The Instruction and Assessment of Multicultural Dispositions in Teacher and

Counselor Education
Franklin Thompson,
University of Nebraska-Omaha

Abstract

The purpose of this study was to examine teacher dispositions within an undergraduate and
graduate education course aimed at helping students gain a better appreciation for lifelong
multicultural education. Education majors (N=202) from a Midwestern metropolitan university
were asked to rate the viability of 13 dispositions as a training and instructional tool.
Curriculum based on the underlying principles of the dispositions served as the treatment plan.
Significant pretest (M=7.92, SD=0.77) to post-test (M=8.45, SD=0.56) change in mean scores
was shown for the combined data set (t(204)=-10.32, p<.0005) with a large effect size (d=.80).
Dispositional growth was evident despite a limited impact of selected demographic variables.
Results of this institutional review board approved study demonstrate that multicultural
dispositions applied within an intentionally inviting learning environment can be used to assess
changes in student perceptions over the span of a semester or across a program of professional
preparation. This will help college students better assess whether or not teaching and counseling
career paths are correct ones for them to pursue.

Introduction quality of instruction are the most important

(Darling-Hammond, 1997; Bransford,
From the time that the Nation at Risk Report Darling-Hammond & Le Page, 2005). Even
(U.S. Department of Education, 1983) was when home, neighborhood, and environ-
published up to more recent debates over mental determinants fail to provide students
President Bush’s No Child Left Behind with tools to succeed, well-trained educators
legislation, much attention has been given to can make a positive difference in the way
school reform (Farley, 2005; Gollnick & students achieve academically (Carter, 2000;
Chinn, 2009; Huerta, 2009). Of the school Farley, 2005).
factors that bolster student achievement,
Teacher training is incomplete, however, if
individual teacher characteristics and the
education preparation programs fail to
emphasize the need for school personnel to
Franklin Thompson, Ed. D. is a an associate be intentionally inviting with regards to the
professor in the Department of Counselor Education, policies, places, programs, and processes
University Nebraska, Omaha, teaching courses in
human and race relations. He is also a three-term
they utilize to construct school climate
elected official on The Omaha City Council. (Purkey & Novak, 2008). Schmidt (2004)
fthompson@mail.unomaha.edu reminds us that school districts who adopt a

Journal of Invitational Theory and Practice ● Volume 15, 2009

32
policy that advocates strict cut-off points on tegies. De’ Melendez and Beck (2010) warn
state mandated tests adhere to a misguided against adopting a one-size-fits-all, mono-
belief that everyone should be treated the cultural mindset when teaching students.
same, disregarding individual and collective Gollnick and Chin (2009) emphasize the
differences. “At the same time, places that need for educators to move beyond the
reflect only the dominant culture without dominant canon of knowledge and ways of
recognizing the presence of diverse popula- knowing. Several counseling education
tions practice exclusion rather than inclusion experts (e.g., Arredondo, et al., 1996;
in daily life. Programs that neglect or ignore Axelson, 1999; Baruth & Manning, 2003;
culture or individual differences [and] Ivey, D’Andrea, & Simon-Morgan, 2002;
processes adopted for the convenience of an Constantine, 2003; Robinson, 2005; Sue &
elite few, may disinvite people who feel Sue, 2008) advocate a set of disposition-like
slighted or set apart from the rest of the multicultural competencies that emphasize
population,” (p.30-31). not only knowledge and skills, but also
counselor attitudes and beliefs.
Theoretical Framework
Principles borrowed from Invitational
The initial impetus and theoretical frame-
Theory and Practice (ITP) also provide an
work for this study, related to multicultural
important theoretical backdrop. When
dispositions, was inspired by recom-
surveying the literature, one can identify a
mendations made by the National Council
natural link that appears to connect ITP with
for the Accreditation of Teacher Education
the multicultural education movement.
(NCATE) - the nation’s largest accrediting
William Purkey and John Novak (1996),
agency. NCATE requires that teacher
founders of ITP, affirm that, “In the fight
preparation programs assess the dispositions
against prejudices, teachers cannot be
of their candidates. It is believed by some,
neutral spectators. They should be com-
though not all, professionals that teacher
batants against the subtle and not so subtle
dispositions play a critical role in teacher
forces that negate the worth and ability of
quality and effectiveness as do teachers’
large numbers of their students,” (p. 66).
pedagogical and content knowledge and
However, Schmidt (2004) notes that, “Over
skills (Wasicsko, 2002).
the years, literature and research about
Additional theoretical impetus was provided invitational education has not addressed the
from related academic disciplines. From the nuances of applying this approach with
multicultural education literature comes a students, parents, employees, clients, or
recommendation from Klinger & Edwards other populations from diverse back-
(2006) and Trent, Kea, & Oh (2008) that grounds,” (p. 44). He proceeds to issue a call
beginning teacher education programs and for that gap in literature to be closed.
in-service professional development efforts
Within the school setting, Purkey and Novak
do a better job of equipping educators with
(1996) teach that effective educators must
culturally responsive, evidence-based stra-

Journal of Invitational Theory and Practice ● Volume 15, 2009

33
adhere to four fundamental beliefs: That (1) inviting to the benefit of a diverse student
all students deserve to be affirmed as population.
valuable, capable, and responsible, and
treated with acceptance, (2) administrators, Dispositions Defined
teachers, and students all have the The definition of dispositions is varied and
responsibility to create beneficial messages imprecise; still, there are commonalities of
for themselves and others, (3) all students thought. Early writers (Beyer, 1987; Ennis,
regardless of their background possess 1987) refer to dispositions as tendencies to
relatively untapped potential in all areas of behave. Katz (1993) defined the term as a
learning and human development, and (4) voluntary and intentional pattern of behavior
human potential is best realized when the exhibited frequently and oriented to broad
administration purposely orchestrates a goals. In later writings, dispositions are
positive school climate. described by Carr and Claxton (2002) as
habits of mind and tendencies to respond to
Purkey and Novak (1996) further break situations in certain ways. Cudahy, Finnan,
down effective relationship building into Jaruszewicz, and McCarty (2002) define
four levels of functioning across a spectrum dispositions as values, commitments, or
of helping and harmful behaviors: Policies ethics that are internally held and externally
and practices that are (a) Intentionally exhibited. Leader and Middleton (2004)
Disinviting – blatant racism and sexism fit describe them as learning experiences that
into this category, (b) Unintentionally go beyond cognitive abilities into a realm of
Disinviting – indistinctive institutional attitudes and awareness about critical
forms of oppression would be good thinking. This study relies on a definition
examples, (c) Unintentionally Inviting – provided by Gollnick and Chinn (2009)
such as great intervention strategies that which views dispositions as, “values,
become hard to duplicate due to a lack of commitments, and professional ethics that
purpose and deliberation, and (d) Intention- influence teaching and interactions with
ally Inviting – intervention and strategies students, families, colleagues, and com-
that are purposely designed to invite optimal munities,” (p. 379).
development and encourage students to
realize the potential in themselves and Dispositions and Effective Teaching
others. “At the intentionally inviting level,
The movement toward the greater
educators deliberately choose caring and
professionalization of teaching through
democratic purpose,” (Purkey & Novak,
assessment based accreditation was
2008, p. 30). This study posits that the
spearheaded by NCATE as a way to not
application of multicultural dispositions as a
only assess knowledge and skills but also
training tool for classroom teachers and
whether a person was the right match for the
counselors is a prime example of adopting
classroom, thus the reinforcement of teacher
policy and practice that is intentionally
dispositions (McKnight, 2004). Teacher
dispositions strongly influence the impact

