多元文化素養評量工具及其應用：現況與展望

Multicultural Literacy Instrumentation:A Review and Prospect

王雅玄
Ya-Hsuan Wang


所屬期刊： 第3卷第4期 「測驗與評量」
主編：朝陽科技大學社工系
黃國彥教授
系統編號： vol011_06
主題： 測驗與評量
出版年份： 2007
作者： 王雅玄
作者(英文)： Ya-Hsuan Wang
論文名稱： 多元文化素養評量工具及其應用：現況與展望
論文名稱(英文)： Multicultural Literacy Instrumentation:A Review and Prospect
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數： 32
中文關鍵字： 多元文化素養、評量工具、多元文化能力指標
英文關鍵字： multicultural literacy, instrumentation, multicultural competence indicators
服務單位： 國立中正大學教育學研究所助理教授
稿件字數： 20074
作者專長： 研究方法論、測驗與評量、多變量分析、潛在變項模式分析
投稿日期： 2007/8/19
論文下載： pdf檔案icon
摘要(中文)： 在多元文化社會的今日，台灣的中小學教師在班級中已得面對原住民、閩南、客家、外省、跨國婚姻移民與外籍配偶子女等多樣文化背景的學生與家長，因此，教師本身需要多元文化素養以便提供文化回應教學與進行文化溝通。不過，相關實徵研究指出，缺乏多元文化素養是實踐多元文化教育最大的瓶頸。幸而，使用多元文化素養量表可以協助教師評估自身多元文化能力，也可作為多元文化訓練課程之評估量表，或多元文化教學之實用指引，甚至幫助學生評估學校環境是否具備多元文化氛圍。因此，多元文化素養量表具有多重功能可以協助教師提升自身的多元文化素養與教學。
限於國內研究尚未發展此領域，本文初步以文獻探討方式針對多元文化素養的評量工具進行現況評述與應用，進而提出未來編製多元文化素養量表之展望。首先說明評量多元文化素養之重要性與能力指標，接著回顧多元文化素養的評量工具，歸納多元文化素養量表的內涵及其應用，亟能有助於編制本土化的多元文化素養量表，提供教師落實多元文化教育之參考。
摘要(英文)： Today, school teachers in Taiwan have more opportunity to work with multi-ethnic students and parents. Multicultural literacy is therefore necessary for teachers to offer culturally responsive teaching and to make good cultural communication. Some empirical studies, however, show that most teachers are not yet prepared to practice multicultural education. The Multicultural Literacy Scale could help teachers evaluate their own multicultural competence and the multicultural training course they attend, as well as help students evaluate their school environment. In a word, the Multicultural Literacy Scale with multiple functions could help teachers promote their multicultural literacy.
Based on literature review, this article firstly argues the importance of developing instrumentation for evaluating teachers’ multicultural literacy; secondly, it reports the initial development, validation, and interpretation of an instrument designed to measure multicultural literacy in schools; thirdly, it proposes some multicultural training models in which teachers could make use of their multicultural literacy; and finally it suggests that a localized Multicultural Literacy Scale should be designed with the multiethnic views of Taiwan’s teachers together with a guide for school teachers’ use with practicing multicultural literacy in their pedagogy.
