Moving toward More Conclusive Measures of Sociocultural Adaptation for Ethnically Diverse Adolescents in England

Autor/in	Bowe, Anica G.
Titel	Moving toward More Conclusive Measures of Sociocultural Adaptation for Ethnically Diverse Adolescents in England
Quelle	In: Canadian Journal of School Psychology, 34 (2019) 1, S.56-72 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573517739392
Schlagwörter	Foreign Countries; Adolescents; Acculturation; Immigrants; Longitudinal Studies; Measures (Individuals); Test Bias; Ethnic Groups; Minority Groups; School Attitudes; Family Relationship; Bullying; Teacher Student Relationship; Item Response Theory; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Akkulturation; Immigrant; Immigrantin; Immigranten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Testkritik; Ethnie; Ethnische Minderheit; Mobbing; Teacher student relationships; Lehrer-Schüler-Beziehung; Item-Response-Theorie
Abstract	This study is part of a larger initiative toward understanding the acculturation of immigrant adolescents using the Longitudinal Study of Young People in England 2004-2010 database. A necessary step in using a database for cross-ethnic comparisons is first to verify whether its items and scales are equivalent. I examined item- and scale-level differential functioning (DF; n = 4,663, six ethnic minority groups) on four of the database's sociocultural scales: Feelings About School (11 items), Relational Family Efficacy (four items), Being Bullied (five items), and Perceived Teacher Discrimination (four items) using an item response theory (IRT)--based framework. Findings demonstrated no meaningful DF on items and, in most cases, scales as well. Second, distinct ethnic group patterns are present. Third, the Perceived Teacher Discrimination scale was not functioning for the majority of the ethnic minority groups which is of grave concern. Implications for future comparative studies and immigration policy makers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01