Date of Award
2007
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
As the cultural portrait and complexity of the United States continues to grow, schools' need for culturally competentEducational practices has become imperative. Often times, school psychologists' influence on a student'sEducation occurs indirectly through consultation with direct service providers, specifically teachers. Improving effective multicultural consultation relationships may lead to betterEducational outcomes (e.g., academic and social skills) for students (Ingraham, 2000). Research on consultation indicates that teachers prefer noncoercive power styles when working with school psychologists (Erchul, Raven & Whichard, 2001). One method for increasing effective consultation relationships is to better understand why teachers' prefer certain types of social powers styles. The purpose of this study was to assess which cultural variables were better predictors for teachers' preferences for social power styles. Results suggest that intercultural sensitivity development, specifically ethnocentric world views, are related to teachers' preferences for coercive power styles but not noncoercive styles. In addition, ethnocentric world views predicted higher levels of support for social hierarchies. The findings of this research suggest several implications for improving school based multicultural consultation relationships.
Recommended Citation
Palmer, Hyyon, "Social Power In School Consultation Relationships: Examining The Roles Of Intercultural Sensitivity And Social Dominance Orientation" (2007). All-Inclusive List of Electronic Theses and Dissertations. 1059.
https://scholars.indianastate.edu/etds/1059