Reclaiming and recasting: An anti-racist approach to psychometric instrument development

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2025-01-20 DOI:10.1016/j.cedpsych.2025.102340

Angela M. White , Christy M. Byrd , Tanya A. Malloy

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引用次数: 0

Abstract

The development of anti-racist quantitative measures is troubled by educational psychology’s long reliance on quantitative methodologies that have reinforced White supremacy. To move the field of educational psychology forward, we must critically analyze and challenge methods that do not consider race and racism as realities for communities of color. This manuscript proposes grounding the development of instruments in critical, transformative frameworks such as Critical Race Theory (CRT) and Phenomenological Variant Ecological Systems Theory (PVEST). Considerable attention is given to the instrument development process, theoretical frameworks, and validation of the instrument. This paper highlights the use of a Critical Race Mixed Methodology (CRMM), which involves the combining of Critical Race Theory and Mixed Methods (DeCuir-Gunby & Schutz, 2018), to develop the first quantitative tool to measure the STEM identity of African American students while accounting for their racial identity and lived experiences with racism in STEM spaces. Essentially, this manuscript seeks to emphasize the importance of scrutinizing current methods and adopting a more nuanced approach that accounts for the role of power and racialized realities of communities of color.

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.