Abstract
Abstract The purpose of this study was to analyze links between racial ideology and multicultural teaching competencies as perceived by undergraduate students in physical education teacher education (PETE) programs. Data were collected from physical education students (N = 239) across five PETE programs in the Northeastern region of the United States via a demographic questionnaire and two survey scales: (a) the Colorblind Racial Attitudes Scale (CoBRAS; Neville et al., 2000, Construction and initial validation of the color-blind racial attitudes scale (CoBRAS). Journal of Counseling Psychology, 47, 59–70) and (b) the Multicultural Teaching Competency Scale (MTCS; Spanierman et al., 2010, The multicultural teaching competencies scale (MTCS): Development and initial validation. Urban Education). Pearson product moment correlations indicated a significant negative association between scores on the MTCS’s skills dimension and participants’ colorblind racial attitudes. In addition, MANOVA results indicated significant differences in scores on the MTCS for participants at the different PETE programs in their level of perceived multicultural competence. We discuss implications of the findings and offer recommendations for teacher preparation.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
