View in EDS

Longitudinal Measurement Invariance Testing of the Model Minority Stereotype Response Scale among Asian American STEM Students

Saved in:
Bibliographic Details
Title: Longitudinal Measurement Invariance Testing of the Model Minority Stereotype Response Scale among Asian American STEM Students
Language: English
Authors: Han Na Suh (ORCID 0000-0003-2646-616X), Bryan S. K. Kim
Source: Journal of Psychoeducational Assessment. 2026 44(4):367-382.
Availability: SAGE Publications. 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: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Asian American Students, STEM Education, Stereotypes, Emotional Response, Affective Measures, College Students, Longitudinal Studies
DOI: 10.1177/07342829251395913
ISSN: 0734-2829
1557-5144
Abstract: This study examined the temporal stability of the Model Minority Stereotype-Response Scale (MMS-RS) in assessing Asian American STEM students' responses to the model minority stereotype (MMS) over time. Data from 188 Asian American STEM students were analyzed using longitudinal measurement invariance testing. The findings showed that the subscale scores of the MMS-RS, Negative Response to Stress (NRS) and Positive Response and Endorsement (PRE), reliably assess negative and positive responses across time, respectively, and can be meaningfully tracked for their changes over time, although one item in each subscale was not invariant. The residual invariance finding suggested that observed score differences reflect true changes. Overall, the MMS-RS subscale scores proved to be stable and reliable for measuring responses to the MMS. Specifically, the findings from the longitudinal measurement invariance suggest that the comparison of mean scores across time is viable. Thus MMS-RS subscales can be useful in tracking changes in response to interventions or policy changes that are aimed at supporting Asian American STEM students who experience the MMS.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505870
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1505870
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Longitudinal Measurement Invariance Testing of the Model Minority Stereotype Response Scale among Asian American STEM Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Han+Na+Suh%22">Han Na Suh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2646-616X">0000-0003-2646-616X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bryan+S%2E+K%2E+Kim%22">Bryan S. K. Kim</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. 2026 44(4):367-382.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 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: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Asian+American+Students%22">Asian American Students</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Stereotypes%22">Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Measures%22">Affective Measures</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/07342829251395913
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0734-2829<br />1557-5144
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined the temporal stability of the Model Minority Stereotype-Response Scale (MMS-RS) in assessing Asian American STEM students' responses to the model minority stereotype (MMS) over time. Data from 188 Asian American STEM students were analyzed using longitudinal measurement invariance testing. The findings showed that the subscale scores of the MMS-RS, Negative Response to Stress (NRS) and Positive Response and Endorsement (PRE), reliably assess negative and positive responses across time, respectively, and can be meaningfully tracked for their changes over time, although one item in each subscale was not invariant. The residual invariance finding suggested that observed score differences reflect true changes. Overall, the MMS-RS subscale scores proved to be stable and reliable for measuring responses to the MMS. Specifically, the findings from the longitudinal measurement invariance suggest that the comparison of mean scores across time is viable. Thus MMS-RS subscales can be useful in tracking changes in response to interventions or policy changes that are aimed at supporting Asian American STEM students who experience the MMS.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505870
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505870
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/07342829251395913
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 367
    Subjects:
      – SubjectFull: Asian American Students
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Stereotypes
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Affective Measures
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
    Titles:
      – TitleFull: Longitudinal Measurement Invariance Testing of the Model Minority Stereotype Response Scale among Asian American STEM Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Han Na Suh
      – PersonEntity:
          Name:
            NameFull: Bryan S. K. Kim
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0734-2829
            – Type: issn-electronic
              Value: 1557-5144
          Numbering:
            – Type: volume
              Value: 44
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Psychoeducational Assessment
              Type: main
ResultId 1