The quantitative correlational research study investigated the statistical relationship between school certificated staff perceptions of the multicultural inclusivity of school policies and fifth through ninth grade students’ feelings of school belonging. The study was located in a community of San Diego, California with 77 employed certificated staff participants and 678 registered fifth through ninth grade participants. The tool used to measure cross-cultural adaptability was the 50-item Cross Cultural Adaptability Inventory (CCAI ®), taking only two of the four subset scores, flexibility / openness (FO) and perceptual acuity (PAC). The tool used to measure students’ sense of school belonging was the Psychological Sense of School Membership (PSSM) 18-item scale. Results indicated no statistically significant relationship between staff perceptions of school policies and non Euro-American students’ sense of school belonging, FO or PAC and staff years of experience, and students’ sense of school belonging with three stratifications of racial groups. While no statistically significant relationship existed between FO and age range, PAC and age range showed a statistically significant difference. A final result showed a slight negative correlation between students’ sense of school belonging and certificated staff perceptual acuity scores.
|Commitee:||Blizard, Clifford, Peters, Daniel|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/07(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Multicultural Education, Education Policy, School administration|
|Keywords:||Cultural competencies, Educational policy, Ethnicity, Inclusion, Multicultural policy, Race|
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