Longitudinal Invariance of the Scale of Ethnocultural Empathy

• In Event: Applying Advanced Models in Noncognitive Assessment

Abstract

Ethnocultural empathy has been defined as “empathy directed toward people from racial and ethnic cultural groups who are different from one’s own ethnocultural group” (Wang et al., 2003, p. 221). Although many scales have been created for general empathy (e.g., Davis, 1983) and the need has been discussed for an examination of empathy through a cultural lens (e.g., Parson, 1993), the only published scale at this time measuring cultural empathy is the Scale of Ethnocultural Empathy (SEE; Wang et al., 2003).
The measurement of ethnocultural empathy is essential in areas such as counseling (Chung & Bemack, 2002) and education (Brown, 2004; Kitsansas, 2004). A quality measure of ethnocultural empathy is needed in order to ensure programming aimed at ethnocultural empathy is effective and to assess whether those needing to exhibit ethnocultural empathy in their career have appropriate levels of the construct. However, few studies have examined the validity of the SEE. Some validity evidence has been provided by the scale developers, including the results of principal component analyses and confirmatory factor analyses (Wang et al., 2003). Gerstner and Pastor (2011) conducted exploratory factor analyses and their findings generally supported the factor structure proposed and empirically supported by Wang et al.

Although these studies provide some supporting validity evidence for the SEE scores at a single time point, it is important to assess the extent to which the psychometric properties of the instrument hold over time. In order to strengthen the claim that changes in scores are attributable to changes in respondents’ levels of ethnocultural empathy, it is necessary to first establish that the measurement properties of the SEE remain invariant across measurement occasions. However, to date, there have been no studies examining the longitudinal invariance of the SEE.

Therefore, the purpose of this study is twofold. First, we will examine the longitudinal invariance of the SEE using a matched sample of 511 students, who were administered the SEE as incoming freshmen and after accumulating between 45 and 70 credit hours. Procedures for assessing longitudinal invariance as described by Vandenberg and Lance (2000) will be used to assess if the same factor structure holds at each time point and if so, whether the parameters of the factor model remain invariant across time. If the SEE exhibits acceptable levels of longitudinal invariance, the second purpose of the study will be pursued. Specifically, change in students’ ethnocultural empathy during their initial years in college will be examined and discussed.

Ethnocultural empathy is important in many higher educational settings, where it is an outcome of a variety of programs and courses. This study will not only add to the little research that has been conducted thus far examining the structural validity of the SEE, but it will also provide information about the stability of the scale’s factor structure in a college student population. Most importantly, this study will inform researchers wanting to measure ethnocultural empathy over time as to whether the SEE can be reliably used for such a purpose.

Authors

• Jerusha J Gerstner, James Madison University

• Dena A. Pastor, James Madison University