DEVELOPMENT AND INITIAL SCORE VALIDATION OF THE TEACHER MULTICULTURALATTITUDE SURVEY

This article describes the development and initial score validation of the. 20-item Teacher Multicultural Attitude Survey (TMAS), a unidimen sional self-report inventory of teachers' multicultural awareness and sensitivity. Ln two separate studies, a principal components analysis supported a global factor of multicultural awareness. Construct validi ty of TMAS scores was further established through convergent correlati ons with related instruments. Criterion validity was demonstrated usin g the group differences approach with sample cohort groups. Multiple m easures of internal consistency and a test-retest stability assessment indicated satisfactory levels of score reliability. Finally, a social desirability assessment indicated no contamination of the TMAS.