Development and Validation of the Multicultural Student Questionnaire
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Currently, many universities require students to enroll in at least one multicultural class as part of their bachelor’s degree requirement. The purpose of the study is to understand students’ multicultural attitude, knowledge, and skills. In the study, the researcher developed and validated the Multicultural Student Competency Questionnaire (MSCQ). The instrument is based on Sue’s and colleagues (1992) Multiple Dimension of Cultural Competence model. 3-form planned missing design was employed in the data collection of the validation study. Confirmatory factor analysis was used to validate the MSCQ and evaluate the relationship between the three main constructs: attitudes, knowledge, and skills. Results from the study revealed students’ awareness and knowledge of their own culture exceed their awareness and knowledge of biases and others’ cultures. In the skills dimension, students scored relatively higher on the verbal and nonverbal helping styles compared to advocacy skills. The MSCQ provided a good measure for measuring undergraduate students’ multicultural competency. Future research direction includes using moral education lens in the teaching of multicultural core classes and understanding various factors that effect students’ multicultural skills.