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

Does the Bayley-4 measure the same constructs across girls and boys and infants, toddlers, and preschoolers?

“…Four prior studies compared samples of older girls' and boys' latent means using different cognitive tests. Similar to our findings, three of those studies found girls and boys had equivalent scores on a latent language factor (Keith et al, 2011;Palejwala & Fine, 2015;Smith & Graves, 2021), which seems similar to the small effect we found in our study. Findings from one study diverged, however, and found boys' latent verbal mean was significantly higher than girls after controlling for general intelligence, but those differences were also small and ranged from 3 to 4 points on a standard intelligence score scale (Reynolds et al, 2008).…”

WISC-V Measurement Invariance According to Sex and Age: Advancing the Understanding of Intergroup Differences in Cognitive Performance

“…For the analyses of invariance, the hierarchical five-factor model proposed by Wechsler (2014) for the American standardization sample was chosen, which also has suitable levels of psychometric fit with the Chilean standardization sample (see Figure 1), made up of 10 primary subtests, 5 indexes and a second-order general intelligence factor (Rosas et al 2022). Following the findings of several similar investigations (Dombrowski et al 2021;Reynolds and Keith 2017;Smith and Graves 2021), an alternative first-order model was also tested that includes 5 primary indexes (oblique factors) and 10 primary subtests (indicators), corresponding to the structure of the first-level WISC-V constructs (see Figure 1). et al 2021; Reynolds and Keith 2017;Smith and Graves 2021), an alternative first-order model was also tested that includes 5 primary indexes (oblique factors) and 10 primary subtests (indicators), corresponding to the structure of the first-level WISC-V constructs (see Figure 1).…”

“…Following the findings of several similar investigations (Dombrowski et al 2021;Reynolds and Keith 2017;Smith and Graves 2021), an alternative first-order model was also tested that includes 5 primary indexes (oblique factors) and 10 primary subtests (indicators), corresponding to the structure of the first-level WISC-V constructs (see Figure 1). et al 2021; Reynolds and Keith 2017;Smith and Graves 2021), an alternative first-order model was also tested that includes 5 primary indexes (oblique factors) and 10 primary subtests (indicators), corresponding to the structure of the first-level WISC-V constructs (see Figure 1). As a preliminary step in the factorial analysis of invariance, the baseline factorial models were tested for the entire sample (n = 740) and separately for each group according to sex and age group through a first and second-order confirmatory factor analysis (CFA).…”

“… Pauls et al ( 2020 ) in Germany found partial scalar invariance according to the participants’ sex, noting that four of the fifteen subtests belonging to the cognitive domains of Verbal Comprehension, Fluid Reasoning, and Processing Speed were not stable between boys and girls. In addition, Smith and Graves ( 2021 ) found a level of partial scalar invariance according to sex in a sample of Afro-American children, demonstrating inequality in the subtests of Similarities (Verbal Comprehension) and Coding (Processing Speed). These results suggest that it is impossible to compare these groups and question the quality of the interpretations made from the performance of those evaluated with a possible presence of measurement bias ( Meredith 1993 ).…”