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Educational and Psychological Measurement
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Development and Initial Score Validation of the Teacher Multicultural Altitude Survey

Joseph G. Ponterotito

Fordham University at Lincoln Center

Suraiya Baluch

Fordham University at Lincoln Center

Tamasine Greig

Fordham University at Lincoln Center

Lourdes Rivera

Fordham University at Lincoln Center

This article describes the development and initial score validation of the 20-item Teacher Multicultural Attitude Survey (TMAS), a unidimensional self-report inventory of teachers' multicultural awareness and sensitivity. In two separate studies, a principal components analysis supported a global factor of multicultural awareness. Construct validity of TMAS scores was further established through convergent correlations with related instruments. Criterion validity was demonstrated using the group differences approach with sample cohort groups. Multiple measures 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.

Educational and Psychological Measurement, Vol. 58, No. 6, 1002-1016 (1998)
DOI: 10.1177/0013164498058006009
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