F C Worrell
Biographic Data
| ID | 8760 |
|---|---|
| NAME | F C Worrell |
| GIVEN NAMES | F C |
| FAMILY NAME | Worrell |
| SIGNATURE | WORRELL F C |
| AFFILIATIONS | University of California, Berkeley |
| ORCID | 0000-0002-7122-527X |
| VERIFIED | Yes |
| TOTAL WORKS | 75 |
| TOTAL CITATIONS | 386 |
| AUTHOR COUNT | 75 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 10 |
How Time Attitudes Shape Academic Success: The Protective Pathways of Emotion Regulation and School Well-Being in Adolescents
Time perspectives represent a fundamental dimension of adolescent development that may influence academic outcomes through emotional and interpersonal mechanisms. In this study, we examined how time attitude profiles relate to academic achievement in language and mathematics and whether emotion regulation difficulties and school well-being function as mediating mechanisms. A sample of 257 Chilean adolescents with a mean age of 14.36 years (SD = 0…
A Little Hope Goes a Long Way: Identifying Profiles of Hope Among Gifted and Talented Turkish Adolescents
Gifted and talented (GT) students are widely recognized for their academic strengths, yet less attention is given to their social-emotional experiences. Hope, a cognitive-motivational construct reflecting perceived ability to set meaningful goals, identify pathways to achieve them, and maintain the motivation to pursue those pathways (Snyder, 2002), has been linked to academic and psychosocial functioning but remains underexplored in GT students.…
Necessary but Not Sufficient: School Administrator Support and Teacher Safety, Anxiety/Stress, Retention, and Victimization
With growing concerns about school violence and teacher victimization in U.S. schools, it remains unclear if administrator support is enough to address teacher safety, anxiety and stress, and retention. Using a national sample of 5,550 pre-K–12th-grade teachers, we examined the effect of administrative support on retention intentions, the mediating effect of perceived safety and anxiety and stress, and how teacher victimization by students modera…
Advancing the Science and Practice of School Psychology Internationally: Transnational Leadership Cultivating Diversity, Equity, Innovation, Inclusion, and Global Impact
This paper provides a comprehensive overview of Psychology in the Schools ( PITS ), the second‐longest‐running journal in the field of school psychology. Since its founding in 1964, PITS has served as a central outlet for research and practice focused on the intersection of psychology and education, with an emphasis on advancing the practice of school psychology. The paper highlights the enduring legacy of PITS in advancing school psychology prac…
All They Need is a Little Respect: Exploring Associations Among Identity, Respect, and Teacher Retention
The present study utilized data from the 2017 Educator Quality of Work Life Survey (EQWLS). The EQWLS was distributed through the American Federation of Teachers and the Badass Teachers Association to document educators' experiences regarding their well‐being, working conditions, and stressors. We found that the extent to which teachers feel respected is a significant predictor of their likelihood of remaining in the profession. Specifically, fee…
The effect of a psychodynamic counseling intervention on university students’ time attitudes
Latent profiles of home behaviour problems in Trinidad and Tobago
Caregivers who interact with children at home can provide a critical, complementary perspective on a child's behaviour functioning. This research used a parent‐administered measure of problem behaviours to study perceptions of child behaviours across home situations. We applied latent profile analysis to identify subgroups of children with common behavioural tendencies in a nationally representative sample ( N = 709) of 4‐ to 13‐year‐old children…
Examining Cross Ethnic–Racial Identity Scale–Adult scores in Filipino Americans
The most successful and influential Americans come from a surprisingly narrow range of ‘elite’ educational backgrounds
The highest-achieving figures in politics, business, academia, and the media dominate public discourse and wield great influence in society. Education—perhaps especially at “elite” colleges and universities—may lie at the heart of the divide between the general public and these top achievers. In this paper, we build a new data set for the American “elite” and systematically examine the link between selective schools and outstanding achievements. …
Method considerations for school psychology from longitudinal research on gifted students
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD
Personal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability af…
Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results