參考文獻： 王雅玄（1998）。原住民教育政策之理論批判與分析。台灣教育，576，2-9。
王雅玄（1999a）。多元文化師資培育的社會學分析。國民教育學報，5，249-270。
王雅玄（1999b）。多元文化課程評鑑的量化途徑。人文及社會學科教學通訊，10 （1），146-159。
何青蓉（2003）。跨國婚姻移民教育的核心議題：一個行動研究的省思。教育研究集刊，49（4），33-60。
何青蓉（2004）。閱讀、對話、書寫與文化理解：一個多元文化教育方案的實踐經驗。高雄師大學報，17，1-20。
李亦園（1992）。文化與行為。台北：台灣商務印書館。
車達（2004）。台灣新女性移民子女之心靈世界探索。雲林科技大學技術及職業教育研究所碩士論文。未出版。洪佳慧（2006）。職前教師多元文化觀的發展與教育實踐之敘說研究。國立花蓮師範學院國民教育研究所碩士論文。未出版。
郭喬心（2003）。國小原住民校長生涯歷程之分析—四個校長的故事。屏東師範學院國民教育研究所碩士論文。未出版。
陳伯璋（1998）。原住民課程發展模式及其應用。課程與教學季刊，1（2），1-14。
陳美如（1998）。多元文化學校的知識革命與教師重構—從「潛在課程」談起。教育研究集刊，41，171-192。
陳美如（2001）。多元文化課程的現在與未來：一個學校的觀察。國家科學委員會研究彙刊：人文及社會科學，11（1），66-80。
陳憶芬（2001）。師資培育中的多元文化教育課程探究。中等教育，52（4），84-97。
楊傳蓮（2000）。國小教師的多元文化教育素養指標初步建構之研究。花蓮師院學報，11，143-170。
趙素貞（2002）。高雄市都市原住民社區參與和生活適應關係之研究。屏東師範學院國民教育研究所碩士論文。未出版。
劉平君（2000）。文化研究的「翻譯」：從英國到台灣。新聞學研究，64，33-72。http://www.jour.nccu.edu.tw/Mcr/0064/03.html
劉見至（2002）。原、漢族群關係課程方案在高雄市國中實施成效之研究。國立高雄師範大學教育系碩士論文。未出版。
劉美慧（2003）。多元文化課程轉化：三個不同文化脈絡之個案研究。教育研究資訊，11（5），3-28。
劉美慧（2005）。多元文化師資培育：一位師資培育者的敘事探究。載於中華民國師範教育學會（主編），教師的教育理念與專業標準（頁203-230）。台北：心理。
潘慧玲（1998）。檢視教育中的性別議題。教育研究集刊，41，1-15。
蕭昭君（2000）。誰需要多元文化教育？一位師資培育者的反省與告解。載於國立花蓮師範學院（主編），多元文化教育的理論與實務學術研討會論文集（頁299-335），花蓮。
Acker, S. (1997). Feminist critiques of educational practices and research. In L. J. Saha (Ed.), International encyclopaedia of the sociology of education (pp. 215-217). Oxford and New York: Pergamon.
American School Counselor Association. (1999). The professional school counsellorand cross/multicultural counselling. [Position statement]. Alexandria, VA: Author.
Amour-Thomas, E. (1992). Intellectual assessment of children from culturally diverse backgrounds. School Psychology Review, 21, 552-565.
Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 3-42.
Arredondo, P. & Toporek, R. (2004). Multicultural counselling competencies = ethical practice. Journal of Mental Health Counseling, 26, 44-55.
Atkinson, D. R. (1994). Multicultural training: A call for standards. The Counseling Psychologist, 22, 300-307.
Becker, (1952). "Social-class variation in the teacher-pupil relationship." In The Open University (Ed.)(1971), School and society: A sociological reader (pp.119-125). London: Routledge & Kegan Paul.
Benedict, R. (1935). Patterns of culture. London: Routledge & Kegan Paul.
Brantlinger, E. A. (1994). The social class embeddedness of middle class students’ thinking about teachers. Theory into Practice, 33, 191-198.
Brock, C. H. (2004). Improving literacy instruction for all children: Current concerns and future directions. In Fenice B. Boyd & Cynthia H. Brock (Eds.), Multicultural and multilingual literacy and language: Contexts and practices (pp.323-331) . New York: The Guilford Press.
Byington, K., Fischer, J., Walker, L., & Freedman, E. (1997). Evaluating the effectiveness of a multicultural counselling ethics and assessment training. Journal of Applied Rehabilitation Counseling, 28 (4), 15-19.
Coakley, T. M. & Orme, J. G. (2006). A psychometric evaluation of the Cultural Receptivity in Fostering Scale. Research on Social Work Practice, 16 (5), 520-533.