Journal of Invitational Theory and Practice ● Volume 15, 2009

34
educators have on student development pedagogy that embraces a multiple lens
(Collinson, Killeavy, & Stephenson, 1999). approach to valuing differences. An
Teacher preparation programs must help exception is the Gollnick and Chin (2009)
candidates develop the necessary dispose- text which actively promotes multicultural
tions to be effective educators (Florio-Ruane dispositions as formulated by the Interstate
and Lensmire, 1990). Training for greater New Teacher Assessment and Support
multicultural awareness is a major part of Consortium (INTASC) - an agency that
that preparation (Gay, 2003; Tozer, Senese, collaborates with state teacher licensing
& Vilas, 2006). departments.

Information regarding dispositions as it The following eight dispositions were

specifically relates to the multicultural gleaned from a larger listing of 36
training of education majors is less defined successful beginning teacher correlates
compared to the general dispositional representing the diversity component of the
discourse, and yet there are important INTASC (1992) recommendations. Effec-
considerations one can glean from the tive multicultural teachers:
literature. Stevens and Charles (2005)
identify understanding, tolerance, and 1. Believe that all children can learn at high
respect as important dispositions. Garmon levels and persist in helping all children
(2006) highlights openness, self-awareness, achieve success;
self-reflection, and a commitment to social 2. Are sensitive to community and cultural
justice as important correlates to effective norms;
diversity instruction. Helm’s (2006) review
3. Appreciate multiple perspectives and
of the literature includes kindness, initiative,
convey to learners how knowledge is
honesty, humility, healing, a sense of
developed from the vantage point of the
community, and a service-to-others orien-
knower;
tation.
4. Appreciate and value human diversity,
Leading multicultural textbook authors show respect for students’ varied talents
address characteristics that have a dis- and perspectives, and is committed to
position-like quality without necessarily the pursuit of individually configured
labeling them as so. For example, Grant and excellence;
Gomez (2001) emphasize valuing diversity
5. Respect students as individuals with
through adopting non-traditional mindsets.
differing personal and family back-
Banks (2009) calls for active and
grounds and various skills, talents, and
meaningful values and character education.
interests;
Bennett (2007) emphasizes the importance
of instilling fair-minded critical thinking. 6. Appreciate the cultural dimensions of
Nieto (2004) is a proponent of shaping communication, respond appropriately,
cultural sensitivity through a critical and seek to foster culturally sensitive

Journal of Invitational Theory and Practice ● Volume 15, 2009

35
 communication by and among all stu- “the politics of multiculturalism,” (page
dents in the classroom setting; 369) should be avoided, but he fails to go
into further detail.
7. Value and appreciate the importance of
all of a child’s lived experience; and Criticism includes the argument that
8. Make students feel valued for their dispositions (a) are currently defined in non-
potential as people, and help them learn scientific ways that allow for too much
to value each other. subjective interpretation (Damon, 2007;
Murray, 2007); (b) like intelligence, cannot
At the turn of the century, the American
be measured directly (Singh & Stoloff,
Psychological Association (2002) endorsed
2008; Wasicsko, 2002), (c) are closely tied
multicultural competencies for counselor
to variables [i.e., age, academic exposure,
education. Pope-Davis, Coleman, Lui, and
and moral development] that are too hard to
Toporek (2003) produced the most
control for (McKnight, 2004); and (d)
comprehensive handbook to date on
cannot be dis-embedded from a larger set of
multicultural competencies. If multicultural
environmental factors [i.e., parent involve-
competencies make school counselors more
ment, peer pressure] that account for the
effective, they may also have a similar
total learning experience (Allal, 2002;
impact on teachers and administrators
Sadler, 2002).
(Moore, 2003).
Proponents of dispositions (Carr & Claxton,
Assessment of Dispositions
2002; Villegas, 2007) argue that, even
Not all writers agree that dispositions can or though human behavior is highly dependent
should be assessed. “Despite all the on a large number of interwoven factors,
emphasis on dispositions, professionals dispositions can be defined in a
believe that dispositions are a vague developmental fashion that takes into
construct that is hard to define and account differentiation in robustness and
measure,” (Singh & Stoloff, 2008). Damon socio-cultural sophistication. Singh and
(2007) argues that while the scientific Stoloff (2008) suggest that despite problems
definition of a disposition emphasizes a with defining and measuring teacher
birth-until-now process that impacts person- dispositions, teacher preparation programs
ality development, the NCATE definition should continue to conduct research aimed
focuses on the candidate’s value-driven at adding to the emerging literature on the
conduct, hence there is misalignment of topic. Even writers who are conflicted about
purpose between established research and dispositions agree that if done correctly,
current practice. There is also concern that students can benefit greatly from instruction
loosely defined standards of dispositions can that encourages an educator code of ethics
lead to program dismissal of people who do that can be effectively assessed (Burant,
not pass a certain political litmus test, as Chubbuck & Whipp, 2007; Diez, 2007).
well as intimidate those who are afraid of
being eliminated. Damon further warns that

