Development and Exploratory Factor Analysis of the Interventionist Multitiered Systems of Support Multicultural Competence Scale

Abstract

This article describes the development of a measure of interventionists' competence in implementing culturally responsive multitiered systems of support (MTSS) practices. We ran an exploratory factor analysis (EFA) on a 30-question survey that measured the multicultural competence of 651 school counselors and psychologists in MTSS implementation. The EFA indicated a five-factor structure of the Interventionist MTSS Multicultural Competence Scale (IMMCS): (a) Cultural Knowledge, (b) Cultural Awareness, (c) Cultural Skills, (d) Cultural Appreciation, and (e) Respect for Cultural Differences.

A Concept Analysis of Cultural Appreciation in Addressing the Wholistic Health Needs of Indigenous People

“…The attribute of knowledge acquisition rests on the cognitive understanding of obtaining knowledge about the culture through the eyes of the individual (Edwin & Bahr, 2021;Johnstone et al, 2018;Power et al, 2020). Obtaining knowledge and understanding through the lived experiences of Indigenous people using the concepts of cultural appreciation and wholistic care can address the current knowledge gaps and foster nurse educators and nurses to respond with appropriate care (Wiley et al, 2021), A desire to foster cultural appreciation's application to the profession is vital (Edwin & Bahr, 2021;Meade et al 2022;Power et al, 2020). Individuals need to understand the implications cultural appreciation has for their professions and the people they care for.…”

“…In the health disciplines and education, the concept of cultural appreciation is present. In social work, cultural appreciation can be used to target integrating culture into the implementation of interventions (Edwin & Bahr, 2021). Cultural appreciation holds a place in planning health promotion interventions for nurses.…”

“…Oppression is described by Matthes (2018) and Cattien & Stopford (2022) as the silencing, misrepresentation, and exploitation of people of a certain culture including mechanisms of epistemic injustices through power imbalances. Whereas privilege is the unconscious or conscious habits of white Europeans leading to entitlement over marginalized identities (Cattien & Stopford, 2022; Edwin & Bahr, 2021; Power et al, 2020; Mitchell, 2021). Cultural prejudice, privilege and oppression continue to be exacerbated in nurses and nurse educators by fostering racism, discrimination whiteness, superiority, and racial inequity embedded into nursing curriculums and nursing practice (Anton-Solanas et al, 2021; Blanchet Garneau et al, 2021; Hantke et al, 2022; Vass & Adams, 2021).…”

“…A knowledge gap must be present to understand why cultural appreciation should occur. The knowledge gap can be recognized as additional learning or a targeted rationale for obtaining the knowledge (Han, 2019; Edwin & Bahr, 2021; Meade et al, 2022; Power et al, 2020). Knowledge gaps in integrating Indigenous health content, history, and culture is prominent in both nursing educators and nurses (Doran et al, 2019; Doria et al, 2021; Metheny & Dion Fletcher, 2021; Wylie et al, 2021).…”

“…The defining attributes of cultural appreciation are awareness, knowledge acquisition, and desire. Awareness involves the individual being able to reflect on their own biases, prejudices, and privilege carefully and strategically (Edwin & Bahr, 2021; Han et al 2019; Power 2020). Nurse educators and nurses have an ethical responsibility and need to foster awareness of biases, prejudices and privilege that is embedded into curriculums and their practice (Doran et al, 2019; Doria et al, 2021; Hantke et al, 2022; Wiley et al, 2021).…”