Development and Validation of the Coping With Acculturative Stress in American Schools (CASAS-A) Scale on a Latino Adolescent Sample

Castro-Olivo, Sara M.; Palardy, Gregory J.; Albeg, Loren; Williamson, Ariel A.

doi:10.1177/1534508413500983

Cited by 12 publications

(12 citation statements)

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“…Sample items are, "I feel bad when my family members do not understand the cultural changes that I am experiencing in school" and "It bothers me when kids at school make fun of me because of the way I speak English." Castro-Olivo et al (2013) found the CASAS to be a valid and reliable measure of acculturative stress, with internal consistency of α = .88, test-retest reliability of r=.84, and concurrent validity with the Acculturative Stress Inventory for Children (ASIC; Suarez-Morales et al 2007) to be r=.66, p<.001. CASAS was found to be reliable for the current sample at α = .78.…”

Section: Methodsmentioning

confidence: 97%

“…(CASAS) instrument (by Castro-Olivo et al 2013) was used to measure participants' acculturative stress. CASA S is a 16-item Likert-scaled instrument designed to identify/ screen school-age children, from sixth to twelfth grade who may be experiencing acculturative stress from the cultural interactions/conflicts between their school and home or social networks.…”

Section: Methodsmentioning

confidence: 99%

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The Relationship between Mental Health, Acculturative Stress, and Academic Performance in a Latino Middle School Sample

Albeg

Castro-Olivo

2014

Contemp School Psychol

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This study evaluated the relationship between acculturative stress, symptoms of internalizing mental health problems, and academic performance in a sample of 94 Latino middle school students. Students reported on symptoms indicative of depression and anxiety related problems and acculturative stress. Teachers reported on students' academic behavior and performance. Acculturative stress and symptoms of internalizing mental health problems were found to have a significant inverse association with students' academic performance. Implications for the development of culturally responsive interventions that address mental health problems and acculturative stress are discussed.

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Section: Methodsmentioning

confidence: 97%

Section: Methodsmentioning

confidence: 99%

The Relationship between Mental Health, Acculturative Stress, and Academic Performance in a Latino Middle School Sample

Albeg

Castro-Olivo

2014

Contemp School Psychol

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“…Tools specifically for migrant populations focused on issues of acculturation and considered dimensions of loneliness, life satisfaction, and self-esteem. One example is the Coping with Acculturative Stress in American Schools (CASAS) instrument, which evaluates immigrant and migrant students' perceived discrimination, English language-learner related stress, familial acculturative gap, and sense of school and community belonging (Castro-Olivo, Palardy, Albeg, & Williamson, 2014).…”

Section: Allocation To General Areasmentioning

confidence: 99%

Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review

Müller

Denk

Lubaway

et al. 2020

Educational Research Review

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The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue.

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“…. These students face a variety of challenges, including learning a new language, integrating into a new culture, forming an identity within their schools, understanding American school norms, and experiencing elevated levels of acculturative stress (Castro-Olivo, Palardy, Albeg, & Williamson, 2014;Suarez-Orozco & Suarez-Orozco, 2001). Latino ELL students may feel marginalized from their native-born or English-speaking peers as a result of these challenges.…”

mentioning

confidence: 99%

“…The limited research conducted on these students is alarming given that they have been identified as a unique group of students who are at elevated risk for developing social‐emotional problems (Castro‐Olivo, Preciado, Sanford, & Perry, ). These students face a variety of challenges, including learning a new language, integrating into a new culture, forming an identity within their schools, understanding American school norms, and experiencing elevated levels of acculturative stress (Castro‐Olivo, Palardy, Albeg, & Williamson, ; Suarez‐Orozco & Suarez‐Orozco, ). Latino ELL students may feel marginalized from their native‐born or English‐speaking peers as a result of these challenges.…”

mentioning

confidence: 99%

The impact of English language learner status on screening for emotional and behavioral disorders: A differential item functioning (DIF) study

Lambert

Garcia

January

et al. 2018

Psychology in the Schools

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There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public‐school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993–1994, 5.1% of public‐school students in the United States were ELLs, or an estimated 2.1 million students. As of 2014–2015, 9.4% of students were ELLs, or an estimated 4.6 million students. It is estimated that by 2030, upward of 40% of school children will speak English as a second language. Meeting the needs of students who are not proficient in English is challenging for school professionals and even more so if they are identified for special services. Researchers have found that ELL students live in situations with numerous high‐risk factors, including poverty, inadequate schools, poor and violent neighborhoods, and limited access to adequate health care, mental health services, and schools. As a group, these students are more likely to underperform academically, have a lower grade point average, and drop out of school compared to non‐ELL Latino students.

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Development and Validation of the Coping With Acculturative Stress in American Schools (CASAS-A) Scale on a Latino Adolescent Sample

Cited by 12 publications

References 43 publications

The Relationship between Mental Health, Acculturative Stress, and Academic Performance in a Latino Middle School Sample

The Relationship between Mental Health, Acculturative Stress, and Academic Performance in a Latino Middle School Sample

Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review

The impact of English language learner status on screening for emotional and behavioral disorders: A differential item functioning (DIF) study

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