Aggression and violence against educators and school personnel have raised public health concerns that require attention from researchers, policymakers, and training providers in U.S. schools. School aggression and violence have negative effects on school personnel health and retention and on student achievement and development. In partnership with several national organizations, the American Psychological Association (APA) Task Force on Violence…
How school policies, strategies, and relational factors contribute to teacher victimization and school safety
In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12t…
Transforming Gifted Education in Schools: Practical Applications of a Comprehensive Framework for Developing Academic Talent
The foundation for talent development as a framework for gifted education can be found in a synthesis of the psychological literature on creativity, eminence, giftedness, and high performance. The talent development framework acknowledges the contributions of both general cognitive ability and domain-specific abilities to achievement, as well as the malleability of these ability constructs. Talent development is also consistent with research on t…
What Was Not Said and What to Do About It
The Woo et al. review (this issue) provides a foundation for considering the larger goals of higher education. We step back to consider the broader goals and ideals of higher education. Fundamentally, we want to admit a diverse set of students into graduate school and then produce the most accomplished scientists, artists, leaders, and innovators. In a world with inequality in preparation and finite resources, these ideals end up in tension witho…
Psychometric properties of the Chinese version of the Zimbardo Time Perspective Inventory
Time Balance and Family Functioning: The Role of Time Perspective in the Cohesion and Adaptability of Families with Adolescents
Family functioning, understood as cohesion and adaptability, is critical in families with adolescent children, given the changes that this stage implies at the family level. Time perspective is one variable that can facilitate better family functioning through the way people give meaning to the process they live. In this study, we examined the relationship between family functioning and the time perspective of adolescent children’s parents. The F…
Denying Abortions Endangers Women’s Mental and Physical Health
From “behind the bridge” to the presidency of the American Psychological Association: Lessons learned on an unplanned journey
In this article, I provide an account of my journey from an impoverished neighborhood in the capital of Trinidad and Tobago to the presidency of the American Psychological Association (APA). Using the talent development megamodel as a framework, I recount events from my family, my K-12 schooling, my college years, and my time as an academic. I end with a few of the many lessons learned along the way. I hope that this story about my journey can in…
Time Attitude Profiles and Risky Behaviors Among Adolescents in the United States and Germany
We used a person-centered approach to examine associations among time attitude profiles –positive and negative feelings about the past, present, and future – and risky behaviors. Participants were adolescents from the U.S. and Germany. The U.S. sample included 742 participants (MAge = 15.71; 53.6% female). The German sample included 610 participants (MAge = 14.75; 51.4% female). Latent profile analyses supported three more adaptive (Positive, Bal…
Giftedness and eminence: Clarifying the relationship
Who are outstandingly creative individuals that come to mind in music, sport, psychology, physics, or architecture? Almost everyone can think of someone whom they would label eminent. Some of these eminent individuals may be from the past, whereas others are still with us. In the extant literature, there are robust strands of research on giftedness and talent, expertise, and eminence. However, researchers in one strand often do not reference thos…
Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research
Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-devel…
Developing academic talent as a practicing school psychologist: From potential to expertise
In this article, we explore how school psychologists who adopt a talent development perspective can play a larger role in cultivating the talent of academically gifted students. Utilizing the talent development megamodel and Ackerman's model of expertise, we outline how school psychologists can consult with school administrators, teachers, and parents to meet the general and domain‐specific academic needs of academically gifted students at home a…
How talented low-income kids are left behind
Finding and developing talented youth from low-income backgrounds is an ongoing challenge for U.S. gifted education policy. These students face strong headwinds, whereas advantaged students enjoy favorable tailwinds, and these factors accumulate throughout K-12, higher education, and beyond. Jonathan Wai and Frank C. Worrell explain how talented low income kids are left behind. They discuss the historical tension between the development of excell…
