Assessment Dissemination Project
- The Multicultural Diversity Assessment Disseminitation Project
- Description
- Assessments
- Performance Vignettes/Rubrics
- Teacher Education Content Tests
- Surveys and Attitude Scales
- Lesson Plans/Rubrics
- Diversity Plans/Rubrics
- Outcomes
(PDF)
- Funding Information
- Conference Information
- Participating Universities
- Project Evaluation
- Awards
- Site Map
- Asessment of Multicultural Diversity Outcomes, April 2004
- Picture Gallery
- Journal of Thought
- Submission Listserve
SURVEYS /ATTITUDE SCALES & DATA
| Gender Questionnaire Revised - GQR | PDF File |
| Educational Gender Questionnaire - EGQ | PDF File |
| Multicultural Questionnaire - MCR | PDF File |
| Preparedness Survey | PDF File |
Gender
Questionnaire Revised
GQR
Please read each statement and respond by choosing your personal level of agreement or disagreement and then darkening the appropriate corresponding circle on the bubble sheet. Your responses will remain confidential and anonymous. Thank you for your time.
| Statements | Strongly
Agree A |
Agree B |
Disagree C |
Strongly
Disagree D |
| 1. Women tend to have lower self-concepts than men......... | A | B | C | D |
| 2. Women tend to overspend more often than men............. | A | B | C | D |
| 3. Males interest in females is often sexual.......................... | A | B | C | D |
| 4. Women are more susceptible to illnesses than men......... | A | B | C | D |
| 5. Women tend to have more artistic talent than men.......... | A | B | C | D |
| 6. Women tend to be more musically inclined than men...... | A | B | C | D |
| 7. Men tend to be more flirtatious than women................... | A | B | C | D |
| 8. Men tend to be more interested in sports than women.... | A | B | C | D |
| 9. Men tend to be faster decision makers than women........ | A | B | C | D |
| 10. Women tend to be better at child rearing than men........ | A | B | C | D |
| 11. Some professions are better suited for men and some are better suited for women.......................................... | A | B | C | D |
| 12.Men tend to be more comfortable working with tasks involving numbers than are women............................... | A | B | C | D |
| 13. Personal appearance tends to be more important to females than to males.................................................... | A | B | C | D |
| 14.Men tend to be more aggressive than women................ | A | B | C | D |
| 15.Many sexual harassment claims are false....................... | A | B | C | D |
| 16. Women tend to be more emotional than men................. | A | B | C | D |
| 17. Men tend to be more dominant in relationships than women......................................................................... | A | B | C | D |
| 18. Men tend to have more mechanical aptitude than women......................................................................... | A | B | C | D |
Ambrosio, A.L. (1998). Gender Equity Scale-Revised (GQR).
Educational Gender
Questionnaire
EGQ
Please read each statement and respond choosing your personal level of agreement or disagreement and then darkening the appropriate corresponding circle on the bubble sheet. Individual responses will remain confidential and anonymous. Thank you for your time.
With respect to the school setting:| Statements | Strongly
Agree A |
Agree B |
Disagree C |
Strongly
Disagree D |
| 1. More often boys rather than girls contribute to classroom disruptions.................................. | A | B | C | D |
| 2. Boys tend to be easier to work with than girls..... | A | B | C | D |
| 3. Girls tend to be better writers than boys.............. | A | B | C | D |
| 4. Boys tend to need more guidance than girls......... | A | B | C | D |
| 5. Boys tend to need more praise than girls........ | A | B | C | D |
| 6. Punishment works a little better on boys than girls... | A | B | C | D |
| 7. Boys tend to have shorter attention spans than girls.... | A | B | C | D |
| 8. Girls tend to want to work alone at their own desks more often than boys...................... | A | B | C | D |
| 9. Girls tend to have more difficulty expressing personal opinions than boys............................ | A | B | C | D |
| 10. Some content areas are better suited for girls, while some content areas are better suited for boys.... | A | B | C | D |
| 11. It tends to be more difficult for boys to stay at their seat... | A | B | C | D |
| 12. There are some students who will always have trouble with writing.............. | A | B | C | D |
| 13. Boys need more physical activity than girls........ | A | B | C | D |
| 14. Girls need successful female models as classroom examples more than boys need successful male models.... | A | B | C | D |
| 15. Girls work better in cooperative groups than do boys... | A | B | C | D |
| 16. Girls spend more time on-task than do boys............... | A | B | C | D |
| 17.Girls tend to need more manipulatives than boys........ | A | B | C | D |
| 18. Girls tend to be better at using "logs" and journals in the classroom.......... | A | B | C | D |
| 19. Boys tend to be more dominant in classroom discussions.... | A | B | C | D |
| 20. Girls need a little more help with self-esteem than boys...... | A | B | C | D |
| 21. Girls tend to get better grades than boys........... | A | B | C | D |
| 22. Female students tend to need to take more college prep courses than do male students................ | A | B | C | D |
| 23. Females tend to not need sports programs as much as males............ | A | B | C | D |
Ambrosio, A.L. (1998) Educational Gender Equity Test (EGQ).
