An Analysis of Cross Racial Identity Scale Scores Using Classical Test Theory and Rasch Item Response Models

Sussman, Joshua; Beaujean, A. Alexander; Worrell, Frank C.; Watson, Stevie

doi:10.1177/0748175612468594

Cited by 10 publications

(7 citation statements)

References 41 publications

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“…In 1992, Sabnani and Ponterotto criticized the instruments in the literature assessing ethnic-racial minority constructs for poor psychometric properties. However, scores on the CRIS (Vandiver et al, 2000) have been examined and supported in several psychometric studies (Gardner-Kitt & Worrell, 2007; Sussman, Beaujean, Worrell, & Watson, 2013; Worrell, Andretta, & Woodland, 2014; Worrell, Mendoza-Denton, Telesford, Simmons, & Martin, 2011). Thus, the CRIS, which has been described as an exemplar cultural identity instrument (Ponterotto & Park-Taylor, 2007) and a key instrument for cultural identity content (Umaña-Taylor et al, 2014), was used as a basis for developing the CERIS-A.…”

Section: Psychometric Properties Of Ceris-a Scoresmentioning

confidence: 99%

Introducing a New Assessment Tool for Measuring Ethnic-Racial Identity: The Cross Ethnic-Racial Identity Scale–Adult (CERIS-A)

2017

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In this article, we examined the psychometric properties of scores on a new instrument, the Cross Ethnic-Racial Identity Scale-Adult (CERIS-A) for use across different ethnic and racial groups. The CERIS-A measures seven ethnic-racial identity attitudes-assimilation, miseducation, self-hatred, anti-dominant, ethnocentricity, multiculturalist inclusive, and ethnic-racial salience. Participants consisted of 803 adults aged 18 to 76, including African Americans (19.3%), Asian Americans (17.6%), European Americans (37.0%), and Latino/as (17.8%). Analyses indicated that CERIS-A scores were reliable, and configural, metric, and scalar invariance were supported for the seven factors across gender; however, Miseducation, Ethnic-Racial Salience, and Ethnocentricity scores achieved only metric invariance across ethnic-racial groups. Self-Hatred, Ethnic-Racial Salience, Anti-Dominant, and Ethnocentricity scores were significantly and meaningfully related to race-based rejection sensitivity scores, providing evidence of convergent validity. We concluded that the CERIS-A is a potentially useful instrument for examining ethnic-racial identity attitudes across multiple racial/ethnic subgroups in the United States.

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Section: Psychometric Properties Of Ceris-a Scoresmentioning

confidence: 99%

Introducing a New Assessment Tool for Measuring Ethnic-Racial Identity: The Cross Ethnic-Racial Identity Scale–Adult (CERIS-A)

2017

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“…There is also considerable validity evidence in support of CRIS scores in the literature. The six-factor structure has been supported using both classical test theory and item response theory (Simmons et al, 2008;Sussman et al, 2013;Vandiver et al, 2002) in samples in the United States, and the factor structure has also been supported in a Black sample in Jamaica (Worrell & MacFarlane, 2017). Convergent validity for CRIS scores has been established with MIBI scores (Sellers et al, 1997) and scores of the Multigroup Ethnic Identity Measure (Phinney, 1992;see Vandiver et al, 2002;Worrell & Gardner-Kitt, 2006), and discriminant validity analyses have shown that CRIS scores are not strongly associated with the Big Five or social desirability (Vandiver et al, 2002).…”

Section: Methodsmentioning

confidence: 92%

“…There is substantial psychometric evidence in support of the six CRIS subscale scores in the extant literature. CRIS scores have been found to be internally consistent in adolescent, emerging adult, and adult samples (e.g., Worrell, 2008; Worrell et al, 2014; Worrell et al, 2004) and structural validity has been supported using exploratory factor analyses (Gardner-Kitt & Worrell, 2007; Simmons et al, 2008; Worrell et al, 2004), confirmatory factor analyses (CFAs; e.g., Vandiver et al, 2002; Worrell et al, 2011; Worrell et al, 2014; Worrell & Watson, 2008), and item response theory (Sussman et al, 2013). Research has also demonstrated that the scores are not substantially affected by social desirability (Vandiver et al, 2002), or by demographic characteristics (Fhagen-Smith et al, 2010).…”

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confidence: 99%

Incorporating a Race Salience Subscale Into the Cross Racial Identity Scale (CRIS)

Worrell

Mendoza‐Denton

Vandiver

et al. 2020

Journal of Black Psychology

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In this study, we examined the internal consistency and structural validity of scores on an expanded version of the Cross Racial Identity Scale (CRIS) consisting of the original six subscales—Assimilation, Miseducation, Self-Hatred, Anti-White, Afrocentricity, and Multiculturalist Inclusive—and a seventh subscale called Race Salience. Participants consisted of two samples of African Americans. Sample 1 had 324 participants, most of whom were students at historically Black institutions, and Sample 2 had 340 students attending a predominantly White institution. CRIS subscale scores, including Race Salience were internally consistent in Sample 1, and an exploratory factor analysis supported the structural validity of the race salience score. A confirmatory factor analysis provided support for the seven-factor structure. Internal consistency and structural validity results were replicated in Sample 2. Future studies should examine other aspects of construct validity on this expanded version of the CRIS, such as convergent and discriminant validity, and the impact of seven subscales on the number and type of racial identity profiles that CRIS scores can yield.

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“…When there is good model-data-fit, measures produced by the instrument are interval, the interval scale measures have precise measurement errors for both individual items and subjects, allowing for inferential statistical analyses to be conducted with more power. Compared with classical test theory (CTT), Rasch models have several advantages [53], i.e., while the Classical Test Theory (CTT) analyses attach less importance to the functioning of specific items [54]. Rasch analyses can identify poor patterns of items and person performance, i.e., inform how well the model fits the data, and detect weak, biased, redundant items [55][56].…”

Section: Discussionmentioning

confidence: 99%

Measuring University Students' Perceived Self-efficacy In Science Communication in Middle and High Schools

Chi¹,

Liu²,

Gardella³

2016

ujer

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Service learning typically involves university students in teaching and learning activities for middle and high school students, however, measurement of university students' self-efficacy in science communication is still lacking. In this study, an instrument to measure university students' perceived self-efficacy in communicating science to middle and high school students was developed and validated using a sample of 104 university students (19 graduate students and 85 undergraduate students). The rating scale Rasch model and Winsteps computer program were used to analyze the students' responses to pilot and final revised instrument. The results have revealed that the final revised instrument which contains 20 items with four response categories is well-targeted and measures from this instrument are reasonably valid and reliable. Issues associated with using the instrument are also discussed.

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An Analysis of Cross Racial Identity Scale Scores Using Classical Test Theory and Rasch Item Response Models

Cited by 10 publications

References 41 publications

Introducing a New Assessment Tool for Measuring Ethnic-Racial Identity: The Cross Ethnic-Racial Identity Scale–Adult (CERIS-A)

Introducing a New Assessment Tool for Measuring Ethnic-Racial Identity: The Cross Ethnic-Racial Identity Scale–Adult (CERIS-A)

Incorporating a Race Salience Subscale Into the Cross Racial Identity Scale (CRIS)

Measuring University Students' Perceived Self-efficacy In Science Communication in Middle and High Schools

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