Policy analysis and the voluntary sector

Čada, Karel; Ptáčková, Kateřina

doi:10.2307/j.ctt1t8929b.19

Cited by 1 publication

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“…The minority subsample included children from families self-identifying as members of the Roma ethnic group. Of these families, 51% lived in socially excluded environments defined in (Čada et al, 2015) and characterized by limited access to the labor market and public services, limited contact with social surroundings, and limited political participation and possibility of resolving personal crises. This variable was labeled family exclusion status.…”

Section: Methodsmentioning

confidence: 99%

“…The socio-economic variables included the mother’s and father’s highest education attainment, household crowding (reported by parents), and living in a socially excluded environment (i.e., family exclusion status; Čada et al, 2015). Parental education was coded on a scale from 1 (unfinished elementary education) to 7 (university degree), and these scores were subsequently averaged across both parents (Dolean & Cãlugãr, 2020; range: 0–5).…”

Section: Methodsmentioning

confidence: 99%

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Validity of Intelligence Assessment Among the Roma Minority Population

Czekóová,

Urbánek

2023

Journal of Psychoeducational Assessment

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An accurate assessment of cognitive abilities in populations that differ from the majority in cultural and linguistic characteristics is one of the main challenges in cognitive testing. Previously developed methods for assessment of the validity of cognitive scores in individuals with diverse backgrounds, such as the Culture-Language Interpretative Matrix (C-LIM), have not been empirically substantiated. We tested the applicability of the C-LIM in the European context, by comparing selected test scores from the Woodcock-Johnson-IV Test of Cognitive Abilities (WJ-IV) between Roma children aged 7–11 years ( n = 399) and their counterparts from the normative population ( n = 131). The largest differences were detected in WJ-IV tests requiring abstract reasoning and manipulation with complex signs. Furthermore, the C-LIM did not reliably discriminate between our groups and its use appears to be inappropriate for making diagnostic decisions about children from populations that do not traditionally rely on processes such as categorical thinking, abstract reasoning, and generalization.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%