Test Translation and Cultural Equivalence Methodologies for Use with Diverse Populations

Arnold, Bill R.; Matus, Yolanda E.

doi:10.1016/b978-012199370-2/50008-0

Cited by 33 publications

(32 citation statements)

References 24 publications

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“…Instructions to participants and the content of the instrument(s) used to gather data are potential sources of bias. In addition to linguistic equivalence, the notion of equivalence can be interpreted and applied in several additional ways: functional equivalence, cultural equivalence, and metric equivalence (Arnold & Matus, 2000;Bracken & Barona, 1991;Erkut, Alarcó n, Coll, Tropp, & García, 1999;Geisinger, 1994;Rogers, Gierl, Tardif, Lin, & Rinaldi, 2003;Rogler, 1999;Sechrest, Fay, & Hafeez Zaidi, 1972;Sireci & Berberoglu, 2000;Standards for Educational and Psychological Testing, 1999;Valencia & Rankin, 1985). The type of equivalence identified as necessary depends on a study's goals and involves consideration of stimuli and outcomes.…”

Section: Challenges To Validity In Translationmentioning

confidence: 98%

“…The notion of cultural equivalence is related to that of functional equivalence (Arnold & Matus, 2000;Geisinger, 1994;Muñ iz et al, 2001;Sechrest et al, 1972). Cultural equivalence focuses more centrally on the way members of different cultural and linguistic groups view or interpret the underlying meaning of an item.…”

Section: Cultural Equivalencementioning

confidence: 99%

“…Researchers employ two main types of techniques when translating instruments and instructions. In translation and back-translation (Arnold & Matus, 2000;Beck, Bernal, & Froman, 2003;Brislin, 1986;Hambleton, 2001;Rogers et al, 2003) a translator first translates the instrument or instructions from the source language to the target language. A second translator then independently translates the target version back to the source language.…”

Section: Linguistic Equivalencementioning

confidence: 99%

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Lost in Translation: Methodological Considerations in Cross‐Cultural Research

2007

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In cross-cultural child development research there is often a need to translate instruments and instructions to languages other than English. Typically, the translation process focuses on ensuring linguistic equivalence. However, establishment of linguistic equivalence through translation techniques is often not sufficient to guard against validity threats. In addition to linguistic equivalence, functional equivalence, cultural equivalence, and metric equivalence are factors that need to be considered when research methods are translated to other languages. This article first examines cross-cultural threats to validity in research. Next, each of the preceding factors is illustrated with examples from the literature. Finally, suggestions for incorporating each factor into research studies of child development are given.

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Section: Challenges To Validity In Translationmentioning

confidence: 98%

Section: Cultural Equivalencementioning

confidence: 99%

Section: Linguistic Equivalencementioning

confidence: 99%

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Lost in Translation: Methodological Considerations in Cross‐Cultural Research

2007

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“…Focus groups can engage representative African American parents in all aspects of the study design including defining constructs to be measured, developing or adapting questionnaire items, interpreting the data, and validating the conclusions (Brody & Flor, 1998;Davis, Nakayam, & Martin, 2000;Morgan, 1996). Members of focus groups also can be asked to examine items for idioms, colloquialisms, and readability (Arnold & Matus, 2000). Input from focus groups can prompt researchers to seek alternative ways of gathering data (e.g., the use of computer-assisted programs and Q-sorts versus standard Likert-type formats; Galehouse, 2003).…”

Section: Strategies For Measurement Developmentmentioning

confidence: 99%

“…However, contrasts, again, are likely to be confounded by differences in responses sets. Weighted scores for different cultural groups can be created, but it is important that such scores are not used in discriminatory ways, especially if the tool is used for diagnostic or clinical purposes (Arnold & Matus, 2000;Dana, 2000).…”

Section: Generalizability Of Existing Instrumentsmentioning

confidence: 99%

Challenges to the Study of African American Parenting: Conceptualization, Sampling, Research Approaches, Measurement, and Design

et al. 2008

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SYNOPSISObjective. The primary purpose of this review is to highlight methodological challenges to the study of African American parenting. Over the past two decades, research on African American parenting has burgeoned, and attempts have been made to address the shortcomings of prior work in this area. Recent studies have shed new light on the heterogeneity of African American parenting and help to identify promising directions for future research. Design. In this paper, we overview research on African American parenting, with emphasis on studies conducted over the past two decades. We discuss challenges, strengths, and gaps in the areas of conceptualization, sampling, research approaches, measurement, and design. Results and Conclusions. Great strides have been made in the methodological rigor of studies on African American parenting which have yielded a more complex understanding of parenting practices and outcomes in this population. Future research should attend to variation in the nature and influences of parenting across different subgroups of the African American population. Additionally, researchers should increasingly rely on multiple methodologies (e.g., surveys, observations, qualitative interviews); ground the measurement of parenting in the experiences of African American populations; and examine patterns within a developmental context. These research directions promise to yield new findings on processes that are unique to African American families, as well as highlight those that are common to parents across racial and ethnic groups.

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