Psychometric Properties of Cross Ethnic-Racial Identity Scale-Adult (Ceris-A) Scores: A Replication Study
In this paper, we examined the internal consistency and structural validity of Cross Ethnic-Racial Identity Scale-Adult (CERIS-A) scores. The CERIS-A, developed to assess ethnic-racial identity attitudes in diverse ethnic and racial groups, has seven 4-item subscales: Assimilation, Miseducation, Self-Hatred, Anti-Dominant, Ethnocentricity, Multiculturalist Inclusive, and Ethnic-Racial Salience. Participants consisted of 250 young adults aged 18 t…
Validating the Cross Racial Identity Scale
Validation work on the Cross Racial Identity Scale (CRIS; B. J. Vandiver et al., 2000) is described in 2 studies using African American college students. In Study 1, an exploratory factor analysis supported the presence of 6 CRIS subscales. In Study 2, confirmatory factor analysis provided support for a 2-factor higher order model of the 6 CRIS subscales and the nigrescence model. Correlational analyses between the CRIS and the Multidimensional I…
Cross's Nigrescence Model: From Theory to Scale to Theory
This article describes the theoretical and empirical evolution of the revised Cross nigrescence identity model (W. E. Cross, 1991) in the context of developing a new multidimensional measure, the Cross Racial Identity Scale (Vandiver et al., 2000). The research resulted in an expanded nigrescence model (W. E. Cross & B. J. Vandiver, 2001), and preliminary factor analytic strategies support the existence of 6 subscales.Este artículo describe la ev…
Nigrescence Theory: Current Status and Challenges for the Future
This article raises a number of critical questions for scale development and theorizing in the field of Black racial identity. In particular, the authors suggest that research on Black racial identity would benefit from longitudinal studies and the examination of the existence of overarching racial identity constructs.Este artículo plantea varias preguntas críticas sobre el desarrollo de escalas y teorías en el campo de la Identidad Racial Negra.…
Generalizing Nigrescence Profiles: Cluster Analyses of Cross Racial Identity Scale (CRIS) Scores in Three Independent Samples
The two studies in this article examine the interpretability and generalizability of nigrescence profiles based on Cross Racial Identity Scale scores across different educational contexts. Study 1 participants ( N = 333) came from a predominantly White institution (PWI) and were grouped into six clusters labeled Afrocentric, multiculturalist, assimilated, immersion, low race salience, and miseducated variant. The two samples in Study 2 consisted …
Reliability and Structural Validity of Cross Racial Identity Scale Scores in a Sample of African American Adults
In this article, the authors examine the internal consistency and structural validity of scores on the Cross Racial Identity Scale (CRIS; Vandiver et al., 2000; Worrell, Vandiver, & Cross, 2000) in a sample of 105 adults. Exploratory factor analyses provided support for the six-factor structure of the CRIS. Reliability estimates for the scores were in the high to moderate range, and subscale inter-correlations were low. The authors conclude that …
Cross Racial Identity Scale (CRIS) Scores: Stability and Relationships With Psychological Adjustment
We examined the structural validity, internal consistency (alpha and omega), and test-retest reliability of scores on the Cross Racial Identity Scale (CRIS; Vandiver et al., 2000 ; Worrell, Vandiver, & Cross, 2004 ), as well as the relationship between CRIS scores and several variables related to psychological adjustment. Participants consisted of several groups of African American college students (34 ≤ n ≤ 340) attending a predominantly White u…
Nigrescence Attitudes in Adolescence, Emerging Adulthood, and Adulthood
In this study, the author reports on a cross-sectional examination of nigrescence attitudes measured with the Cross Racial Identity Scale (CRIS) using three demographically and developmentally different samples already in the literature: adolescents ( n = 143; M age = 14), emerging adults (n = 306; M age = 20.7), and adults (n = 105; M age = 34.1). Results indicated that CRIS subscales are measuring congruent constructs across these three develop…
Measuring nigrescence attitudes in school‐aged adolescents ☆
In this study, we examined the reliability and validity of Cross Racial Identity Scale (CRIS; Vandiver, B. J., Cross Jr., W. E., Fhagen-Smith, P. E., Worrell, F. C., Swim, J. K., & Caldwell, L. D. (2000). The Cross Racial Identity Scale. Unpublished scale; Worrell, F. C., Vandiver, B. J., & Cross Jr., W. E., (2004). The Cross Racial Identity Scale: Technical manual (2nd ed.). Berkeley, CA: Author) scores in 143 middle and high school students. Ex…