Multicultural Questionnaire
MCR
Please read each statement and respond by choosing your personal level of agreement or disagreement and then darkening the appropriate corresponding bubble on the bubble sheet. Your responses will remain confidential and anonymous. Thank you for your time.
| Statements | Strongly Agree A |
Agree B |
Disagree C |
Strongly Disagree D |
| 1. I almost try to understand customs of diverse cultures | A | B | C | D |
| 2. I look for opportunities to interact with different cultures | A | B | C | D |
| 3. I would welcome an opportunity to live with a classmate from another country | A | B | C | D |
| 4. When I meet someone from an unfamiliar culture, I almost always try to find out more about their culture | A | B | C | D |
| 5. I would welcome an opportunity to take some of my college courses in another country | A | B | C | D |
| 6. Adapting to the customs of another country would not be a problem for me | A | B | C | D |
| 7. I enjoy hearing different languages spoken | A | B | C | D |
| 8. It is important for me to learn a language other than my own | A | B | C | D |
| 9. World interests tend to be more important than the interests of my country | A | B | C | D |
| 10. I would enjoy working with coworkers who are from other countries | A | B | C | D |
| 11. I have many friends of different ethnicities | A | B | C | D |
| 12. I would feel that in order for a person to become an American he/she should be willing to give up some of their loyalties to their countries of origin. | A | B | C | D |
| 13. Although individuality is important in the United States, excessive differences in beliefs can hurt society. | A | B | C | D |
| 14. The different language groups in America are beneficial to the cultural development of the U.S. | A | B | C | D |
| 15. It should not be too easy to become an American citizen | A | B | C | D |
| 16. A person’s work ethic tends to be related to their cultural upbringing | A | B | C | D |
| 17. I see nothing wrong with a person wishing to live in a neighborhood composed of only one ethnic group | A | B | C | D |
| 18. Citizens who have different national backgrounds should be encouraged to retain their various customs and traditions | A | B | C | D |
| 19. It pleases me to see such great variety of religions in the United States | A | B | C | D |
| 20. Some people are too insistent on retaining their customs and traditions while living in the U.S. | A | B | C | D |
| 21. I am pleased that various ethnic groups raise their children in different ways | A | B | C | D |
| 22. Students who do not speak English should be given an opportunity in the public schools to be instructed in their native language | A | B | C | D |
| 23. The fact that various ethnic groups raise their children with different customs and traditions does not pose a problem to our public schools | A | B | C | D |
| 24. I feel that stressing different ethnic customs and traditions in public schools tends to reduce learning the basics (i.e. reading, writing, math, etc.) | A | B | C | D |
| 25. Public school teachers should encourage their foreign students to speak in their native language. | A | B | C | D |
| 26. It is important for English speaking students to learn how to speak a foreign language | A | B | C | D |
| 27. The public school curriculum should concentrate more on the development of American society as a whole rather than on specific ethnic groups | A | B | C | D |
| 28. The American public school system's curriculum should reflect the heritages of the different ethnic groups in our society | A | B | C | D |
| 29. It is necessary for the schools to use standard English as the only language of instruction | A | B | C | D |
| 30. It is important to celebrate diversity in the public schools | A | B | C | D |
Ambrosio, A.L. (1998). Multicultural/Diversity Scale-Revised (MCR).
Preparedness Survey
Please answer the following questions by circling the response which best corresponds to your experiences.
Considering all my course work at ESU to this point, I feel _________ prepared to deal with:
| Well-prepared | Adequately-prepared | ILL-prepared | Not-prepared | |
| (WP) | (AP) | (IP) | (NP) | |
| Diverse classrooms | WP | AP | IP | NP |
| Students with physical challenges | WP | AP | IP | NP |
| Students with mental challenges | WP | AP | IP | NP |
| Students with behavioral challenges | WP | AP | IP | NP |
| Students of various ethnicities/cultures | WP | AP | IP | NP |
| Students of the opposite gender | WP | AP | IP | NP |
| Students with different learning styles | WP | AP | IP | NP |
| Students from single-parent families | WP | AP | IP | NP |
| Students with same gender parents | WP | AP | IP | NP |
| Students with multi-racial parents | WP | AP | IP | NP |
Ambrosio, A.L. (1998). Preparedness Survey.
©Copyright pending -- Emporia State University --- GQR, EGQ & MCR
Please feel free to email Dr. Anthony Ambrosio, if you have any concern about the grant. Thank you.
Original website designed by Marcos A. Prono and Sarah J. Stump revised by John W. Parton.
Last revision: Oct. 2006