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|a LC5803.C65 Y34 2009_YahiaFrances |2 BU-Local |
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|a Barry University Dissertations -- School of Education. |
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|a Predictors of multicultural competencies of online faculty |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2009. |
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|a vii, 150 leaves ; |c 28 cm |
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|a Thesis (Ph.D.)--Barry University, 2009. |
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|a Includes bibliographical references (leaves 122-138). |
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|a Copyright Frances C. Yahia. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a This is a correlational study using survey techniques to investigate the ability of a set of selected demographic factors such as gender, age, minority status, the number of credits earned for multicultural courses at the undergraduate and graduate levels, total number of hours in attendance at workshops on multicultural topics and teaching category (counselling and education versus other disciplines) to predict the multicultural competencies of online faculty as defined by their multicultural awareness, knowledge and skills. Independent variables include the demographic factors and online faculty teaching category (counseling and education versus other disciplines). Dependent variable is multicultural competence as measured by multicultural awareness, multicultural knowledge, and multicultural skills. Results indicated that online instructors perceive themselves to be multicultural competent. However, the study was unable to substantiate that demographic factors are related to multicultural competence. Much of the results in the literature on the factors that predict multicultural competence are still mixed. While making a contribution to the identification of predictors of multicultural competence, the study does not settle these matters. It would seem critical, therefore, to conduct additional studies on multicultural competence in online instructors, develop additional theories that could explain variation in online instructors and multicultural competence and that new, or revised instruments, would more adequately predict multicultural competence. Furthermore, results of the study indicated the importance of multicultural training programs. However, there is still a need to understand how these training programs work, how to develop more training programs, and how to improve the efficacy of these training programs. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Distance education |x United States |x Computer-assisted instruction. |
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|a Multicultural education. |
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|a Distance education students. |
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|a Universities and colleges |x Faculty. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001410/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/14/10/00001/LC5803_C65 Y34 2009_YahiaFrancesthm.jpg |
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|a Theses and Dissertations |
