An Exploration of Gender Invariance of the WISC-V among Black Children in an Urban School District

Autor/inn/en	Smith, Leann V.; Graves, Scott L.
Titel	An Exploration of Gender Invariance of the WISC-V among Black Children in an Urban School District
Quelle	In: Contemporary School Psychology, 25 (2021) 2, S.170-182 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Leann V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00307-8
Schlagwörter	Children; Intelligence Tests; African American Students; Urban Schools; Gender Differences; Public Schools; Scores; Factor Structure; Test Interpretation; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Intelligence test; Intelligenztest; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Geschlechterkonflikt; Public school; Öffentliche Schule; Faktorenstruktur; Test analysis; Testauswertung
Abstract	The purpose of this paper is to examine the factorial invariance of the Wechsler Intelligence Scale for Children--Fifth Edition (WISC-V) between genders in a sample of Black students in an urban, public school district. Few researchers test the validity of cognitive assessments on Black samples and even fewer do so utilizing samples other than those used during standardization. Results from confirmatory factor analytic techniques and multi-group structural equation modeling using AMOS indicated that although the subtests of the WISC-V are measuring similar underlying constructs across genders, the intercepts differ on the Similarities and Coding subtests. This indicates that the scores are not necessarily interpretable at the same level in the domains of Verbal Comprehension and Working Memory, respectively. Furthermore, based on our sample of Black children, scores derived from the WISC-V should be interpreted with caution, as the five-factor model prescribed by the publishers did not fit. Implications for equitable cognitive assessment procedures, as well as noteworthy areas of additional research on cognitive assessment validity for Black children and samples not used during standardization are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01