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DOI

10.14221/ajte.2011v36n9.1

Abstract

In an attempt to bridge the gap between achievement motivation and multicultural teacher education, this study explored the relationship between causal attribution of cultural awareness and cultural competence among preservice teachers. Participants were 793 preservice teachers from two large public universities who reported their causal attributions of cultural awareness and their cultural competence. Canonical correlation analysis results showed two significant relationships between causal attribution and cultural competence. Personal control over the causes of cultural awareness was found to be positively related to praxis, i.e., behavioral outcome; whereas attributions to internal and stable causes were positively associated with knowledge as major components of cultural competence. The findings indicate the importance of addressing causal attribution and moving beyond negative emotions in enhancing preservice teachers’ cultural competence in multicultural education. Implications for multicultural teacher education and future research directions are discussed.

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Link to publisher version (DOI)

10.14221/ajte.2011v36n9.1