Rebecca M. Bustamante

Mixed Research as a Tool for Developing Quantitative Instruments

In this methodological article, the authors present a meta-framework—comprising several frameworks and models, as well as multiple research approaches—that they call an Instrument Development and Construct Validation (IDCV) process for optimizing the development of quantitative instruments. Using mixed research techniques, the IDCV contains 10 phases that detail the progression from an interdisciplinary review of the literature to the development of the instrument to the evaluation of the instrument development and construct validation process and product(s). Crossover analyses represent a key mechanism in the IDCV, wherein analysis types from one tradition (e.g., quantitative analysis) are used to analyze data from a different tradition (e.g., qualitative data). Finally, the authors provide a heuristic example of a rigorous way to develop a Likert-format scale.

Assessing Schoolwide Cultural Competence: Implications for School Leadership Preparation

Purpose: The initial purpose of this mixed methods study was to assess the instrument fidelity and construct-related validity of a 33-item instrument called the Schoolwide Cultural Competence Observation Checklist (SCCOC) by eliciting school leaders’ views. The SCCOC was designed as one tool for use in conducting school culture audits, which determine how well a school responds to the needs of diverse groups. The results revealed unexpected qualitative findings from school leaders’ narrative responses to open-ended items. The implications of these findings for school leaders and school leader preparation are discussed. Research Design: On a Web-based questionnaire, practicing school leaders in two large western states responded to open- and closed-ended items on the relevance of SCCOC items to cultural competence in actual school settings. Participants’ narrative responses were analyzed using an iterative process of coding and constant comparison to identify emerging themes. Themes were validated using intercoder reliability. Findings: Research team members reached consensus on four primary themes that emerged from analysis of narrative data: policy as a paradox, programs as instrumental to culturally competent practice, school culture and climate as integral to schoolwide cultural competence, and numerous barriers to cultural competence. Under the theme of barriers, five subthemes were revealed. Conclusions: The findings inform future research and the need to focus school leader preparation on examining personal biases, privilege, and beliefs about others who are different, as well as guiding leaders to develop culturally responsive skills and knowledge and the ability to assess schoolwide cultural competence.

High School Students and Their Lack of Preparedness for College: A Statewide Study

In this study, the authors examined the college-ready graduate rates of all students (n = 1,099 high schools) in the State of Texas for the 2006-2007 school year. Data were analyzed for students’ scores in reading, in math, and in both subject areas combined. Approximately one-third of all students were determined to be college-ready in both subject areas. Statistically significant and practically relevant differences, reflecting moderate to large effect sizes, were present in reading, math, and both subjects among Hispanic, African American, and White students. Concerns are expressed about the lack of preparedness of students for college and about the presence of strong achievement differences as a function of ethnicity. Implications of these findings are discussed.

Intercultural Couples: Coping With Culture-Related Stressors

The purpose of this phenomenological study was to identify potential culture-related stressors in intercultural marriages and uncover some of the conscious and unconscious strategies applied by couples to cope with these stressors. In-depth ethnographic interviews were conducted with five intercultural couples. Interview data were then analyzed using a phenomenological reduction process to synthesize the meanings and essences of participant experiences. Results revealed that the intercultural couples studied used similar coping strategies to manage marital stressors that might be attributed to or accentuated by cultural differences. Six primary coping strategies were identified: (a) gender-role flexibility; (b) humor; (c) cultural deference by one partner; (d) recognition of similarities; (e) cultural reframing or the development of blended values and expectations that redefined the intercultural relationship; and (f) a general appreciation for other cultures. These intercultural coping strategies were supported by prior empirical research in the fields of intercultural communication and marital counseling. Further research is needed to understand better the unique stressors and coping mechanisms experienced by intercultural couples. Practical considerations for therapists who counsel intercultural couples are discussed.