Journal of Invitational Theory and Practice ● Volume 15, 2009

36
Despite reservations about dispositions, Regardless of whether one supports
Damon (2007) believes that students deserve dispositions in its current or in an amended
to be instructed by teachers who are ethics- form, there is a lack of strategies aimed at
driven. The following are suggestions for examining dispositional instruction in the
dispositional reform: classroom. This study hopes to address that
need. In addition, this paper attempts to fill a
1. We should not assess attitudes and small portion of the large gap in literature
beliefs that relate to religious preference that previously failed to connect the goals of
or political ideologies; the Invitational Theory and Practice to the
2. We should not assess personal charac- Dispositions movement.
teristics (such as being gregarious or
shy) that only have a speculative Research Questions
relationship with teaching ability.
This study addressed the following research
3. Beliefs that are directly related to a
questions:
candidate’s capacity to teach, as well as
personal and professional teacher char- 1. Is there a difference between disposition
acteristics should be assessed; and scores before and after application of a
4. Dispositions must be defined via course focused on multicultural edu-
scholarship and systematic application of cation?
established knowledge gained from the 2. Given a listing of 13 selected multi-
behavioral sciences. cultural dispositions, how do education
Assessment tools aimed at measuring majors rank them as important training
dispositional awareness are high in demand, tools?
but short in supply. Fortunately, Thompson The multicultural course applied a dynamic
(2009) utilized a convenience sample of curriculum developed by the investigator
Midwest undergraduate and graduate known as the Critical Multicultural Impe-
education majors (N = 1,092) over a 5-year rative (CMI). CMI teaching techniques are
period to create an instrument referred to as based on the following instructional strate-
the Multicultural Dispositions Index (MDI) gies and principles:
aimed at effectively measuring multicultural
dispositional growth. Significant pre-test-to- 1. Multicultural controversy should be
posttest growth of student multicultural embraced rather than avoided. Students
dispositions was found, as well as strong are taught that that political correctness
student support for adopting dispositions as often acts as a filter to cloud important
a program completion requirement. It is issues that need to be discussed. One
believed that the MDI is one of the first example of this might be a need among
assessment tools of its kind. young people of our time to have an
open and honest discussion of why
African Americans get to use the N-

Journal of Invitational Theory and Practice ● Volume 15, 2009

37
 Word, but Whites can’t; 8. Multicultural education is enhanced
when instruction highlights the pain and
2. Partisan political pandering is often
suffering of human relations, as well as
challenged. Students are taught that
testimonials of how obstacles were
BOTH of the major American political
overcome. A delicate balance of both
parties have positive things to offer to
perspectives is needed;
the larger multicultural discourse, as
well as things that need to be eliminated 9. Once race, ethnicity, religious, gender,
or modified in order for meaningful and disabilities issues are thoroughly
social progress to be made; established and discussed, significant
attention must also be paid to going
3. The attainment of skill sets aimed at
beyond those factors and exploring a
conflict resolution is a top priority of
phenomenon known as the abuse of
multicultural education. It should never
power and privilege. Failure to look at
be just a feel-good or a simple
the human condition above and beyond
awareness-only exercise.
traditional indicators will result in only a
4. In order for life-long learning to take partial awareness of the bigger diversity
place, instruction must simultaneously picture;
be aimed at the head (academic), gut
10. Multicultural education is greatly
(feeling), and heart (social change)
enhanced when traditional lecture in-
levels;
struction is augmented with interactive
5. Successful instruction must pay attention learning experiences;
to both content and process. If certain
11. On-going reflection and self-assessment
groups know about a certain truth on one
improve teacher and counselor per-
hand, but they don’t “feel it” or “feel
formance on both a professional and
you” as being an authentic helper on the
personal level; and
other hand, it becomes harder for them
to experience the change that they need; 12. Educators and counselors who adopt a
multicultural dispositions mindset will
6. Significant attention must be paid to
have a greater opportunity to bring about
combating multicultural learner resis-
positive and meaningful social change
tance and what multicultural counseling
compared to those who are dispositional
experts refer to as ego defense mech-
critics.
anisms;
This study is primarily aimed at addressing
7. The instructor must become adept at
the viability of the last tenet, the importance
releasing students from historical guilt
of teacher candidates adopting a multi-
about race and ethnicity, while at the
cultural dispositional mindset.
same time encouraging and recruiting
students to become change agents for the Student outcomes for the multicultural
future; course itself included the following expec-

Journal of Invitational Theory and Practice ● Volume 15, 2009

38
tations. Essentially, it was expected that counselor candidates (N=201) who attended
students would: a Midwestern metropolitan university
situated in an urban setting of 800,000
1. Endorse multicultural dispositions as a people. Fifty-two of the individuals
useful program completion requirement; surveyed were male and 149 were female.
2. Be positively impacted by dispositional One hundred eighty-five persons (92%)
instruction and experience statistically were Caucasian, while 16 were non-majority
significant pretest-to-posttest mean score group members. Of those sixteen, 6 were
gains; African American, 5 were Hispanic, and 5
were Asian. Low percentages of students of
3. Closely mirror the investigator’s initial
color applying to become educators have
ranking of the selected dispositions; and
been a long-standing issue for the
4. See no need to eliminate any of the community.
dispositions.
There were 68 persons who fell in the 17-19
It was also believed that the demographics
age range, 76 persons who fell in the 20-24
of the student might play a role in their
age range and 57 individuals who were 25 to
interaction with the disposition instruction,
56 years old. One hundred and fifty one
and thus the scores before and after the
persons had only a high school degree, while
course. For example, it was hypothesized
50 persons had obtained a bachelor’s degree.
that Caucasian, Republican, older, and male
One hundred and fifty one respondents were
respondents might have lower pre-test
undergraduate education majors, while 31
disposition scores compared to younger,
were graduates studying to be counselors
female, minority, and Democrat or Inde-
(16 school counselors and 15 community
pendent respondents. The researcher
counselors). Nineteen were non-education
acknowledges that these demographics
majors. Sixty one individuals classified
expectations can potentially be related to
themselves as being a Democrat, while 66
stereotyping, but it is the very investigation
and 33 persons said they were Republican
of such diversity myths that need to be
and Independent respectively. Forty-one
considered, studied, and confronted in such
respondents were politically undecided.
disposition instruction research. It was
hoped that the application of CMI The Survey Instrument
instruction in the course would perhaps have
The dispositions assessment tool developed
a leveling effect on post test scores.
for this study was based on an inter-
disciplinary theoretical framework. That
Method framework included (1) disposition
recommendations from NCATE and
Participants
INTASC – two professional education
Participants who comprised a convenience agencies, (2) input gleaned from a careful
sample for this study were teacher and review of multicultural education,