Cornelius, L. J., Booker, N. C., Arthur, T. E., Reeves, I., & Morgan, O. (2004). The validity and reliability testing of a Consumer-Based Cultural Competency Inventory. Research on Social Work Practice, 14 (3), 201-209.
Courts, P. L. (1997). Multicultural literacies: Dialect, discourse, and diversity. New York: Peter Lang.
D’Andrea, M., Daniels, J., & Heck, R. (1991). Evaluating the impact of multicultural counseling training. Journal of Counseling and Development, 70, 143-150.
DeGenova, M. K. (1995). Changing racist behaviour through multicultural education. Multicultural Teaching, 13 (2), 21-23.
Dunn, T. W., Smith, T. B., & Montoya, J. A. (2006). Multicultural competency instrumentation: A review and analysis of reliability generalization. Journal of Counseling & Development, 84, 471-482.
Gay, G. (1999). Ethnic identity development and multicultural education. In R. Hernandez & E. R. Hollins (Eds.), Racial and ethnic identity in school practices: Aspects ofhuman development (pp. 195-211). Mahwah, NJ: Lawrence Erlbaum.
Giroux, H. A. (1992). Border crossing: Cultural workers and the politics of education. New York: Routledge.
Gray, R. A. & Herrick, M. A. (1995). Technology and multicultural education. TECHTRENDS, 40 (6), 32-33.
Green, R. G., Kiernan-Stern, M., Balley, K., Chambers, K., Claridge, R., Jones, G., Kitson, G., Leek, S., Leisey, M., Vadas, K., & Walker, K. (2005). The multicultural counseling inventory: A measure for evaluating social work students' and practitioners' perceptions of their multicultural competencies. Journal of Social Work Education, 41 (2), 191-208.
Herr, K. (1999). Private power and privileged education: De/constructing institutional racism. International Journal of Inclusive Education, 3, 111-129.
Holcomb-McCoy, C. (2004). Assessing the multicultural competence of school counselors: A checklist. Professional School Counseling, 7 (3), 178-183.
Holcomb-McCoy, C. C., & Myers, J. E. (1999). Multicultural competence and counsellor training: A national survey. Journal of Counseling & Development, 77, 294-302.
Howell, K. W. & Rueda, R. (1996). Achievement testing with culturally and linguistically diverse students. In L. A. Suzuki, R. J. Meller, & J. G. Ponterroto (Eds.), Handbook of multicultural assessment (pp. 253-290). San Francisco: Jossey-Bass.
Irvine, J. J. (1990). Black students and school failure. New York: Praeger.
Jordan, M. L. R. (1995). Reflections on the challenges, possibilities, and perplexities of preparing preservice teachers for culturally diverse classrooms. Journal of Teacher Education, 46 (5), 369-374.
Kanter, R. M. (1977). Men and women of the corporation. New York: Basic Books.
Kellner, D. (1997). Media literacies and critical pedagogy in a multicultural society. Education, Technology and Society. http://www.gse.ucla.edu/courses/ed253a/newDK/medlit.htm
Keys, S. G. & Bemak, R. (1997). School-family-community linked services: A school counselling role for changing times. School Counselor, 44, 255-264.
Keys, S. G. & Bemak, R. (1998). Transforming school counselling to serve the mental health needs of at-risk youth. Journal of Counseling and Development, 76, 381-389.
Kvale, S. (1996). Interview: An introduction to qualitative research interviewing. Thousand Oaks, California: sage.
LaFromboise, T. D., Coleman, H. L. K., & Hernandez, A. (1991). Development and factor structure of the Cross-Cultural Counseling Inventory-Revised. Professional Psychology: Research and Practice, 22, 380-388.
Liston, D. P. & Zeichner, K. M. (1990). Teacher education and the social conditions of schooling. New York: Routledge.Marshall, R. L. (2002). Cultural diversity in schools. Belmont, CA: Wadswarth/Thomson Learning.
Massatti, R. R., Vonk, M. E., & Gregoire, T. K. (2004). Reliability and validity of the Transracial Adoption Parenting Scale. Research on Social Work Practice, 14 (1), 43-50.
