Measurement Invariance of Developmental Skill and Support Measures for Transgender Youth

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Measuring LGBTQ Experience: Students, Parents, and the Value of Support

Abstract

As more social and emotional measures are being used in the context of education, the question of invariance needs to be addressed. This paper uses skill and support measures developed from the Developmental Assets Profile as they are used in the Minnesota Student Survey to evaluate the invariance between transgender and cisgender students. The question of gender identity was developed using two group configurations based on questions asked. Both groups showed strong (scalar) invariance for both the skills and supports measures. This finding allows these measures to be used in future research without measurement error and provides a model for which to test invariance in similar contexts.

Authors

• Rik Lamm, University of Minnesota

• Samuel D. Ihlenfeldt, University of Minnesota