Journal of Invitational Theory and Practice ● Volume 15, 2009

39
multicultural counseling, critical pedagogy, designated for teacher and counselor
critical race theory, and invitational theory certification. The utilization of the data
and practice literature, and (3) craft collected for research was voluntary and
knowledge of the investigator gained from anonymous. Pre and post treatment surveys
34 years of teaching multicultural education were distributed over the course of a
and race relations. Appendix A is the actual semester. Student participation in the
survey given to respondents. Appendix B voluntary portion that led to this research
provides an explanation of how the items was 98%.
included in the survey instrument were
linked to the review of literature. Data Analysis
Utilizing the Statistical Package for the
Prior to the implementation of the survey Social Sciences (SPSS) computer program,
and during the development of the the following statistical analyses were
instrument, the investigator allowed conducted:
colleagues and students an opportunity to
have input on each disposition over a period 1. A summarization of descriptive data and
of time. Originally, there were 20 survey student rankings of the dispositions;
items, but a three-year development and
2. An analysis of pretest-to-posttest mean
vetting process paired the initial listing
score differences by conducting a
down to 13. The following is an example of
paired-samples t-test; and
a disposition that was eliminated during the
development phase: Educators should 3. A two-way ANOVA to estimate
endorse an eclectic political stance towards potential relationships between
race, gender, sexual orientation, and respondents’ pretest and posttest scores
physical impairment issues. Because it was as they were potentially mediated by
decided that the statement might infringe selected demographic attribute variables.
upon the free speech rights of certain
politically-minded educators, a more Results
universal disposition—It’s not about me, my
politics, or my creature comforts, but rather Descriptive Findings
it’s about the needs of my students and Descriptive findings of survey results can be
clients—was substituted. Through the vet- found in Table 1. Education majors clearly
ting process, the instrument was refined into endorsed the collective set of multicultural
its final form as represented in Appendix A. dispositions as a useful training tool, as
witnessed by significant means scores
Data Collection Procedures
reflecting student acceptance. Surprisingly,
Completion of the dispositions assessment this was true not only of posttest results (M
instrument was an instructor requirement for = 8.45), but also of pretest results (M =
students who took a semester long, state 7.95). Students came into the semester not
mandated, human relations course being intimidated by multicultural dis-

Journal of Invitational Theory and Practice ● Volume 15, 2009

40
positions, and then went on to experience The prioritization of each disposition by
additional growth in their appreciation of students was relatively similar to the
them as a result of meaningful instruction. instructor’s initial rankings (see Table 2).
When separated, all 13 dispositions were Although respondents and the instructor did
also supported. not have an exact match, the first eight
dispositions were relatively ranked the same
Although respondents rated all the with the exception of the fact that
dispositions as important tools of respondents put greater emphasis on
professional developmental, the following disposition #12 [change must start with me]
were ranked as the top five: (1) a belief that and #10 [good intentions are not good
kids from ALL backgrounds have the ability enough]. Still, general consensus between
to learn and that ALL kids deserve an the student and instructor rankings may be
educator’s best effort, (2) that true evidence that the instructor may have had
multicultural teaching and counseling cannot some limited influence on the developing
have a “what-about-me” focus, (3) that dispositions of the students. Also, when
differences should be celebrated and not given a chance to eliminate one or more of
feared, (4) that if change is needed in my the 13 dispositions, respondents clearly
school or within my community it must start chose to retain them all. Only disposition #7
with positive acts initiated by me, and (5) [educators must teach students to constantly
that while getting everyone to agree on examine the status quo] received any
various diversity issues is ideal, true opposition, and even then there was a 96%
multicultural instruction must first approval rating for that item.
demonstrate how to disagree without being
disagreeable. Curriculum based on these
principles can become life-changing.

Journal of Invitational Theory and Practice ● Volume 15, 2009

41
 Table 1
Paired-Sample T-Test Results for: Respondent Acceptance of Multicultural Teacher
Dispositions, Pretest-to-Posttest Change in Mean Scores (N = 200).
Pretest SD Postest SD Mean df t-score p d
Mean Mean Diff.
I. Combined Results: 7.92 0.77 8.45 0.56 0.53 204 -10.32 < .0005 .80
II. Individual Dispositions:
1. It’s not about me; it’s about
7.82 1.39 8.53 0.77 0.71 199 -7.13 < .0005 .66
my kids/clients.
2. Kids from all ethnic groups
8.29 1.25 8.70 0.81 0.41 199 -4.29 < .0005 .40
can learn.
3. Don’t fear diversity;
7.92 1.29 8.55 0.87 0.63 199 -6.69 < .0005 .58
celebrate differences.
4. Many truths exist
7.52 1.50 8.32 1.01 0.80 199 -7.81 < .0005 .64
simultaneously.
5. I must disagree with-out
8.25 1.05 8.65 0.60 0.40 199 -5.24 < .0005 .48
being disagreeable.
6. MC clichés not enough;
7.75 1.19 8.45 0.83 0.70 199 -8.28 < .0005 .69
need critical analyses.
7. We must regularly question
6.75 2.03 7.54 1.93 0.79 197 -4.49 < .0005 .40
status quo.
8. Teach all sides, then trust
8.33 0.98 8.59 0.78 0.26 199 -3.31 < .001 .30
your students.
9. Educators/Counselors can’t
7.59 1.49 8.43 0.96 0.84 199 -9.19 < .0005 .69
be fragile.
10. Good intentions are not
8.18 1.01 8.59 0.68 0.41 199 -6.12 < .0005 .49
good enough.
11. Need more than foods&
7.90 1.19 8.44 0.98 0.54 199 -5.71 < .0005 .50
festivals approach.
12. Social change must start
8.29 1.00 8.62 0.73 0.33 199 -4.38 < .0005 .38
with me.
13. Lifelong self-analysis is a
8.29 0.95 8.67 0.66 0.38 199 -5.50 < .0005 .47
good thing.

Alpha = .05

Journal of Invitational Theory and Practice ● Volume 15, 2009

42
Table 2
Student Ranking of the Most-to-Least Important Disposition that Impacted Professional Growth.

Disposition Ranking Mean SD N Retain (f) Omit (f)

2. Kids from all ethnic groups can learn. 1st 3.87 3.04 198 199 0
1. It’s not about me; it’s about my students. 2nd 4.22 3.65 198 199 0
3. Don’t fear diversity; celebrate it! 3rd 5.56 3.40 198 198 1
12. Social change must start with me. 4th 6.52 3.90 198 199 0
5. Disagree without being disagreeable. 5th 6.63 3.49 197 199 0
4. Many truths simultaneously exist. 6th 7.01 3.33 197 197 2
10. Good intentions are not good enough. 7th 7.27 3.12 197 199 0
6. Instructors must teach critical analysis. 8th 7.52 3.15 198 199 0
9. Educators/Counselors can’t be fragile. 9th 7.67 3.58 197 196 3
8. Teach all sides, then trust your students. 10th 7.80 3.07 197 199 0
13. Lifelong self-analysis is a good thing. 11th 7.82 4.08 197 199 0
11. Need more than foods/festivals approach. 12th 9.39 2.92 197 197 2
7. Regularly question the status quo. 13th 9.45 3.01 197 191 8

cannot afford to be fragile [this disposition

Paired Sample t-Tests
had a mean score gain of .84 with a high-
Within the course, students appeared to be medium effect size of .69]; Disposition #6 –
positively impacted by the application of the critical analysis is needed [a gain of .70 with
13 multicultural dispositions. Results (see a high-medium effect size of .69];
Table 1) show that respondents gave Disposition #1 – multicultural education is
multicultural dispositions a pre-treatment not about me [a gain of .71 with a high-
rating of 7.92 (SD=.77) and a post-treatment medium effect size of .66]; Disposition #4 –
rating of 8.45 (SD=.56). A mean difference many truths exist simultaneously [a gain of
of 0.53 for the combined data set was .80 with a high-medium effect size of .64];
statistically significant t (199) = -9.19, p < Disposition #7 – we must constantly
.0005) with a relatively large effect size (d = examine the status quo [a gain of .79 with a
.80). These findings go a long way in medium effect size of .40], and finally;
helping to silence a suggestion by some Disposition 3 – we must celebrate, not fear
critics that dispositions are being forced on our diversity differences [a gain of .63 with
teacher candidates, or that they short-circuit a medium effect size of .58]. These findings
the democratic process in education. highlight areas that prior education may not
have made a deep impact on the
dispositional consciousness of an important
In addition to the student ranking previously
group of students wishing to become
mentioned, the largest individual gain in
classroom teachers and counselors. Teacher
mean scores representing dispositional
preparation programs must go beyond
growth included: Disposition #9 – educators

