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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回收和重铸：心理测量工具开发的反种族主义方法

反种族主义定量措施的发展受到教育心理学长期依赖定量方法的困扰，这种方法强化了白人至上主义。为了推动教育心理学领域的发展，我们必须批判性地分析和挑战那些不把种族和种族主义视为有色人种社区现实的方法。本文建议在关键的变革性框架（如批判种族理论（CRT）和现象学变异生态系统理论（PVEST））中建立工具的发展基础。对仪器的开发过程、理论框架和仪器的验证给予了相当大的关注。本文重点介绍了临界种族混合方法（CRMM）的使用，该方法将临界种族理论与混合方法(DeCuir-Gunby &；Schutz, 2018)，开发第一个定量工具来衡量非裔美国学生的STEM身份，同时考虑他们的种族身份和STEM空间中种族主义的生活经历。从本质上讲，这份手稿试图强调审视当前方法的重要性，并采用一种更细致入微的方法来解释权力的作用和有色人种社区的种族化现实。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.