Measuring Social Support and School Belonging in Black/African American and White Children

Research output: Contribution to journalArticle

Abstract

Objective: To determine the suitability of the Elementary School Success Profile for Children (ESSP-C) for assessment and comparison of social support and school belonging between Black/African American and White students. Methods: Multiple-group confirmatory factor analysis and invariance testing were conducted to determine the ESSP-C’s validity for use with Black/African American and White students. Latent mean comparisons were performed to determine statistically significant differences in school belonging and social support between racial/ethnic groups. Results: The ESSP-C demonstrated partial measurement invariance at a level (93% invariant) that supports the validity of the measure for Black/African American and White students. Black/African American students reported a significantly higher mean level of school belonging compared to White students. Conclusion: The ESSP-C can be used to make valid assessments and comparisons of social support and school belonging between Black/African American and White students, which may be useful in guiding school social work practice and intervention.

Original languageEnglish (US)
Pages (from-to)582-593
Number of pages12
JournalResearch on Social Work Practice
Volume27
Issue number5
DOIs
StatePublished - Sep 1 2017

Keywords

  • African Americans
  • Blacks
  • children
  • factor analysis
  • methodological article
  • population
  • psychometric study
  • quantitative
  • school belonging
  • schools
  • social support

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Sociology and Political Science
  • Psychology(all)

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