An interactive model for facilitating development of literature reviews

Abstract In this paper, we present a meta-framework – comprising several frameworks, models, and theories, as well as multiple research approaches – which we call an interactive literature review process (ILRP) that can be used by advisors (e.g., instructors of research methods, thesis/dissertation advisors, and mentors). Built upon the principles of Vygotsky’s (1978) theory of social development, and utilizing Kuhlthau’s (2004) information search process model and Onwuegbuzie, Leech, and Collins’ (2008) framework for debriefing the researcher, the ILRP contains nine stages that detail the progression from topic selection to the completion of a written literature review to the evaluation of the literature review process and product(s). A key mechanism in the ILRP is the series of interactive consultations, which is facilitated by the advisor and occurs during each phase of the process.

The Multiple Heritage Couple Questionnaire

The Multiple Heritage Couple Questionnaire (MHCQ) is a revision and extension of the Interracial Couple Questionnaire (ICQ). It is designed to help counseling professionals attend to crucial information that is often overlooked when working with multiple-heritage couples.

African American Female Professors' Strategies for Successful Attainment of Tenure and Promotion at Predominately White Institutions: It Can Happen.

In their pursuit of tenure and promotion, African American female faculty members continue to prevail over workplace adversities such as ridicule, marginalization, alienation, isolation, and lack of information. In this descriptive phenomenological study, the lived experiences of five African American female professors who successfully navigated the tenure and promotion process at predominantly White institutions were explored through the lens of Black feminist thought and relational-cultural theory. Data analysis through a phenomenological reduction process revealed participants’ experiences with systemic oppression, as well as the internal coping mechanisms and external supports they relied on to navigate the tenure process. Research implications and recommendations are discussed, ideally, to give hope to African American female faculty pursuing tenure and provide strategies for how higher education leaders can actively support these faculty members.

Empirically Exploring Higher Education Cultures of Assessment

Although touted as beneficial to student learning, cultures of assessment have not been examined adequately using validated instruments. Using data collected from a stratified, random sample (N = 370) of U.S. institutional research and assessment directors, the models tested in this study provide empirical support for the value of using the Administrators’ Survey of Assessment Cultures as an assessment tool. The resulting first order model provided good fit statistics and included five factors: a) Faculty Perceptions, b) Use of Data, c) Sharing, d) Compliance or Fear Motivators, and e) Normative Purposes for Assessment. Internal consistency estimates were also good (Cronbach’s α = .792 to .922). Use of the Schmid-Leiman solution afforded further support for the higher order factor, Culture of Assessment. Predictive discriminant analysis correctly classified the majority of the respondents (80.7%) as belonging to a student learning or accreditation group based on the linear classification scores. Implications for assessment leadership, practice, and future research are offered.

Assessment leaders’ perspectives of institutional cultures of assessment: a Delphi study

Institutional cultures of assessment are praised as beneficial to student learning. Yet, extant studies have not explored the theoretical foundations and pragmatic approaches to shaping cultures of assessment. The researchers used the Delphi method to explore 10 higher education assessment leaders’ attitudes and theoretical perspectives regarding cultures of assessment. These expert assessment leaders were iteratively surveyed until a reasonable threshold of consensus was reached. Study participants viewed buy-in as a necessary component of a positive campus culture of assessment, and advice on reshaping negative cultures was offered. Assessment leaders’ guiding theoretical frameworks were implied and loosely defined with metaphors. Finally, advice is offered for improving cultures of assessment by symbolically connecting assessment to student learning through dialogue.

Intercultural Competence and Student Engagement of U.S. Community College Students: A Mixed Method Study

Abstract In a culturally diverse society, United States community colleges are ideally positioned to develop intercultural competence in students. This mixed method study focused on the relationship between student engagement, as measured by the Community College Survey of Student Engagement (CCSSE) (2005), and intercultural competence, as assessed by the Intercultural Development Inventory (IDI) (Bennett & Hammer, 1998). Student scores from the IDI were correlated with five benchmark measures of the CCSSE. Four of the five CCSSE benchmarks were significantly correlated with IDI scores. Then, students scoring in the highest and lowest quartiles on the IDI participated in focus groups to explore their perceptions of intercultural competence. Analysis revealed implications for community college leaders that include the value of using instruments like the CSSE and IDI to assess students’ intercultural competence. Practical implications also included the importance of collaborative classroom activities and exposure to racially and ethnically diverse faculty and students, as well as college-sponsored community service, cultural events, and study-abroad opportunities