Journal of Invitational Theory and Practice ● Volume 15, 2009

43
merely training their candidates about learning tool. If properly developed and
content knowledge. This is true whether or applied, dispositions are not only palatable
not they work with a diverse population of with the goals of teacher preparation
students and parents. programs, they have the power to provide a
measure of growth in multicultural
Two-Way ANOVA Analyses perception and awareness that cannot be
By and large, increases in pretest-to-posttest obtained without their usage.
means appeared to be relatively independent
of the demographic variables selected for Discussion
this study. There were, however, a few
exceptions when looking at the relationship The dispositions covered in the under-
of age and college major with a few of the graduate and graduate courses investigated
dispositions. Older students appeared to in this study were developed and applied in
have had a greater appreciation for a fair and systematic way. Care was taken to
multicultural dispositions compared to avoid the pitfalls of failed efforts, namely,
younger students. As expected, counseling (a) vague and spurious dispositions such as
(i.e., graduate level) students were more “the teacher believes in social justice” were
culturally sensitive to dispositions compared purposely omitted, (b) special attention was
to pre-service teacher candidates. given to constructing certain dispositions
Differences based on race and gender were (i.e., 1, 4, 6, 7, 9, and 10) that purposely
not found to be statistically significant— highlighted the crippling impact of
ethnic minorities and females were not more multicultural resistance and the
sensitive to multicultural dispositions than misunderstood dynamics of majority group
were Whites and males. Political affiliation power and privilege—yet it was done in a
did not make an impact on the findings. way that was non-threatening, (c) students,
Democrats and Republicans showed no not instructors, were responsible for the
significant statistical differences at either the assessment of their own growth or lack
pretest or the posttest levels. Independents thereof, and (c) although a few students
and Undecided persons did show significant were privately counseled, no student was
differences with Democrats and Republicans punished or involuntarily exited from the
on disposition #1 (kidfocus), but even those program as a result of their dispositional
findings were above the .01 alpha level as stance. It is believed that most education
often designated for multiple testing designs. candidates who are resistant to multicultural
dispositions will either modify their
The results of this study indicate that a perspectives or voluntarily exit themselves
generally high rating of multicultural from teacher education programs. Those
dispositions by a convenience sample of who continue to resist dispositions still have
(92% Caucasian) education majors is to pass multicultural scrutiny during most
evidence of the strength of the instructive hiring processes. Either way, the First
quality of multicultural dispositions as a Amendment rights of education majors are

Journal of Invitational Theory and Practice ● Volume 15, 2009

44
protected while the human relations safe- roadblocks they encounter as they climb
guards of public and private school children academic and career ladders.
are strongly emphasized.
The results by political party tend to
Disaggregated results show that race and corroborate the findings of Adorno, Frekel,
gender did not make a significant difference Levinson and Sanford (1950) that both
on how multicultural dispositions were liberal and conservative individuals have the
viewed. The fact that both genders and ability to be unprejudiced, as well as
representatives from majority and minority findings by Sniderman and Piazza (1993)
groups embraced multicultural dispositions that conservatism and prejudice, often
as a needed component of teacher and viewed as one in the same, are separate
counselor training is encouraging to say the measures. This finding goes against popular
least. This outcome may very well be a contemporary culture which states that
function of the quality of candidates who Republicans are against things that help
choose to enter the field, but it may also say minority causes and that Democrats are a
something about the expectations of students minority and underprivileged person’s best
set by the multicultural mission statement of friend. Caution must be taken, however, not
the college. It is unclear whether or not a to sanitize history or candy-coat the fact that
similar endorsement for multicultural over the years a lot of legislation aimed at
dispositions would come from students increasing diversity initiatives was often
attending a different university or students torpedoed by people who represent the far
from fields of study other than education. right wing of the Republican Party. Caution
More research needs to be conducted to must also be taken not to assume that 100%
answer these questions. of the philosophy of modern day Democrats
is in fact what the doctor should order for a
Results did show older students having a “patient” who has needed healing for quite
greater appreciation for multicultural some time. Somehow, the real truth seems to
dispositions compared to younger students. lie in a critical middle yet to be discovered.
The same is true for graduate level The good news is that educators from
counseling majors compared to under- varying political perspectives have the
graduate pre-service teachers. This may potential to create a school climate that is
largely be due to the fact that age and time intentionally inviting to students of multiple
spent working with pre-college students backgrounds.
brings about a greater awareness of what
their diversity needs are. It’s one thing to At the end of the 2007 fall semester, one
grow up having close friends of another race Caucasian male offered the following
or ethnicity. It’s another thing having to testimony on the open-ended portion of his
actually devise strategies that help evaluation of the course:
underprivileged groups navigate the societal
“I admit to a slightly defensive attitude after
the first few classes. The things you were

Journal of Invitational Theory and Practice ● Volume 15, 2009

45
talking about were very different from what dispositions that must be addressed. In
I have previously been exposed to. particular, dispositions must be defined and
However, as the semester went on, I began developed in more systematic ways.
to see a different perspective on the topic of Although they can become important tools
race and discrimination, white privilege, for career counseling, dispositions should
minority groups, and multicultural dis- never be used as a hammer for program-
positions that I had never seen before. I felt related punishments or for the instructional
that my eyes were being opened to an separation between individuals. Proponents
entirely different reality that was there all must also avoid dispositional pitfalls that
along despite my blindness to it.” seek to convert students in partisan political
ways. Nevertheless, the adoption of a
Each semester, there are more than a few dispositional approach encourages education
personal testimonies such as this one that majors to critically reflect and move beyond
highlight the predictive quality of utilizing feel-good multicultural education. It must
multicultural dispositions as a training tool. also be stated that benefits of dispositions go
far beyond just making minority students
Conclusions feel more included. In this study, majority
group students reported that multicultural
This research is not comprehensive in its dispositions broadened their horizons.
attention to multicultural disposition
instruction and assessment. It does, Multicultural dispositions were only one
however, provide additional evidence that part of a broader strategy known as the
(1) dispositions can be defined and framed Critical Multicultural Imperative (CMI) that
in meaningful ways, (2) student input on the the investigator developed to obtain positive
viability and structure of dispositions can go results. A twelve point plan describing the
a long way in making the instructional makeup of the approach was included in this
process more meaningful for education paper. Further explanation of other elements
majors, and (3) teachers and counselor of the approach will be addressed in follow-
candidates can be effectively trained how to up publications. The cornerstone of CMI
master the multicultural portion of the larger curriculum, however, is the 13 multicultural
task of creating schools that are intentionally dispositions investigated by this study. It is
inviting. important to mention that this is just one
listing of dispositions that happened to work
The findings of this study appear to point to for one group of education students from the
the fact that a false polemic probably exists Midwest. To be sure, there are other worthy
among those who fight over the listings not identified by this research. The
implementation of dispositions. Dispositions dispositions from this study are offered as
and democracy are not natural enemies as one possible model.
some critics would have us believe. Still,
there are legitimate arguments about

