Abstract
Institutions of higher education want to diversify their learning climates, and many offer courses in multiculturalism, yet these courses still do not meet the needs of attitudinal change. A new instrument was developed, the Munroe Multicultural Attitude Scale Questionnaire (MASQUE), that was theoretically based in Banks's transformative approach, which specifically measured multicultural attitudes. Psychometric properties of the instrument's scores are discussed. Exploratory factor analysis supported the “know,” “act,” and “care” domains of Banks's transformative approach, and the instrument was sensitive to detecting group differences on several demographic variables. The MASQUE's potential uses for affecting multicultural research and instruction are discussed.
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