Formative and Summative Assessment in the Classroom
In this article, we provide brief overviews of the definitions of formative and summative assessment and a few examples of types of formative and summative assessments that can be used in classroom contexts. We highlight the points that these two types of assessment are complementary and the differences between them are often in the way these assessments are used. We also list several resources that may be useful for teachers who wish to know mor…
Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents
In this study, academically talented African American ( n = 28), Asian American ( n = 171), Hispanic ( n = 28), and White ( n = 92) middle and high school students are compared on ethnic identity (EI) and other group orientation (OGO) attitudes as measured by the Multigroup Ethnic Identity Measure. The contributions of these variables to self-esteem and academic achievement are also examined. Results indicate the ethnic minority groups had signif…
Ethnic Identity, Stereotype Threat, and Perceived Discrimination Among Native American Adolescents
In this study, ethnic identity, stereotype threat, and perceived discrimination were examined in relationship to academic achievement and hopelessness in a sample of 129 Native American adolescents aged 14-19. Regression analyses with self-reported data indicated two major findings. Ethnic identity interacted with stereotype threat to predict academic achievement, where participants with high ethnic identity and low stereotype threat scores repor…
Do I belong? It depends on when you ask
A feeling of belonging to an academic context is a critical determinant of academic achievement and persistence, particularly for students of color. Despite the fact that students of color are generally more susceptible to fluctuations in belonging uncertainty than White students, survey design can unintentionally mask this reality. We investigated whether context effects undermine the accurate assessment of belonging uncertainty in junior high a…
The Reliability and Validity of Big Five Inventory Scores With African American College Students
The reliability and validity of scores on the Big Five Inventory (BFI; O. P. John, E. M. Donahue, & R. L. Kentle, 1991) were examined in a sample of 336 African American college students. Results indicated moderate reliability and structural validity for BFI scores. Additionally, BFI subscales had few meaningful correlations with self-esteem and social desirability.La fiabilidad y la validez de los resultados del Inventario "Big Five" (BFI; O. P.…
Clusters of CRIS scores and psychological adjustment
Cluster analyses on racial identity attitudes as assessed with the Cross Racial Identity Scale (Vandiver et al., 2000) provided strong support for six theoretically meaningful clusters. We labeled these Afrocentric, Assimilated, Conflicted, Low Race Salience, Negative Race Salience, and Multiculturalist. We also examined whether individuals in different clusters varied on symptoms of psychological distress, as well as personal and status-based re…
The Effects of Stigma Priming on Forensic Screening in African American Youth
In the present study, we examined the effect of stigma priming on a psychological screening in two separate experiments with African Americans who had juvenile court contact. Results of the first experiment showed that asking adolescents to state their racial group membership had no effect on self-reported internalizing and externalizing behaviors. In the second experiment, adolescents primed by making racial identity attitudes salient reported h…
University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships
This commentary suggests that new school design is a fertile policy context for advancing research–practice partnerships. The authors represent four public universities that have created new school designs in partnership with urban school districts. Unlike the laboratory schools of previous generations, these university-partnered public schools were intentionally designed to disrupt persistent patterns of inequity and prepare low-income students …
Assessing the Assessments of Teacher Preparation
Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK–12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This article describes an American Psychological Association task force report that discusses 3 measures of p…
Incorporating a Race Salience Subscale Into the Cross Racial Identity Scale (CRIS)
In this study, we examined the internal consistency and structural validity of scores on an expanded version of the Cross Racial Identity Scale (CRIS) consisting of the original six subscales-Assimilation, Miseducation, Self-Hatred, Anti-White, Afrocentricity, and Multiculturalist Inclusive-and a seventh subscale called Race Salience. Participants consisted of two samples of African Americans. Sample 1 had 324 participants, most of whom were stud…
