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Multicultural Learning and Teaching

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Physical Education Undergraduate Students’ Colorblind Racial Ideology and Multicultural Teaching Competence

Joe W. Burden, Jr. / Samuel R. Hodge / Louis Harrison, Jr.
Published Online: 2014-02-01 | DOI: https://doi.org/10.1515/mlt-2013-0001

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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.

Keywords: colorblind racial ideology; multicultural teaching competence; culturally relevant pedagogy

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About the article

Published Online: 2014-02-01

Published in Print: 2015-03-01

Citation Information: Multicultural Learning and Teaching, Volume 10, Issue 1, Pages 55–75, ISSN (Online) 2161-2412, ISSN (Print) 2194-654X, DOI: https://doi.org/10.1515/mlt-2013-0001.

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