Examining Measurement Invariance of a School Climate Survey across Race and Ethnicity
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| Title: | Examining Measurement Invariance of a School Climate Survey across Race and Ethnicity |
|---|---|
| Language: | English |
| Authors: | Whitehouse, Anna (ORCID |
| Source: | Assessment for Effective Intervention. Dec 2021 47(1):37-46. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Educational Environment, Student Surveys, Racial Differences, Ethnicity, Hispanic American Students, African American Students, White Students, Construct Validity, Elementary School Students, Urban Schools, Student Attitudes |
| DOI: | 10.1177/1534508420966390 |
| ISSN: | 1534-5084 |
| Abstract: | Positive school climate is a key determinant factor of students' psychological well-being, safety, and academic achievement. Although researchers have examined the validity of school climate measures, there is a dearth of research investigating differences in student perceptions of school climate across race and ethnicity. This study evaluated the factor stability of a widely used school climate survey using factor analyses and measurement invariance techniques across racial/ethnic groups. Results of a confirmatory factor analysis indicated a five-factor structure for a school climate survey, and weak measurement invariance was found across Hispanic, Black, and White student groups ([delta]CFI = 0.008). According to paired t tests, significant differences were found among racial/ethnic respondent groups across two factors: teacher and school effectiveness and sense of belonging and care. Validated school climate measures that are culturally and racially responsive to students' experiences allow for accurate interpretations of school climate data. Discussion and implications are provided. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1320512 |
| Database: | ERIC |
| Abstract: | Positive school climate is a key determinant factor of students' psychological well-being, safety, and academic achievement. Although researchers have examined the validity of school climate measures, there is a dearth of research investigating differences in student perceptions of school climate across race and ethnicity. This study evaluated the factor stability of a widely used school climate survey using factor analyses and measurement invariance techniques across racial/ethnic groups. Results of a confirmatory factor analysis indicated a five-factor structure for a school climate survey, and weak measurement invariance was found across Hispanic, Black, and White student groups ([delta]CFI = 0.008). According to paired t tests, significant differences were found among racial/ethnic respondent groups across two factors: teacher and school effectiveness and sense of belonging and care. Validated school climate measures that are culturally and racially responsive to students' experiences allow for accurate interpretations of school climate data. Discussion and implications are provided. |
|---|---|
| ISSN: | 1534-5084 |
| DOI: | 10.1177/1534508420966390 |
