Results
Elements and Types of Program
The initial analysis examined the differences in multicultural competence scores (MCSAP2)
of leadership educators with respect to the self-identified structure of their leadership
program as open, targeted, positional, or “other” type of structure (see Table 2). While the
results indicate no statistically significant difference in multicultural competence scores for
professionals who utilize open, targeted, or positional program structures, the data suggests that
professionals who have positional or targeted leadership programs may have slightly higher
mean MCSA-P2 scores. That is to say professionals who facilitate programs focused on specific
populations of students, be it student government leaders (positional) or diverse groups of
students (targeted), may demonstrate slightly higher levels of multicultural competence than
those who facilitate more open programs for the general student body.