Relational Impact, n = 63, r = .47, p = .00 (22.1% of the variance explained); and (d) Social Learning, n = 63, r = .46, p = .00 (21.2% of the variance explained. Furthermore, a discussion of implications for counselor education and the scholarship of teaching and learning (SoTL) with graduate students are included.
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Date Issued: 2012
Identifier: CFE0004257, ucf:49528
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004257

Title: ADDRESSING THE ACHIEVEMENT GAP AND DISPROPORTIONALITY THROUGH THE USE OF CULTURALLY RESPONSIVE TEACHING PRACTICES.
Creator: Griner, Angela, Lue Stewart, Martha, University of Central Florida
Abstract / Description: Culturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the...
Show moreCulturally responsive teaching practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap, as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been a recent influx in research discussing these issues, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the achievement gap and disproportionality effectively within their schools. Conducted in three phases, this research provides a framework for developing, implementing, and evaluating a culturally responsive tool for schools and school staff in order to impact beliefs and practices related to culturally responsive teaching, leading to the enhanced learning outcomes of all students.
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Date Issued: 2011
Identifier: CFE0003880, ucf:48759
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003880

Title: A Digital Media Exploration of the Federal Writers' Project's Folk Song Collecting Expeditions in Depression Era Florida.
Creator: Baker, Holly, Cassanello, Robert, French, Scot, Walker, Ezekiel, University of Central Florida
Abstract / Description: This digital thesis project examines the folk song collecting expeditions of the Federal Writers' Project (FWP) in Florida between 1935 and 1942. The FWP carried out numerous folk music collecting expeditions in Florida through the Works Progress Administration. Folklorists such as Zora Neale Hurston, Alan Lomax, and Stetson Kennedy led the expeditions and traveled throughout Florida to record blues, (")jook(") songs, work songs, and traditional music from African American, Cuban, Czech,...
Show moreThis digital thesis project examines the folk song collecting expeditions of the Federal Writers' Project (FWP) in Florida between 1935 and 1942. The FWP carried out numerous folk music collecting expeditions in Florida through the Works Progress Administration. Folklorists such as Zora Neale Hurston, Alan Lomax, and Stetson Kennedy led the expeditions and traveled throughout Florida to record blues, (")jook(") songs, work songs, and traditional music from African American, Cuban, Czech, Greek, Minorcan, Seminole, and Slavic communities. While romantic notions of nationalism in the 1930s often promoted homogenization, the FWP emphasized inclusiveness and highlighted cultural diversity. The FWP's approach challenged popular concepts concerning the homogeneousness of American culture and identity. Their recordings indicate that Florida was a patchwork of varied cultures. Yet, Florida's diversity is not adequately highlighted in popular history. Historians often see Florida history through the eyes of the mythologized (")Florida Cracker("), the Celtic pioneer who settled in Florida in the eighteenth century, but the Cracker perspective represents but a square in the patchwork quilt that makes up Florida's cultural history. An exploration of the FWP folk song recordings brings Florida's diversity to the forefront and increases the public's understanding of the state's cultural variety. The project includes a podcast series that features stories about the FWP expeditions, the folklorists, the performers, and the music. It also includes an interactive exhibit that is currently a work in progress. Source materials derived from open-access public archives create an immersive, interactive learning experience.
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Date Issued: 2018
Identifier: CFE0007153, ucf:52321
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007153

Multicultural (6)	+ -
Bilingual (2)	+ -
Diversity (2)	+ -
Hispanics (2)	+ -
Multiculturalism (2)	+ -

diversity (2)	+ -
multiculturalism (2)	+ -
prejudice (2)	+ -
Acculturation (1)	+ -
Acculturative stress (1)	+ -
Achievement Gap (1)	+ -
African-American Students (1)	+ -
Alan Lomax (1)	+ -
Alton Morris (1)	+ -
American Guide Series (1)	+ -
Asia (1)	+ -
Asian (1)	+ -
At-risk Students (1)	+ -
Attitudes toward (1)	+ -
Blacks (1)	+ -
Blacks in education (1)	+ -
Bollywood (1)	+ -
Children of Hispanic Immigrants (1)	+ -
Classroom Discourse (1)	+ -
Classroom Environment (1)	+ -
Classroom Interactions (1)	+ -
Classroom Management (1)	+ -
Client Assessment (1)	+ -
Client-Rated Instrument (1)	+ -
College Campus (1)	+ -

ETD Collection (18)	+ -
Honors Collection (3)	+ -

University of Central Florida (21)	+ -
Lambie, Glenn (4)	+ -
Negy, Charles (3)	+ -
Bai, Haiyan (2)	+ -
Butler, S. Kent (2)	+ -

Hopp, Carolyn (2)	+ -
Murray, Barbara (2)	+ -
Shillingford-Butler, Ann (2)	+ -
Taylor, Dalena (2)	+ -
Adams, Thomasenia (1)	+ -
Andreasen, Janet (1)	+ -
Baker, Holly (1)	+ -
Barden, Sejal (1)	+ -
Burke, Shawn (1)	+ -
Byers, Jacqueline (1)	+ -
Cassanello, Robert (1)	+ -
Cassisi, Jeffrey (1)	+ -
Chakrabarti, Shomik (1)	+ -
Daire, Andrew (1)	+ -
DiazGranados, Deborah (1)	+ -
Dixon, Juli (1)	+ -
French, Scot (1)	+ -
Gonzalez, Jessica (1)	+ -
Greene, Jennifer (1)	+ -
Griner, Angela (1)	+ -
Haciomeroglu, Erhan (1)	+ -
Hagedorn, W. Bryce (1)	+ -
Hamann, Kerstin (1)	+ -
Harper, Mary (1)	+ -
Hastings, Sally (1)	+ -

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