Factorial invariance of a campus climate measure across race, gender, and student classification.

Abstract

Invariance analyses using multigroup confirmatory factor analysis were conducted to test a model of campus climate perceptions for its equivalence in a combined sample of 2,634 undergraduate and graduate university students across race, gender, and student status. Results suggested that a multidimensional model of campus climate comprised of psychological and behavioral climate dimensions appears to be supported for both undergraduate and graduate students across race/ethnicity and gender. Nonequivalence of factor loadings seen in all three invariance comparisons indicated that relationships between items and the underlying factors differed in magnitude on some climate dimensions between males and females, White and ethnic minority students, and graduate versus undergraduate students. Implications for future climate measurement and higher education policy and practice are discussed.

Are male and female responses to social phobia diagnostic criteria comparable?

“…Few researchers have applied Muthen's methods (e.g. Batinic et al ., ; Hutchinson et al ., ; Leach et al ., ) despite the potential for erroneous results associated with applying common measurement invariance methods designed for continuous data to ordinal or Likert‐type data (Brown, ; Schreiber, ). This research has the additional strength of extending Muthen's methods to test invariance in residual variances, claimed to be essential for fair comparisons between groups (Meredith and Teresi, ).…”

“…Few researchers have applied Muthen's methods (e.g. Batinic et al, 2008;Hutchinson et al, 2008;Leach et al, 2008) despite the potential for erroneous results associated with applying common measurement invariance methods designed for continuous data to ordinal or Likert-type data (Brown, 2006;Schreiber, 2008).…”

Differences in Classroom Engagement of Asian American Engineering Students

“…To test for measurement invariance, a confirmatory factor analysis framework was applied (French & Finch, ; Jöreskog, ; Sörbom, ). This framework is utilized in different areas of education research, including higher education research (Hutchinson, Raymond, & Black, ). The framework consists of a sequence of four models: (1) dimensional invariance, (2) metric invariance, (3) strong invariance, and (4) strict invariance.…”

“…areas of education research, including higher education research (Hutchinson, Raymond, & Black, 2008). The framework consists of a sequence of four models: (1) dimensional invariance, (2) metric invariance, (3) strong invariance, and (4) strict invariance.…”

Examining the factors that contributed to the retention and graduation of African American males at the University of Louisville.

“…Before focusing on the retention issue as it pertains specifically to Black males, a snap-shot of how the African American student population is fairing is necessary. The greatest gender distribution variance according to race is seen between Black males and females, with twice as many Black women enrolled in college as their male counterparts (Hicks & Miller, 2006;Hutchinson, Raymond & Black, 2008;Kaba, 2005Kaba, , 2008Kewal, Gilbertson & Fox, 2007).…”