Date of Award

12-2016

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Educational Studies

First Advisor

Chantal Levesque-Bristol

Committee Chair

Chantal Levesque-Bristol

Committee Member 1

JoAnn Phillion

Committee Member 2

Toni Rogat

Abstract

This study describes the development and initial validation for a measure of a culturally responsive classroom climate in postsecondary classrooms. By examining multiple frameworks of culturally responsive teaching four factors were identified as representing cultural responsiveness in the classroom: inclusiveness, cultural inclusion, diverse language and diverse pedagogy. Using these factors and conceptual definitions a survey measure was developed and the overall factor structure and reliability of the measure examined using Exploratory and Confirmatory Factor Analysis. The results provide evidence for a second order factor model with cultural responsiveness as a higher order construct represented by four factors. The results are discussed in relation to theoretical considerations for assessing classroom climate as well as the importance of cultivating culturally responsive classroom environments at the college level.

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