Development and Validation of the Coping With Acculturative Stress in American Schools (CASAS-A) Scale on a Latino Adolescent Sample

The psychometric properties of the Coping With Acculturative Stress in American Schools (CASAS-A) scale were examined using a sample of 148 Latino middle school students. CASAS-A is a self-report scale designed to identify students in need of culturally responsive social–emotional interventions due...

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Bibliographic Details
Published in:Assessment for effective intervention 2014-12, Vol.40 (1), p.3-15
Main Authors: Castro-Olivo, Sara M., Palardy, Gregory J., Albeg, Loren, Williamson, Ariel A.
Format: Article
Language:English
Subjects:
Behavioral and Emotional Rating Scale
California
Coping
Correlation
Cultural Awareness
Educational Environment
Emotional Development
English Language Learners
Factor Analysis
Factor Structure
Hispanic American Students
Intervention
Measures (Individuals)
Middle School Students
Psychometrics
Questionnaires
Reliability
Social Development
Stress Variables
Validity
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Summary:The psychometric properties of the Coping With Acculturative Stress in American Schools (CASAS-A) scale were examined using a sample of 148 Latino middle school students. CASAS-A is a self-report scale designed to identify students in need of culturally responsive social–emotional interventions due to having high levels of school-related acculturative stress. Confirmatory factor analysis (CFA), analyses of internal consistency, correlations with related measures, and group differences among Latino English Language Learners (ELLs) and non-ELLs were examined. The CFA results indicate that the data fit the hypothesized factor structure. The results also support adequate levels of reliability and validity. In addition, significant group differences were found between Latino ELLs and non-ELLs, with Latino ELLs reporting higher levels of acculturative stress in CASAS-A. Implications for future research, as well as recommendations for practitioners who implement culturally responsive interventions, are discussed.
ISSN:1534-5084
1938-7458
DOI:10.1177/1534508413500983