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Sherry K. Watt1
John A. Mueller2Eugene T. Parker3Rebecca Neel4Kira Pasquesi5
Cindy A. Kilgo6
Amanda L. Mollet3
Duhita Mahatmya1* and Multicultural Initiatives Consortium- 1Department of Educational Policy and Leadership Studies, College of Education, University of Iowa, Iowa City, IA, United States
- 2Department of Student Affairs in Higher Education, College of Education and Communications, Indiana University of Pennsylvania, Indiana, PA, United States
- 3Department of Educational Leadership and Policy Studies, School of Education and Human Sciences, University of Kansas, Lawrence, KS, United States
- 4Department of Psychology, Faculty of Arts and Science, University of Toronto, Toronto, ON, Canada
- 5CU Engage, School of Education, University of Colorado–Boulder, Boulder, CO, United States
- 6Department of Educational Leadership and Policy Studies, School of Education, Indiana University, Bloomington, IN, United States
A Corrigendum on
Measuring Privileged Identity in Educational Environments: Development and Validation of the Privileged Identity Exploration Scale
by Watt SK, Mueller JA, Parker ET, Neel R, Pasquesi K, Kilgo CA, Mollet AL, Mahatmya D and Multicultural Initiatives Consortium (2021). Front. Educ. 6:620827. doi:10.3389/feduc.2021.620827
The Multicultural Initiatives (MCI) Consortium was not included as an author in the published article. The corrected Author Contributions Statement appears below.
“SW developed the theoretical framing of the study. JM, EP, KP, CK, and AM designed the study, developed the survey items, and collected the data. RN and DM refined the data analysis approach, cleaned, and analyzed the data. The MCI Consortium includes current and alumni members of the Multicultural Initiatives Research Team who contributed to the conceptualization of the final manuscript. All authors contributed to the interpretation of the statistical analyses and conceptualization of the final manuscript”.
In the original article, there was an error. In the title, the name of the scale (“Privileged Identify Exploration Scale”) was incorrect. The title is corrected to “Measuring Privileged Identity in Educational Environments: Development and Validation of the Privileged Identity Exploration Scale”.
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Publisher’s Note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Keywords: difficult dialogues, identity, race, student affairs, scale development, defenses
Citation: Watt SK, Mueller JA, Parker ET, Neel R, Pasquesi K, Kilgo CA, Mollet AL, Mahatmya D and Multicultural Initiatives Consortium (2021) Corrigendum: Measuring Privileged Identity in Educational Environments: Development and Validation of the Privileged Identity Exploration Scale. Front. Educ. 6:765369. doi: 10.3389/feduc.2021.765369
Received: 27 August 2021; Accepted: 30 August 2021;
Published: 12 October 2021.
Approved by:
Frontiers Editorial Office, Frontiers Media SA, SwitzerlandCopyright © 2021 Watt, Mueller, Parker, Neel, Pasquesi, Kilgo, Mollet, Mahatmya and Multicultural Initiatives Consortium. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Duhita Mahatmya, ZHVoaXRhLW1haGF0bXlhQHVpb3dhLmVkdQ==