Longitudinal Measurement Invariance Testing of the Model Minority Stereotype Response Scale among Asian American STEM Students
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| Title: | Longitudinal Measurement Invariance Testing of the Model Minority Stereotype Response Scale among Asian American STEM Students |
|---|---|
| Language: | English |
| Authors: | Han Na Suh (ORCID |
| 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 |
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