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Çeşitlilik ve Sosyal Adalet Ölçeği: Geçerlik ve Güvenirlik Çalışması

Yıl 2017, Cilt: 5 Sayı: 2, 273 - 284, 20.12.2017

Öz

Bu çalışmanın amacı orijinal ismi The Diversity and Oppression Scale DOS olan ve Windsor, Shorkey ve Battle 2015 tarafından geliştirilen Çeşitlilik ve Sosyal Adalet Ölçeği’ni ÇSAÖ Türkçeye uyarlama ve ölçeğin geçerlik ve güvenirlik analizlerini yapmaktır. Araştırmaya 2017-2018 öğretim yılında Zonguldak’a bağlı Ereğli ilçesinde MEB’de görevli toplam 357 okul müdürü, müdür yardımcısı ve öğretmen katılmıştır. Ölçeğin uyum geçerliği için bu gruplardan 213 katılımcıya dört hafta arayla test-tekrar test uygulanmıştır. Ayrıca ÇSAÖ’nün dilsel eşdeğerlik çalışmasına 129 İngilizce öğretmeni katılmıştır. Uyarlama sonucunda ÇSAÖ’nün “Çeşitlilikte Farkındalık”, “Çeşitlilikte Sosyal Hizmetlerin Sunumu”, “Çeşitlilikte Sosyal Hizmetler ve Alıcı Uyumu” ve “Çeşitlilikte Baskı” olmak üzere dört alt boyuttan oluştuğu tespit edilmiştir. Yapılan dilsel eşdeğerlik analizi sonucunda ÇSAÖ’nün Türkçe formu ile orijinal İngilizce formu arasında elde edilen korelasyon katsayılarının ,54 ile ,94 arasında değiştiği tespit edilmiştir. Çalışmada ÇSAÖ’nün alt boyutlarına ilişkin elde edilen iç tutarlık ölçümleri için Cronbach Alfa değerleri ,70 ile ,81 arasındadır. Ölçeğin test-tekrar test güvenirlik katsayıları ise .68 ile .79 arasında bulunmuştur. Ayrıca ölçeğin düzeltilmiş madde-toplam korelasyonlarının ,30 ile ,64 arasında sıralandığı ve %27’lik alt-üst grupların ortalamaları arasındaki tüm farkların anlamlı olduğu belirlenmiştir. Bu bulgulara göre ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir

Kaynakça

  • Akın, Ü. Akın, A. & Abacı, R. (2007). Öz-duyarlık ölçeği: Geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33).
  • Anderson, M. (2011). Teacher and student perspectives on cultural proficiency. Leadership, 32-35.
  • Bates, R. (2006). Educational administration and social justice. Education, Citizenship And Social Justice, 1(2), 141-156.
  • Blau, P. M. (1964). Exchange and power in social life. Transaction Publishers.
  • Brown-Jeffy, S. & Cooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65-84.
  • Bustamante, R., Nelson, J. A. & Onwuegbuzie, A. J. (2009). Assessing schoolwide cultural competence: Implications for School Leadeship Preparation. Education Administration Quarterly.
  • Büyüköztürk, Ş. (2004), Veri analizi el kitabı. Pegem A Yayıncılık: Ankara.
  • Coetzee, M. (2005). The fairness of affirmative action: An organisational justice perspective. Yayımlanmış Yüksek Lisans Tezi. Pretoria Üniversitesi, Güney Afrika.
  • Çokluk, Ö. Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem A Akademi: Ankara.
  • Enslin, P. (2006). Democracy, social justice and education: Feminist strategies in a globalising world. Educational Philosophy and Theory, 38(1), 57-67.
  • Ford, D. Y., Scott, M. T., Moore III, J. L. & Amos, S. O. (2013). Gifted education and culturally different students: Examining prejudice and discrimination via microaggressions. Gifted Child Today, 36(3), 205-208.
  • Fraser, N. (2009). Social justice in the age of identity politics. Geographic thought: A praxis perspective, 72-91.
  • Goldring, R., Gray, L. & Bitterman, A. (2013). Characteristics of public and private elementary and secondary school teachers in the United States: Results from the 2011-12 schools and staffing survey. First Look. NCES 2013-314. National Center for Education Statistics.
  • Greenberg, J. (1990). Organizational justice: yesterday, today, tomorrow. Journal of Management, 16, 399-432.
  • Hanselman, P., Bruch, S. K., Gamoran, A. & Borman, G. D. (2014). Threat in context: School moderation of the impact of social identity threat on racial/ethnic achievement gaps. Sociology of Education, 87(2), 106-124.
  • Hollins, C. D. (2013). Culturall Competent Leadership. School Administrator, 70(11), 41-43.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Maxwell, L. A. (2014). US school enrollment hits majority-minority milestone. The Education Digest, 80(4), 27.
  • National Center for Education Statistics. (2013). Digest of educational statistics, 2012 (NCES 2014-2105): US Department of Education.
  • Niehoff, B. P., & Moorman, R. H. (1993). Justice as a mediator of the relationship between methods of monitoring and organizational citizenship behavior. Academy of Management Journal, 36(3), 527-556.
  • Place, A. W., Ballenger, J., Wasonga, T. A., Piveral, J. & Edmonds, C. (2010). Principals' perspectives of social justice in public schools. International Journal of Educational Management, 24(6), 531-543.
  • Polat, S. (2007). Ortaöğretim öğretmenlerinin örgütsel adalet algıları, örgütsel güven düzeyleri ile örgütsel vatandaşlık davranışları arasındaki ilişki. Yayımlanmamış Doktora Tezi. Kocaeli Üniversitesi, Kocaeli.
  • Ponterotto, J. G., Casas, J. M., Suzuki, L. A., & Alexander, C. M. (Eds.). (2009). Handbook of multicultural counseling. Sage publications.
  • Prentice, M. (2007). Social justice through service learning: Community colleges as ground zero. Equity & Excellence in Education, 40(3), 266-273.
  • Quezada, R., Lindsey, D., & Lindsey, R. (2013). A culturally proficient lens: Five essential elements to achieve cultural proficiency and to ensure success for English-learning students. Principal.
  • Rawls, J. (1993). The law of peoples. Critical Inquiry, 20(1), 36-68.
  • Signer, B., & Saldana, D. (2001). Educational and career aspirations of high school students and race, gender, class differences. Race, Gender & Class, 22-34.
  • Smith, C. A. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. Educational Leadership and Administration: Teaching and Program Development, 17, 21-32.
  • Southern Education Foundation. (2015). A new majority: Low ıncome students now a majority ın the nation’s public schools: Southern Education Foundation.
  • Staniforth, B., Fouché, C. & O’Brien, M. (2011). Still doing what we do: Defining social work in the 21st century. Journal of Social Work, 11(2), 191–208.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Pearson Education Inc, Boston, MA.
  • Tezbaşaran, A. A. (1997). Likert tipi ölçek geliştirme kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları, 12, 22-25.
  • Theoharis, G., & Causton-Theoharis, J. N. (2008). Oppressors or emancipators: Critical dispositions for preparing inclusive school leaders. Equity & Excellence in Education, 41(2), 230-246.
  • Uro, G., & Barrio, A. (2013). English language learners in America's great city schools: Demographics, achievement and staffing. Council of the Great City Schools.
  • US Department of Education Office for Civil Rights. (2014). Civil rights data collection data snapshot: School discipline (Vol. Iasues Brief 1). Washington, DC: The US Department of Education Office for Civil Rights.
  • VanRoekel, D. (2008). Promoting educators’ cultural competence to better serve culturally diverse students. Washington, DC: National Education Agency.
  • Windsor, L. C., Shorkey, C., & Battle, D. (2015). Measuring student learning in social justice courses: The diversity and oppression scale. Journal of Social Work Education, 51(1), 58-71.

Diversity and Oppression Scale: The Study of Validity and Reliability

Yıl 2017, Cilt: 5 Sayı: 2, 273 - 284, 20.12.2017

Öz

The purpose of this study is to adapt The Diversity and Oppression Scale DOS , which was developed by Windsor, Shorkey, and Battle 2015 , into Turkish and examine its psychometric properties. The study included 357 school principals, assistant principals, and school teachers, who work in schools of the Turkish Ministry of Education in 2017-2018 academic school year. For the validity of the scale, test-retest was conducted with 213 participants from this group after four weeks. In addition, 129 English teachers participated in the DOS's linguistic equivalence study. The findings of exploratory and confirmatory factor analyses demonstrated that the scale yielded four factors, as original form and that the model was well fit. As a result of the linguistic equivalence analysis, the correlations varied between .54 and .94. Internal consistency coefficients varied between .70 and .81. The test-retest reliability coefficients varied between .68 and .79. Corrected item-total correlations ranged .30 to .64, and according to t-test results differences between each item’s means of upper 27% and lower 27% points were significant. According to these findings it may be concluded that the adapted scale is a valid and reliable instrument in the field of education

