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• W17362975 abstract "Changing demographics of urban school districts toward student populations that are more culturally and ethnically diverse raises the issue of whether educators are able to effectively interact with students and families from diverse cultural backgrounds. Additionally, school leaders are expected to support teachers and provide a school environment that promotes acceptance of cultural differences and meets the needs of students from various cultural backgrounds. This study examines the relationship between levels of selfreported cultural competence among 39 RCSD principals as measured by Hammer's Intercultural Developmental Inventory (IDI) (Hammer, 1998) and their respective school's levels of organizational cultural competence as determined by the Checklist Measure of Organizational Cultural Competence (CMOCC) (Darnell & Kuperminc, 2006). Data from the IDI and the CMOCC were analyzed using SPSS to apply correlation analyses, F-tests (ANOV A) and t-tests. The results of the study indicated that, as a group, RCSD principals scored in the average range, though there was variability among the scores. The levels of organizational cultural competence suggested that on·averag~, half 0 f RCSD principals met three out of the six criteria used to measure organizational cultural competence. There was no relationship between individual levels of cultural competence and organizational levels of cultural competence. There were correlations, however, between two subscales and items on the CMOCC. The implications related to theory, research, and practice are discussed. Recommendations include providing cultural competence training for principals, offering opportunities for principals to discuss .ideas and practices related to cultural competence, and increasing awareness of individual and organizational cultural competence. Degree Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Steven K. Million Second Supervisor Julius Gregg Adams Subject Categories Education This dissertation is available at Fisher Digital Publications: http://fisherpub.sjfc.edu/education_etd/75 St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 11-1-2008 Study of Relationships between Levels of Cultural Comp,etence arriohg School. Principals and Levels of Ot:ganizational Cultural Competence of Their Diantha Beth Joiner Watts St. John Fisher College Follow this and additional works at: http://fisherpub.sjfc.edu/education_etd Part of the Education Commons This Dissertation is brought to you for free and open access by the Ralph C. Wilson, Jr. School of Education at Fisher Digital Publications. It has been accepted for inclusion in Education Doctoral by an authorized administrator of Fisher Digital Publications. Recommended Citation Joiner Watts, Diantha Beth, A Study of Relationships between Levels of Cultural Comp,etence arriohg School. Principals and Levels of Ot:ganizational Cultural Competence of Their Schools (2008). Education Doctoral. Paper 75. Study of Relationships between Levels of Cultural Comp,etence arriohg School. Principals and Levels of Ot:ganizational Cultural Competence of Their Abstract Changing demographics of urban school districts toward student populations that are more culturally and ethnically diverse raises the issue of whether educators are able to effectively interact with students and families from diverse cultural backgrounds. Additionally, school leaders are expected to support teachers and provide a school environment that promotes acceptance of cultural differences and meets the needs of students from various cultural backgrounds. This study examines the relationship between levels of selfreported cultural competence among 39 RCSD principals as measured by Hammer's Intercultural Developmental Inventory (IDI) (Hammer, 1998) and their respective school's levels of organizational cultural competence as determined by the Checklist Measure of Organizational Cultural Competence (CMOCC) (Darnell & Kuperminc, 2006). Data from the IDI and the CMOCC were analyzed using SPSS to apply correlation analyses, F-tests (ANOV A) and t-tests. The results of the study indicated that, as a group, RCSD principals scored in the average range, though there was variability among the scores. The levels of organizational cultural competence suggested that on·averag~, half 0 f RCSD principals met three out of the six criteria used to measure organizational cultural competence. There was no relationship between individual levels of cultural competence and organizational levels of cultural competence. There were correlations, however, between two subscales and items on the CMOCC. The implications related to theory, research, and practice are discussed. Recommendations include providing cultural competence training for principals, offering opportunities for principals to discuss .ideas and practices related to cultural competence, and increasing awareness of individual and organizational cultural competence.Changing demographics of urban school districts toward student populations that are more culturally and ethnically diverse raises the issue of whether educators are able to effectively interact with students and families from diverse cultural backgrounds. Additionally, school leaders are expected to support teachers and provide a school environment that promotes acceptance of cultural differences and meets the needs of students from various cultural backgrounds. This study examines the relationship between levels of selfreported cultural competence among 39 RCSD principals as measured by Hammer's Intercultural Developmental Inventory (IDI) (Hammer, 1998) and their respective school's levels of organizational cultural competence as determined by the Checklist Measure of Organizational Cultural Competence (CMOCC) (Darnell & Kuperminc, 2006). Data from the IDI and the CMOCC were analyzed using SPSS to apply correlation analyses, F-tests (ANOV A) and t-tests. The results of the study indicated that, as a group, RCSD principals scored in the average range, though there was variability among the scores. The levels of organizational cultural competence suggested that on·averag~, half 0 f RCSD principals met three out of the six criteria used to measure organizational cultural competence. There was no relationship between individual levels of cultural competence and organizational levels of cultural competence. There were correlations, however, between two subscales and items on the CMOCC. The implications related to theory, research, and practice are discussed. Recommendations include providing cultural competence training for principals, offering opportunities for principals to discuss .ideas and practices related to cultural competence, and increasing awareness of individual and organizational cultural competence. Degree Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Steven K. Million Second Supervisor Julius Gregg Adams Subject Categories Education This dissertation is available at Fisher Digital Publications: http://fisherpub.sjfc.edu/education_etd/75" @default.
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• W17362975 title "A Study of Relationships between Levels of Cultural Comp,etence arriohg School. Principals and Levels of Ot:ganizational Cultural Competence of Their S chools" @default.
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