Students’ multicultural attitudes and the role of background characteristics

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-08-16 DOI:10.1016/j.stueduc.2025.101505

Demos Michael , Leonidas Kyriakides

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Abstract

In recent years, global efforts have intensified to foster inclusive school environments and promote positive attitudes toward diversity. This study examines certain aspects of validity of an instrument designed to measure students’ multicultural attitudes and investigates the influence of students’ background characteristics. Using data from 450 secondary education students, Confirmatory Factor Analyses confirmed that the Munroe Multicultural Attitude Scale Questionnaire (MASQUE; Munroe & Pearson, 2006) consistently measures the underlying constructs (i.e., cognitive, affective, and behavioral domains) within the examined context, as theoretically proposed. Structural regressions revealed that immigrant background and language had no significant impact on students’ multicultural attitudes, but gender did, with female students exhibiting higher scores. Social desirability bias was also detected in students’ responses related to the affective and behavioral, but not the cognitive component of multicultural attitudes. The findings contribute to the research on multicultural instrumentation, with implications for theory, research, and practice.

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学生的多元文化态度与角色背景特征

近年来，全球加强了努力，以营造包容性的学校环境，促进对多样性的积极态度。本研究考察了一种旨在衡量学生多元文化态度的工具的有效性的某些方面，并调查了学生背景特征的影响。利用450名中学生的数据，验证性因素分析证实了Munroe多元文化态度量表问卷(MASQUE；门罗,Pearson, 2006)根据理论建议，始终如一地测量被检查环境中的潜在结构（即认知、情感和行为领域）。结构回归显示，移民背景和语言对学生的多元文化态度没有显著影响，但性别对学生的多元文化态度有显著影响，女生表现出更高的分数。在多元文化态度的情感和行为反应中也发现了社会期望偏差，但在多元文化态度的认知成分中没有发现社会期望偏差。这些发现有助于多元文化仪器的研究，具有理论、研究和实践意义。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.