Journal of Invitational Theory and Practice ● Volume 15, 2009

46
A pleasant by-product of the research came The review of literature conducted for this
in the form of discovering a great amount of study suggests that there is a natural
commonality that existed between the 13 connection between portions of the
dispositions and the writings of Invitational Dispositions, Multicultural Education,
Theory and Practice writers. For example, in Multicultural Counseling, and the Invi-
an editorial piece written by Phil Riner tational Theory and Practice (ITP) move-
(2006) we find that helping behavior that is ments that are not always brought to the
done with a selfish motive might not qualify forefront. The instructive tenets of ITP have
as truly being inviting. Back in 1996, the the potential to act as a glue that cements the
writer developed disposition #1 – Education disciplines into an overall interdisciplinary
is not about me, my feelings, or my set of approach for school reform. To one degree
philosophical and political beliefs; rather, or another, there is a desire in each of the
it’s about my students/clients and what they disciplines to create policies, places,
need – as the foundation upon which he programs and processes aimed at ensuring
developed CMI instruction. Although not holistic development for all children
100% the same, the similarity in regardless of their ethnic or cultural
dispositional mindset between the writer and background. Each discipline attempts to
Riner (2006) is encouraging, especially in place the student or the client at the center of
light of the fact that they were arrived at our attention. They also strive to enrich the
separately and independently. larger society by highlighting the views and
perspectives of individuals and groups who
Likewise, John Schmidt’s 2007 call for traditionally do not have input into the
“celebrating unique differences that indi- dominant literary canon.
viduals and groups possess and through
which they enrich the greater community,” Students and clients are better served when
(p. 17) is very similar to disposition #3 used our invitations are intentionally inviting.
in this study (see Appendix A). It is also However, organizations wishing to be
similar to the third, fourth, and fifth equitable must be careful, “not to confuse
INTASC teacher disposition highlighted in fair and just practices with the misguided
this paper. Schmidt (2007) goes on to notion of treating everyone the same. Such
recommend that educators must (a) set high confusion would fail to recognize the
expectations for ALL students [very similar uniqueness that each person brings to a
to disposition 2], (b) empower others with a relationship,” (Schmidt, 2007, p. 17). At the
sense of control over the decisions they face very heart of multicultural education is a
[somewhat similar to disposition 8], and (c) noble desire to constantly redefine the
challenge traditional programs and concept of democracy. “The primary pur-
outmoded policies that intentionally or pose of education is to summon people
unintentionally discriminate [somewhat cordially to realize their potential in all areas
similar to disposition 7]. of worthwhile human activity. This includes
meeting the democratic goals of society and

Journal of Invitational Theory and Practice ● Volume 15, 2009

47
participating in the progress of civilization,” applied. It also provides a solid base that
(Purkey & Novak, 2008, p. 34). Novak encourages educators to consider how to go
(2002) calls for educational conditions that about developing meaningful multicultural
relate to a “deepening of an understanding curriculum that impacts students for a
of democracy,” (p. 152). It is believed that lifetime. Multicultural dispositions can be
this research effort accomplishes a small but used to assess changes in perceptions over
important part of these democratic goals. the span of a semester or across a program
of professional preparation to help
More importantly, this study suggests that candidates determine if teaching and
students are not intimidated by dispositions, counseling are appropriate professional
but rather they are positively impacted by matches.
those that are carefully constructed and

References
Adorno, T. W., Frenkel-Brunswick, E., Levinson, D. J., & Sanford, R. N. (1950). The authoritarian personality. New
York, NY: Harper & Row.
Allal, L. (2002). The assessment of learning dispositions in the classroom. Assessment in Education: Principles,
Policy & Practice, 9 (1), 55-58.
American Psychological Association. (2002). Guidelines on multicultural education, training, research, practice, and
organizational change for psychologists. Retrieved from
http://www.apa.org/pi/multiculturalguidelines/homepage.html
Arrendondo, P., Toporek, R., Brown, S. P., Jones, J., Locke, D. C., Sanchez, J., & Stadler, H. (1996).
Operationalization of the multicultural counseling competencies. Journal of Multicultural Counseling and
Development, 24, 42-78.
Axelson, J. A. (1999). Counseling and development in a multicultural society (3rd ed.). Albany, NY: Brooks Cole.
Banks, J. A. (2009). Teaching strategies for ethnic studies (8th ed.). Boston, MA: Allyn and Bacon.
Baruth, L. G., & Manning, M. L. (2003). Multicultural counseling and psychotherapy: A lifespan perspective. Upper
Saddle River, NJ: Merrill Prentice Hall.
Bell, D. (2004). Silent covenants: Brown v. board of education and the unfulfilled hopes of racial reform. Oxford,
England: Oxford University Press.
Bennett, C. (2007). Comprehensive multicultural education (6th ed.). Boston, MA: Pearson, Allyn & Bacon.
Beyer, B. (1987). Practical strategies for the teaching of thinking. Boston, MA: Allyn & Bacon.
Bransford, J., Darling-Hammond, L., & LePage, P. (2005). Introduction. In L. Darling Hammond (Ed.), Preparing
teachers for a changing world: What teachers should learn and be able to do (pp.1-39). San Francisco, CA:
Jossey-Bass Wiley Imprint.
Burant, T. J., Chubbuck, S. M., & Whipp, J. L. (2007). Reclaiming the moral in the dispositions debate. Journal of
Teacher Education, 58(5), 397-411.
Carr, M., & Claxton, G. (2002). Tracking the development of learning dispositions. Assessment in Education, 9(1),
9-37.