Aloha teachers: Teacher autonomy support promotes Native Hawaiian and Pacific Islander students’ motivation, school belonging, course-taking and math achievement
Race and Stereotypes Matter When You Ask About Conduct Problems: Implications for Violence Risk Assessment in Juvenile Justice Settings
We examined the impact of stigma priming on self-reported severe conduct problems in two studies conducted with African American adolescents involved in the juvenile justice system. Data-collection interviews were conducted in a secure detention setting following arrest. In Study 1 ( N = 193), stigma was primed by manipulating the ordering of surveys. Adolescents who completed a questionnaire about racial identity attitudes prior to questions abo…
An Analysis of Cross Racial Identity Scale Scores Using Classical Test Theory and Rasch Item Response Models
Item response models (IRMs) were used to analyze Cross Racial Identity Scale (CRIS) scores. Rasch analysis scores were compared with classical test theory (CTT) scores. The partial credit model demonstrated a high goodness of fit and correlations between Rasch and CTT scores ranged from .91 to .99. CRIS scores are supported by both methods
How school policies, strategies, and relational factors contribute to teacher victimization and school safety
In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12t…
Denying Abortions Endangers Women’s Mental and Physical Health
From “behind the bridge” to the presidency of the American Psychological Association: Lessons learned on an unplanned journey
In this article, I provide an account of my journey from an impoverished neighborhood in the capital of Trinidad and Tobago to the presidency of the American Psychological Association (APA). Using the talent development megamodel as a framework, I recount events from my family, my K-12 schooling, my college years, and my time as an academic. I end with a few of the many lessons learned along the way. I hope that this story about my journey can in…
Ethnic-racial identity, relatedness, and school belonging for adolescent New Zealanders: Does student gender make a difference
An Exploratory Factor Analysis of Harter's Self-Perception Profile for Adolescents with Academically Talented Students
This study examined the factor structure of Susan Harter's Self-Perception Profile for Adolescents in a group of 248 academically talented adolescents. Exploratory factor analytic strategies indicated that four of Harter's eight factors (Scholastic Competence, Athletic Competence, Job Competence, and Behavioral Conduct) were substantially replicated. Results also indicated that items on four additional subscales (Social Acceptance, Physical Appea…
A Validity Study of Scores on the Multigroup Ethnic Identity Measure Based on a Sample of Academically Talented Adolescents
This study examined the validity of scores on the Multigroup Ethnic Identity Measure (MEIM) in a group of 275 academically talented adolescents attending a summer enrichment program. The two-factor solution reported by Phinney was essentially replicated with this sample using exploratory factor analysis. Factor I (Ethnic Identity) scores had a reliability coefficient of .89, and Factor II (Other Group Orientation) scores had a reliability coeffic…
Nigrescence Theory: Current Status and Challenges for the Future
This article raises a number of critical questions for scale development and theorizing in the field of Black racial identity. In particular, the authors suggest that research on Black racial identity would benefit from longitudinal studies and the examination of the existence of overarching racial identity constructs.Este artículo plantea varias preguntas críticas sobre el desarrollo de escalas y teorías en el campo de la Identidad Racial Negra.…
Cross's Nigrescence Model: From Theory to Scale to Theory
This article describes the theoretical and empirical evolution of the revised Cross nigrescence identity model (W. E. Cross, 1991) in the context of developing a new multidimensional measure, the Cross Racial Identity Scale (Vandiver et al., 2000). The research resulted in an expanded nigrescence model (W. E. Cross & B. J. Vandiver, 2001), and preliminary factor analytic strategies support the existence of 6 subscales.Este artículo describe la ev…
Validating the Cross Racial Identity Scale
Validation work on the Cross Racial Identity Scale (CRIS; B. J. Vandiver et al., 2000) is described in 2 studies using African American college students. In Study 1, an exploratory factor analysis supported the presence of 6 CRIS subscales. In Study 2, confirmatory factor analysis provided support for a 2-factor higher order model of the 6 CRIS subscales and the nigrescence model. Correlational analyses between the CRIS and the Multidimensional I…
The Reliability and Validity of Big Five Inventory Scores With African American College Students
