La Student Measure of Culturally Responsive Teaching scale: adattamento e validazione per il contesto universitario italiano

Abstract

L'articolo presenta le prime evidenze sull'adattamento e la validazione italiana dello Student Measure of Culturally Responsive Teaching volto a misurare le percezioni delle studentesse e degli studenti universitari sulle pratiche didattiche attente alla dimensione culturale in aula. Tale strumento è stato somministrato ad un campione di 336 studentesse e studenti iscritti all'Università di Siena. I dati raccolti hanno permesso di condurre l'analisi fattoriale esplorativa dello strumento, confermando la struttura trifattoriale. La consistenza interna dello Student Measure of Culturally Responsive Teaching e dei fattori emergenti è stata misurata attraverso l'alpha di Cronbach i cui risultati suggeriscono che la versione italiana di tale strumento presenta una buona consistenza interna ed un buon livello di affidabilità anche rispetto alle sue componenti.

Fostering interculturally responsive educators for a sustainable society

“…The research presented here takes place in Italy where, as stated before, the number of multicultural students increased in the last decades (Bosco, Fabbri & Giampaolo, 2022). The study adopts a quantitative approach (Creswell, 2002;Sorzio & Bembich, 2020) to explore and determine students' opinions about CRT practices during university lessons and their sense of belonging, pointing special attention to measurable observations reported by students with a migratory background.…”

“…The second section measures the students' perception of the CRT through the Students Measure of Culturally Responsive Teaching Scale (SMCRT) (Dickson, Chun & Fernandez, 2016;Huang, 2019). The Italian version of these instruments (Bosco, Fabbri & Giampaolo, 2022) present a good internal consistency (α = 0.90) and, as the original scale (Huang, 2019), is composed of 23 items which use a five-point Likert scales (from 1 = Never to 5 = Always) to collect measures on its factors: i) diverse teaching practices (α = 0.85), ii) cultural engagement practices (α = 0.82), and iii) relationship building practices (α = 0.79). Scores are summated across 23 items and measure the higher/lower degree of culturally responsive teaching.…”

“…Changing societies also impact Higher Education. This generates new challenges for students and faculties, which need to be paying attention to these changes (Santagati, 2021;Bosco, Fabbri & Giampaolo, 2022). In Italy, for example, the increasing number of multicultural students (see Figure 1) require universities to understand how to manage, encourage and foster learning processes using cultural knowledge and learning style from students' experiences in order to prioritize a culture-based process of learning (Gay, 2013;Waller et al, 2020).…”

“…Figure 1 -Total number of students with a migratory background in Italian Universities (Source: Bosco, Fabbri & Giampaolo, 2022) At a national and international level, the empirical investigations conducted so far have allowed us to intercept two main trajectories of studies: the first one focuses on the "negative" aspects and on the impact that the dynamics of migration may have on learning outcomes or academic failure involving multicultural students (Rhodes, 2017); the second one investigates the academic successes achieved by them in order to understand the strategies that are negotiated with teachers and peers for improving educational opportunities that can be experienced at university (Ginsberg & Wlodkowski, 2009;Giacomantonio, Luciano & Marcuccio, 2019;Snyder & Fenner, 2021;Santagati, 2021;Riva, 2022).…”