McRae, M. B. & Johnson, S. D. (1991). Toward training for competence in multicultural counsellor education. Journal of Counseling & Development, 70, 131-135.
National Association of Social Workers (NASW).(2001). Standards for cultural competence in social work practice. Washington, DC: Author.
Pedersen, P. (1994). A handbook for development multicultural awareness (2nd ed.). Alexandrea, VA: American Counseling Association.
Pike, C. K. (2002). Measuring racial climate in schools of social work: Instrument development and validation. Research on Social Work Practice, 12 (1), 29-46.
Ponterotto, J. G., Alexander, C. M., Grieger I. (1995). A Multicultural Competency Checklist for Counseling Training Programs. Journal of Multicultural Counseling and Development, 23 (1), 11-20.
Ponterotto, J.G., Reiger, B.P., Barrett, A., Sparks, R. (1994). Assessing multicultural counselling competence: A review of instrumentation. Journal of Counseling & Development, 72, 316-322.
Ponterotto, J.G., Reiger, B.P., Barrett, A., Sparks, R., Sanchez, C.M., & Magids, D. (1996). Development and initial validation of the Multicultural Counseling Awareness Scale. In G.R. Sodowsky and J.C. Impara (Eds.), Multicultural assessment in counseling and clinical psychology (pp. 247-282). Lincoln, NE: Buros Institute of Mental Measurements.
Ridley, C. R. (1995). Overcoming unintentional racism in counselling and therapy: A practitioner’s guide to intentional intervention. Thousand Oaks, CA: Sage.
Ridley, C. R., Mendoza, D. W., & Kantiz, B. E. (1994). Multicultural training: Reexamination, operationalization, and integration. The Counseling Psychologist, 22, 227-289.
Robinson, J. & Hustler, D. (1995). Celebrating Naivety: The role of black Artists in multicultural and antiracist education. Curriculum Studies, 3 (1), 61-77.
Rogers, M. R., & Ponterotto, J. G. (1997). Development of the Multicultural School Psychology Counseling Competency Scale. Psychology in the Schools, 34, 211-217.
Shade, B. (1995). Developing a multicultural focus in teaching education: One department’s story. Journal of Teacher Education, 46 (5), 375-380.
Sodowsky, G.R., Taffe, R.C., Gutkin, T.B., & Wise, S.L. (1994). Development of the Multicultural Counseling Inventory: A self-report measure of multicultural competencies. Journal of Counseling Psychology, 41, 137-148.Sue, D. W. (1991). A model for cultural diversity training. Journal of Counseling & Development, 70, 99-105.
Sue, D. W., Arredondo, P. & McDavis, R. J. (1992). Multicultural counselling competencies and standards: A call to the profession. Journal of Multicultural Counseling and Development, 20 (2), 64-88.
Sue, S. (2003). In defense of cultural competency in psychotherapy and treatment. American Psychologist, 58 (11), 964-970.
Talbot, D. M. (1996). Master’s students’ perspectives on their graduate education regarding issues of diversity. NASPA Journal, 33, 163-178.
Tomilinson-Clarke, S. (2000). Assessing outcomes in a multicultural training course: A qualitative study. Counselling Psychology Quarterly, 13 (2), 221-231.
Tomlinson-Clarke, S. & Wang, O. (1999). A paradigm for racial-cultural training in the development of counsellor competencies. In M. S. Kiselica (Ed.), Confronting prejudice and racism during multicultural training (pp. 155-167). Alexandrea, VA: American Counseling Association.
U.S. Department of Health and Human Services, Office of Minority Health(2002). Assuring cultural competence in health care: Recommendations for national standards and an outcome-focused research agenda. Retrieved Nov. 21, 2006, from: http://www.omhrc.gov/clas/
Weiss, L. (1990). Working class without work. New York: Routledge.
Well, D. K. (1998). Towards a critical multicultural literacy: Theory and practice for education for liberation. New York: Peter Lang.