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Updated: Jan 13, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

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Análisis cuantitativo de contenido que examina las barreras para la implementación de la capacitación sobre

Jerica Knox¹, Tory L Ash², Amy E Fisher³

¹School of Medicine, National Center for School Mental Health, University of Maryland.

School psychology (Washington, D.C.)

|January 8, 2026

Abstract:

Despite increasing efforts to implement diversity training in K-12 schools, challenges persist in ensuring its effectiveness and sustainability. Authors employed a quantitative content analysis to (a) identify educator-reported barriers to diversity training using responses from a national sample of educators and (b) examine how the likelihood of reporting specific barriers varied by educator demographics and school characteristics. Open-ended survey responses from 633 educators were analyzed. Quantitative content analyses revealed eight major categories of barriers to diversity training: logistical (24%), individual (20%), leadership and commitment (16%), trainers and training (15%), community (10%), general resources (7%), policy and governance (6%), and no barriers (3%). Differences emerged based on educator demographics and school characteristics for community and logistical barriers. Findings underscore the need for tailored implementation strategies that address obstacles and foster a more supportive environment for diversity training. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Palabras clave:

capacitación sobre diversidad escuelas K-12 barreras implementación estrategias

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