Journal of Invitational Theory and Practice ● Volume 15, 2009

48
Carter, S. C. (2000). No excuses: Lessons from 21 high-performing, high-poverty schools. Washington, DC: The
Heritage Foundation.
Collinson, V., Killeavy, M., & Stephenson, H. (1999). Exemplary teachers: Practicing an ethic of care in England,
Ireland, and the United States. Journal for Just and Caring Education, 5(4), 340-366.
Constantine, M. G. (2003). Multicultural competence in supervision: Issues, processes, and outcomes. In D. Pope-
Davis, L. Hardin, W. Ming, & R. Toporek (Eds.), Handbook of multicultural competencies: In counseling &
psychology (pp. 383-391). Thousand Oaks, CA: Sage Publications, Inc.
Cudahy, D., Finnan, C., Jaruszewicz, C., & McCarty, B. (2002). Seeing dispositions: Translating our shared values
into observable behavior. Paper presented at the First Annual Symposium on Educator Dispositions, Richmond,
Kentucky.
Damon, W. (2007). Dispositions and teacher assessment: The need for a more rigorous definition. Journal of
Teacher Education, 58(5), 365-369.
Darling-Hammond, L. (1997). The quality of teaching matters most. Journal of Staff Development, 18, 38-41.
De’ Melendez, W., & Beck, V. (2010). Teaching young children in multicultural classrooms: Issues, concepts, and
strategies (3rd ed.). Belmont, CA: Wadsworth – Cengage Learning.
Diez, M. E. (2007). Looking back and moving forward: Three tensions in the teacher dispositions discourse. Journal
of Teacher Education, 58(5), 389-396.
Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron, & R. Sternberg (Eds.),
Teaching thinking skills: Theory and practice (pp. 9-26). New York, NY: W. H. Freeman & Co.
Farley, J. E. (2005). Majority-minority relations (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Florio-Ruane, S., & Lensmire, T. J. (1990). Transforming future teachers’ ideas about writing instruction. Journal of
Curriculum Studies, 22, 277-289.
Freire, P. (2005). Education for critical consciousness (2nd ed.). New, York, NY: Continuum.
Garmon, M. A. (2006). Six key factors for changing preservice teachers’ attitudes/beliefs about diversity.
Educational Studies, 38(3), 275-286.
Gay, G. (2003). Educational equality for students of color. In J. A. Banks, & C. A. McGee-Banks (Eds.),
Multicultural education: Issue and perspectives, 4th ed. (pp. 197-224). New York, NY: John Wiley & Sons
Gollnick, D. M., & Chinn, P. C. (2009). Multicultural education in a pluralistic society (8th ed.). Upper Saddle
River, NJ: Merrill, Prentice Hall.
Grant, C. A., & Gomez, M. L. (2001). Campus and classroom: Making schooling multicultural (2nd ed.). Upper
Saddle River, NJ: Pearson, Merrill, Prentice Hall.
Helm, C. M. (2006). Teacher dispositions as predictors of good teaching. Clearinghouse, 79(3), 117-118.
Huerta, G. C. (2009). Educational foundations: Diverse histories, diverse perspectives. Boston, MA: Houghlin
Mifflin Company.
Interstate New Teacher Assessment and Support Consortium—INTASC. (1992). Model standards for beginning
teacher licensing and development: A resource for state dialogue. Washington, DC: Council of Chief State
School Officers. Retrieved from http://www.ccsso.org/publications/details.cfm?PublicationID=81
Ivey, A. E., D’Andrea, M., Ivey, M. B., & Simek-Morgan, L. (2002). Theories of counseling and psychotherapy: A
multicultural perspective (5th ed.). Boston, MA: Allyn and Bacon.

Journal of Invitational Theory and Practice ● Volume 15, 2009

49
Katz, L. G. (1993). Dispositions: Definitions and implications for early childhood practices. Urbana, IL: ERIC
Clearinghouse on Elementary and Early Childhood Education.
Klinger, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading
Research Quarterly, 41(1), 108-117.
Ladson-Billings, G. (2003). Lies my teacher still tells: Developing a critical race perspective toward the social
studies. In G. Ladson-Billings (Ed.), Critical race theory: Perspectives on social studies (pp. 1-11). Greenwich,
CT: Information Age Publishing.
Leader, L. F., & Middleton, J. A. (2004). Promoting critical-thinking dispositions by using problem solving in
middle school mathematics. Research in Middle School Level Education Online, 28(1), 55-77.
McKnight, D. (2004). An inquiry of NCATE’s move into virtue ethics by way of dispositions (is this what Aristotle
means?). Educational Studies, 35(3), 212-230.
Moore, J. L. (Ed). (2003) October/November. Addressing the needs of multicultural populations in educational
settings: Implications for teachers and counselors. High School Journal, 87(1), 1-70).
Murray, F. B. (2007). Dispositions: A superfluous construct in teacher education. Journal of Teacher Education,
58(5), 381-387.
Nieto, S. (2004). AffirmingdDiversity: The sociopolitical context of multicultural education (4th ed.). Boston, MA:
Pearson, Allyn & Bacon.
Novak, J. M., (2002). Inviting educational leadership: Fulfilling potential and applying an ethical perspective to the
educational process. London, England: Pearson.
Pope-Davis, D. B., Hardin, L. K., Liu, W. M., & Toporek, R. L. (Eds.). (2003). Handbook of multicultural
competencies: In counseling and psychology. Thousand Oaks, CA: Sage Publications, Inc.
Purkey, W. W., & Novak, J. M. (1996). Inviting school success: A self-concept to teaching, learning and democratic
practice (3rd ed.). Belmont, CA: Wadsworth Publishing.
Purkey, W. W., & Novak, J. M. (2008). Fundamentals of invitational education. Kennesaw, GA: The International
Alliance for Invitational Education.
Riner, P. (2006). Do invitations with selfish motives smell as sweet? Journal of Invitational Theory and Practice,
12, 1-5.
Robinson, T. L. (2005). The convergence of race, ethnicity, and gender: Multiple identities in counseling. Upper
Saddle River, NJ: Pearson, Merrill, Prentice Hall.
Sadler, D. R (2002). Learning dispositions: Can we really assess them? Assessment in Education: Principles, Policy
& Practice, 9(1), 45-51.
Schmidt, J. J. (2004). Diversity and invitational theory and practice. Journal of Invitational Theory and Practice, 10,
27-46.
Schmidt, J. J. (2007). Elements of diversity in invitational practice and research. Journal of Invitational Theory and
Practice, 13, 16-23.
Singh, D. K., & Stoloff., D. L. (2008). Assessment of teacher dispositions. College Student Journal, 42(4), 1169-
1180.
Sniderman, P. M., & Piazza, T. (1993). The scar of race. Cambridge, MA: Belknap Press, Harvard University Press.
Stevens, R., & Charles, J. (2005). Preparing teachers to teach tolerance. Multicultural Perspectives, 7(1), 17-25.