The reliability and validity of scores on the Big Five Inventory (BFI; O. P. John, E. M. Donahue, & R. L. Kentle, 1991) were examined in a sample of 336 African American college students. Results indicated moderate reliability and structural validity for BFI scores. Additionally, BFI subscales had few meaningful correlations with self-esteem and social desirability.La fiabilidad y la validez de los resultados del Inventario "Big Five" (BFI; O. P.…
Reliability and Structural Validity of Cross Racial Identity Scale Scores in a Sample of African American Adults
In this article, the authors examine the internal consistency and structural validity of scores on the Cross Racial Identity Scale (CRIS; Vandiver et al., 2000; Worrell, Vandiver, & Cross, 2000) in a sample of 105 adults. Exploratory factor analyses provided support for the six-factor structure of the CRIS. Reliability estimates for the scores were in the high to moderate range, and subscale inter-correlations were low. The authors conclude that …
Multigroup Ethnic Identity Measure Scores in a Sample of Adolescents From Zimbabwe
This study examined the structural validity of scores on the 20-item Multigroup Ethnic Identity Measure (MEIM; Phinney, 1992) in a group of 196 students attending secondary school in Zimbabwe. MEIM scores yielded 2 factors (Ethnic Identity, or EI, and Other Group Orientation, or OGO) as in previous studies, with the EI factor being more viable. Factor analysis of the 14 EI items resulted in a single factor, in contrast to findings of previous stu…
The Relationship Between Racial and Ethnic Identity in Black Adolescents: The Cross Racial Identity Scale and the Multigroup Ethnic Identity Measure
Ethnic identity and racial identity are related terms that are often used interchangeably, although the theoretical models differ. In this study, we examined the relationship between ethnic identity attitudes operationalized by Multigroup Ethnic Identity Measure (MEIM; Phinney, 1992) scores and racial identity attitudes operationalized by Cross Racial Identity Scale (CRIS; Vandiver et al., 2000) scores in a sample of 143 adolescents. Bivariate an…
Generalizing Nigrescence Profiles: Cluster Analyses of Cross Racial Identity Scale (CRIS) Scores in Three Independent Samples
The two studies in this article examine the interpretability and generalizability of nigrescence profiles based on Cross Racial Identity Scale scores across different educational contexts. Study 1 participants ( N = 333) came from a predominantly White institution (PWI) and were grouped into six clusters labeled Afrocentric, multiculturalist, assimilated, immersion, low race salience, and miseducated variant. The two samples in Study 2 consisted …
Measuring nigrescence attitudes in school‐aged adolescents ☆
In this study, we examined the reliability and validity of Cross Racial Identity Scale (CRIS; Vandiver, B. J., Cross Jr., W. E., Fhagen-Smith, P. E., Worrell, F. C., Swim, J. K., & Caldwell, L. D. (2000). The Cross Racial Identity Scale. Unpublished scale; Worrell, F. C., Vandiver, B. J., & Cross Jr., W. E., (2004). The Cross Racial Identity Scale: Technical manual (2nd ed.). Berkeley, CA: Author) scores in 143 middle and high school students. Ex…
The Reliability and Validity of Zimbardo Time Perspective Inventory Scores in Academically Talented Adolescents
In this study, the authors examined the reliability, structural validity, and concurrent validity of Zimbardo Time Perspective Inventory (ZTPI) scores in a group of 815 academically talented adolescents. Reliability estimates of the purported factors' scores were in the low to moderate range. Exploratory factor analysis supported a five-factor structure similar to the one proposed by Zimbardo and Boyd but also provided support for a six-factor st…
Ethnic Identity, Academic Achievement, and Global Self-Concept in Four Groups of Academically Talented Adolescents
In this study, academically talented African American ( n = 28), Asian American ( n = 171), Hispanic ( n = 28), and White ( n = 92) middle and high school students are compared on ethnic identity (EI) and other group orientation (OGO) attitudes as measured by the Multigroup Ethnic Identity Measure. The contributions of these variables to self-esteem and academic achievement are also examined. Results indicate the ethnic minority groups had signif…
A Confirmatory Factor Analysis of Cross Racial Identity Scale (CRIS) Scores: Testing the Expanded Nigrescence Model
In this study, the authors tested the viability of the expanded nigrescence (NT-E) model as operationalized by Cross Racial Identity Scale (CRIS) scores using confirmatory factor analyses. Participants were 594 Black college students from the Southeastern United States. Results indicated a good fit for NT-E's proposed six-factor structure. One-factor and two-factor higher-order models also yielded good fit indices, although several coefficients i…
