摘要：The ‘Sankofa’ scale was constructed on the basis of perceptions of students aboutculturally relevant teaching and learning methods. This study established the construct validity ofthe scale. Participants (n = 171) who were students from a historically black university, reportedtheir agreement regarding the presence and importance of teaching strategies on a Likert-typescale . ‘Relevance’ of the teaching strategy was computed based on the multiplicative function ofthe reported presence and importance. Results of a factor analyses identified 8 factors whichstudents deemed relevant to their learning. To establish construct validity, variables such asracial identity, academic confidence, and academic success were included on the survey. Thefollowing measures were used to assess racial identity and academic confidence, the BlackIdentity Development Scale, and the Academic Confidence scale. Academic success was definedas the student grade point average (GPA). Results indicated significant relationships betweenspecific items on the Sankofa scale, specific subscales on the racial identity scale, as well asacademic confidence and GPA. These results will enable educators to be responsive to the needsof the diverse student body. Establishing the scale’s construct validity is important to help guideacademicians in the realm of scholarly teaching and learning.
关键词：cultural relevant pedagogy; racial identity; academic confidence; grade point average;African American