Journal of Invitational Theory and Practice ● Volume 15, 2009

50
Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th ed.). New York, NY: John
Wiley & Sons.
Thompson, F. T. (2009). The development and validation of the multicultural dispositions index. Multicultural
Perspectives, 11(2), 94-100.
Tozer, S., Senese, G., & Violas, P. (2006). School and society (5th ed.). Boston, MA: McGraw Hill.
Trent, S. C., Kea, C. D., & Oh, K. (2008). Preparing preservice educators for cultural diversity: How far have we
come? Exceptional Children, 74(3), 328-350.
U.S. Department of Education (1983). A nation at risk: The imperative for educational reform – a report to the
nation and the Secretary of Education. Washington, DC: The commission on Excellence in Education,
Government Press.
Villegas, A. M. (2007). Dispositions in teacher education: A look at social justice. Journal of Teacher Education,
58(5), 370-380.
Wasicsko, M. M., (2002). Assessing educator dispositions: A perceptual psychological approach. Washington, DC:
ERIC – The Education Resource Information Center (ED 193 193).
Wink, J. (2000). Critical Pedagogy: Notes from the real world (2nd ed.). New York, NY: Longman.

Journal of Invitational Theory and Practice ● Volume 15, 2009

51
 Appendix A

Survey Instrument

GLC Publishing, Copyright 2010 Multicultural Educator Dispositions Survey 4 Digit ID

Dr. Franklin Thompson, College of Education _________
University of Nebraska at Omaha

Scale
Strongly Disagree Somewhat Disagree Somewhat Agree Clearly Agree Strongly Agree

______________________________________________________________________________________________

1 2 3 4 5 6 7 8 9

______________________________________________________________________________________________

Directions: Use the above scale to register your agreement or disagreement with the following proposed multicultural and human relations teacher
dispositions. Do not give answers that you think the instructor wants to hear, but rather ones that reflect your true feelings.

Effective multicultural classroom teachers and school counselors must:

______ 1. Accept the premise that the business of teaching and counseling is not about me, my feelings, or my
set of philosophical and political beliefs. Rather, it’s about my students/clients and what they need.
Therefore, it is not ethical for me to use my classroom or the counseling session in a way that simply
validates or justifies a particular worldview I happen to hold;
______ 2. Adopt the premise that students, regardless of their ethnic or socioeconomic background, have the
potential to learn higher order thinking skills. Therefore, all students deserve my best teaching effort.
______ 3. Embrace a belief that views different as just what it is; different, and not better or worse. Ethnic and
cultural differences should be celebrated, not feared;
______ 4. Accept the premise that many truths exist simultaneously in the world, and that truth defined solely by
the group in power without the input of out-group members has a higher probability of only being
partial truth;
______ 5. Remain professional to others even when communicating with people we disagree with. In order for
me to be an effective multicultural and human relations communicator, I must learn how to disagree
without being disagreeable;

Journal of Invitational Theory and Practice ● Volume 15, 2009

52
______ 6. Realize that warm feelings and nice sounding phrases (i.e., “Can’t we just all get along?”) do not in
and of themselves solve problems in the multicultural and diversity arena of life. Rather, a critical
analysis of power and privilege is needed in order to understand the bigger picture of racism and
problems that flow from academic, social, and economic disadvantage;
______ 7. Constantly remind themselves of factors within society that make it easy to justify the status quo and
engage in denial and resistance behaviors when it comes to accepting multicultural education and
social justice themes;
______ 8. Accept the premise that while it may be next to impossible to get everyone to agree on multicultural
content, it is nonetheless necessary that educators allow students an opportunity to hear the facts about
living in this society from multiple perspectives and then proceed to trust them to form their own
worldview independent of the instructor’s beliefs or the traditions of their nation’s past;
______ 9. Realize that I cannot be an effective multicultural educator if I am a fragile person. In order to
positively impact people who come from poor neighborhoods and tough backgrounds, I must acquire
thick skin and a deeper knowledge base;
______ 10. Realize that general awareness and good intentions are not good enough. In addition to possessing a
good heart, I must gain the necessary abilities and skills to communicate and work across cultural
lines;
______ 11. Realize that it is hard to make a lasting multicultural impact on my students by relying on a history-
foods-and-festivals-only perspective. Rather, a multi-disciplinary approach that incorporates research
and knowledge gained from many diverse fields of human behavior will yield the most complete
results;
______ 12. Acknowledge that social progress starts with me—I must be the change my community seeks after. I
must acknowledge that educators have the power and responsibility to make a positive impact on the
lives of young people even when other forces make a negative impact; and
______ 13. Willingly embrace the practice of on-going self-assessment and reflection. The more teachers know
about themselves, the more benefit will be accrued to children.

Additional Survey Questions:

______ 14. College teacher & counselor preparation programs should not exit students who are weak in
multicultural dispositions from their program of study, BUT they still should emphasize dispositions
and other important diversity mindsets for the sake of better preparing teacher candidates for public
service.
15. Rank the multicultural counselor dispositions in order of the most (1st) to the least (13th) important factor that
you feel makes a person an effective professional: Looking at Disposition #1 listed above, I give it a ______
ranking; D2 _____ D3 _____ D4 _____ D5_____ D6 _____ D7 _____ D8_____ D9 _____ D10 _____ D11
_____ D12 _____ D13 _____
16. The one disposition I think should most be dropped from the assessment is number ________ (put a N/A for
“Not Applicable” if you think all of the dispositions should be required of students).
17. Open-Ended Student Comments and Feedback:

Journal of Invitational Theory and Practice ● Volume 15, 2009

53
 Appendix B

Theoretical framework utilized for development of the 13 multicultural educator dispositions*.

Source of inspiration Targeted disposition investigated by this study

I. Aligned with current INTASC (1992) standards that have similar verbiage:
Disposition 2, 3, and 13.
II. Aligned with James Banks (2009) multicultural literature and research:
Disposition 8 and 11.
III. Aligned with Critical Pedagogy research – Paulo Freire (2005), and Joan Wink (2000):
Disposition 4.
IV. Aligned with principles from Critical Race Theory – Derrick Bell (2004), and Gloria
Ladson-Billings (2003):
Disposition 6 and 7
V. Aligned with multicultural counseling research – Sue & Sue (2008):
Disposition 9 and 10.
VI. Aligned with the teachings of M. Gandhi, Martin Luther King, Jr., and John F. Kennedy:
Disposition 12.
VII. Craft knowledge – new dispositions based on investigator teaching experience:
Disposition 1 and 5.
VIII. Multicultural Dispositions that are aligned to one degree or another with Invitational
Theory and Practice teachings:
(a.) John J. Schmidt (2007) – Disposition 2, 3, 7, and 8
(b.) Phil Riner (2006) – Disposition 1
* Note: Refer to Appendix A for the actual wording of each disposition.

Journal of Invitational Theory and Practice ● Volume 15, 2009

54