Nigrescence Attitudes in Adolescence, Emerging Adulthood, and Adulthood
In this study, the author reports on a cross-sectional examination of nigrescence attitudes measured with the Cross Racial Identity Scale (CRIS) using three demographically and developmentally different samples already in the literature: adolescents ( n = 143; M age = 14), emerging adults (n = 306; M age = 20.7), and adults (n = 105; M age = 34.1). Results indicated that CRIS subscales are measuring congruent constructs across these three develop…
An Item-Level Examination of the Factorial Validity of NEO Five-Factor Inventory Scores
The NEO Five-Factor Inventory (NEO-FFI) is often used in field-based research and clinical studies as it is designed to measure the same personality dimensions as the longer NEO Personality Inventory in a shorter time frame. In this study, the authors examined the reliability and structural validity of the NEO-FFI scores at the item level in a large sample of Jamaican young adults ( N = 1,021; ages 17-24 years). Across different factor estimation…
(Re)Examining Racial Identity Attitude Differences Across Gender, Community Type, and Socioeconomic Status Among African American College Students
The purpose of this study was to examine the relation between (a) racial identity attitudes and (b) individual and contextual variables. The authors used the Cross Racial Identity Scale, which is based on the expanded nigrescence model, to assess racial identity attitudes in a sample of African American college students attending a predominantly White university in the northeastern region of the United States. One-way multivariate analyses of var…
Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science
For nearly a century, scholars have sought to understand, measure, and explain giftedness. Succeeding theories and empirical investigations have often built on earlier work, complementing or sometimes clashing over conceptions of talent or contesting the mechanisms of talent development. Some have even suggested that giftedness itself is a misnomer, mistaken for the results of endless practice or social advantage. In surveying the landscape of cu…
Do I belong? It depends on when you ask
A feeling of belonging to an academic context is a critical determinant of academic achievement and persistence, particularly for students of color. Despite the fact that students of color are generally more susceptible to fluctuations in belonging uncertainty than White students, survey design can unintentionally mask this reality. We investigated whether context effects undermine the accurate assessment of belonging uncertainty in junior high a…
Cross Racial Identity Scale (CRIS) Scores: Stability and Relationships With Psychological Adjustment
We examined the structural validity, internal consistency (alpha and omega), and test-retest reliability of scores on the Cross Racial Identity Scale (CRIS; Vandiver et al., 2000 ; Worrell, Vandiver, & Cross, 2004 ), as well as the relationship between CRIS scores and several variables related to psychological adjustment. Participants consisted of several groups of African American college students (34 ≤ n ≤ 340) attending a predominantly White u…
Intersections of Race, Identity, and Academic Achievement
An Analysis of Cross Racial Identity Scale Scores Using Classical Test Theory and Rasch Item Response Models
Item response models (IRMs) were used to analyze Cross Racial Identity Scale (CRIS) scores. Rasch analysis scores were compared with classical test theory (CTT) scores. The partial credit model demonstrated a high goodness of fit and correlations between Rasch and CTT scores ranged from .91 to .99. CRIS scores are supported by both methods
Clusters of CRIS scores and psychological adjustment
Cluster analyses on racial identity attitudes as assessed with the Cross Racial Identity Scale (Vandiver et al., 2000) provided strong support for six theoretically meaningful clusters. We labeled these Afrocentric, Assimilated, Conflicted, Low Race Salience, Negative Race Salience, and Multiculturalist. We also examined whether individuals in different clusters varied on symptoms of psychological distress, as well as personal and status-based re…
Culture as Race/Ethnicity
A pathway model for emotional distress and implications for therapeutic jurisprudence in African American juvenile court respondents
Results are discussed in the context of therapeutic jurisprudence, and recommendations are proposed for providers of court-ordered interventions (i.e., therapy and probation supervision). (PsycINFO Database Record
Psychology (67 works) · Social Psychology (41 works) · Developmental psychology (34 works) · Social Psychology (28 works) · Clinical Psychology (26 works) · Racial and Ethnic Identity Research (26 works) · Sociology (24 works) · Clinical Psychology (21 works) · Psychological and Temporal Perspectives Research (17 works) · Psychometrics (17 works)