Kaynakça

  • Akın, Ü. Akın, A. & Abacı, R. (2007). Öz-duyarlık ölçeği: Geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33).
  • Anderson, M. (2011). Teacher and student perspectives on cultural proficiency. Leadership, 32-35.
  • Bates, R. (2006). Educational administration and social justice. Education, Citizenship And Social Justice, 1(2), 141-156.
  • Blau, P. M. (1964). Exchange and power in social life. Transaction Publishers.
  • Brown-Jeffy, S. & Cooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 38(1), 65-84.
  • Bustamante, R., Nelson, J. A. & Onwuegbuzie, A. J. (2009). Assessing schoolwide cultural competence: Implications for School Leadeship Preparation. Education Administration Quarterly.
  • Büyüköztürk, Ş. (2004), Veri analizi el kitabı. Pegem A Yayıncılık: Ankara.
  • Coetzee, M. (2005). The fairness of affirmative action: An organisational justice perspective. Yayımlanmış Yüksek Lisans Tezi. Pretoria Üniversitesi, Güney Afrika.
  • Çokluk, Ö. Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem A Akademi: Ankara.
  • Enslin, P. (2006). Democracy, social justice and education: Feminist strategies in a globalising world. Educational Philosophy and Theory, 38(1), 57-67.
  • Ford, D. Y., Scott, M. T., Moore III, J. L. & Amos, S. O. (2013). Gifted education and culturally different students: Examining prejudice and discrimination via microaggressions. Gifted Child Today, 36(3), 205-208.
  • Fraser, N. (2009). Social justice in the age of identity politics. Geographic thought: A praxis perspective, 72-91.
  • Goldring, R., Gray, L. & Bitterman, A. (2013). Characteristics of public and private elementary and secondary school teachers in the United States: Results from the 2011-12 schools and staffing survey. First Look. NCES 2013-314. National Center for Education Statistics.
  • Greenberg, J. (1990). Organizational justice: yesterday, today, tomorrow. Journal of Management, 16, 399-432.
  • Hanselman, P., Bruch, S. K., Gamoran, A. & Borman, G. D. (2014). Threat in context: School moderation of the impact of social identity threat on racial/ethnic achievement gaps. Sociology of Education, 87(2), 106-124.
  • Hollins, C. D. (2013). Culturall Competent Leadership. School Administrator, 70(11), 41-43.
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Maxwell, L. A. (2014). US school enrollment hits majority-minority milestone. The Education Digest, 80(4), 27.
  • National Center for Education Statistics. (2013). Digest of educational statistics, 2012 (NCES 2014-2105): US Department of Education.
  • Niehoff, B. P., & Moorman, R. H. (1993). Justice as a mediator of the relationship between methods of monitoring and organizational citizenship behavior. Academy of Management Journal, 36(3), 527-556.
  • Place, A. W., Ballenger, J., Wasonga, T. A., Piveral, J. & Edmonds, C. (2010). Principals' perspectives of social justice in public schools. International Journal of Educational Management, 24(6), 531-543.
  • Polat, S. (2007). Ortaöğretim öğretmenlerinin örgütsel adalet algıları, örgütsel güven düzeyleri ile örgütsel vatandaşlık davranışları arasındaki ilişki. Yayımlanmamış Doktora Tezi. Kocaeli Üniversitesi, Kocaeli.
  • Ponterotto, J. G., Casas, J. M., Suzuki, L. A., & Alexander, C. M. (Eds.). (2009). Handbook of multicultural counseling. Sage publications.
  • Prentice, M. (2007). Social justice through service learning: Community colleges as ground zero. Equity & Excellence in Education, 40(3), 266-273.
  • Quezada, R., Lindsey, D., & Lindsey, R. (2013). A culturally proficient lens: Five essential elements to achieve cultural proficiency and to ensure success for English-learning students. Principal.
  • Rawls, J. (1993). The law of peoples. Critical Inquiry, 20(1), 36-68.
  • Signer, B., & Saldana, D. (2001). Educational and career aspirations of high school students and race, gender, class differences. Race, Gender & Class, 22-34.
  • Smith, C. A. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. Educational Leadership and Administration: Teaching and Program Development, 17, 21-32.
  • Southern Education Foundation. (2015). A new majority: Low ıncome students now a majority ın the nation’s public schools: Southern Education Foundation.
  • Staniforth, B., Fouché, C. & O’Brien, M. (2011). Still doing what we do: Defining social work in the 21st century. Journal of Social Work, 11(2), 191–208.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Pearson Education Inc, Boston, MA.
  • Tezbaşaran, A. A. (1997). Likert tipi ölçek geliştirme kılavuzu. Ankara: Türk Psikologlar Derneği Yayınları, 12, 22-25.
  • Theoharis, G., & Causton-Theoharis, J. N. (2008). Oppressors or emancipators: Critical dispositions for preparing inclusive school leaders. Equity & Excellence in Education, 41(2), 230-246.
  • Uro, G., & Barrio, A. (2013). English language learners in America's great city schools: Demographics, achievement and staffing. Council of the Great City Schools.
  • US Department of Education Office for Civil Rights. (2014). Civil rights data collection data snapshot: School discipline (Vol. Iasues Brief 1). Washington, DC: The US Department of Education Office for Civil Rights.
  • VanRoekel, D. (2008). Promoting educators’ cultural competence to better serve culturally diverse students. Washington, DC: National Education Agency.
  • Windsor, L. C., Shorkey, C., & Battle, D. (2015). Measuring student learning in social justice courses: The diversity and oppression scale. Journal of Social Work Education, 51(1), 58-71.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Seyithan Demirdağ Bu kişi benim

Yayımlanma Tarihi 20 Aralık 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 5 Sayı: 2

Kaynak Göster

APA Demirdağ, S. (2017). Çeşitlilik ve Sosyal Adalet Ölçeği: Geçerlik ve Güvenirlik Çalışması. Karaelmas Eğitim Bilimleri Dergisi, 5(2), 273-284.