EXAMINING THE PATTERNS OF RESPONSES TO THE VALUE AND STRUGGLE OF MULTICULTURALISM AMONG COLLEGE STUDENTS

Although expectancy-value theory has been well documented in a wide range of disciplines, its role in multicultural education is unknown. The purpose of our study was to identify patterns of responses to the value and struggle of multiculturalism among college students. A total of 121 Participants completed a survey on their expectancy and value beliefs in multicultural education as well as their demographic information. Latent profile analysis yielded an optimal solution with four latent profiles (LP). LP1 (N=70), labeled as AV-AS (average value-average struggle), had close to average scores on both factors and was relatively neutral about human diversity and average on cross-cultural communications. LP2 (N=14), labeled as LV-HS (low value-high struggle), had scores more than 1.5 standard deviations below the mean of F1, and scores slightly above average on F2. This group did not attach much value to human diversity and reported struggles in cross-cultural communications. LP3 (N=25), labeled as HV-LS (high value-low struggle), had very high scores on F1, and low scores on F2. This group not only highly valued human diversity, but also reported high efficacy beliefs in dealing with it. The smallest group, LP4 (N=12), labeled as HV-HS (high value-high struggle), had high scores on both factors. The HV-HS group highly valued human diversity, yet reported low confidence associated with it. Among the four distinct groups of college students with varied views toward the value and struggle of multicultural education, it is interesting to see the difference in demographic makeup relates to the four different views. Further, it's alarming that less than 31% the participants in the study valued multiculturalism, and that less than 7% reported positive outlook in cross-cultural communications. As value and efficacy beliefs play such a critical role in the choice making process and motivation, it merits more studies in the future to further investigate the patterns of responses to the value and struggle in multicultural education before a definitive statement can be made.