The Measurement of Sociocultural Integration in Schools With Culturally and Linguistically Diverse Student Populations​

• In Event: Sheraton Roundtable Session 41
  In Roundtable Session: Topics in Bilingual/Bicultural Education

Abstract

This paper introduces a consensual definition of sociocultural integration (SCI), a third goal of dual language programs, for the purpose of measurement. SCI is related to increased opportunities to learn for Culturally and Linguistically Diverse (CLD) students, as well as other mental health and labor market outcomes. We describe the process of developing a Rasch-based “sociocultural integration scale” using Guttman's facet theory and sentence mapping procedures. The scenario items are based on the enactments of SCI’s facets: Cultural self-identification, Promotion of cultural self-esteem and Agency for power equality. This SCI scale can be used to measure and monitor the promotion of cultural and linguistic integration. Bilingual and monolingual schools serving CLD students can benefit from this research.

Authors

• Maria Eugenia Baez Cruz, Boston College

• Larry H. Ludlow, Boston College

• Martin Scanlan, Boston College

• Colleen E. Chesnut, Indiana University - Bloomington