Feminist identity development: Psychometric analyses of two feminist identity scales

Feminist identity development: Psychometric analyses of two feminist identity scales N. E. Downing and K. L. Roush [(1985) “From Passive Acceptance to Active Commitment: A Model of Feminist Identity Development,”The Counseling Psychologist, Vol. 13, pp. 695–709] proposed a five-level developmental model of feminist identity that charts development from passive acceptance of traditional gender roles toward active commitment to feminist ideals and an egalitarian society. A Bargad and J. S. Hyde [(1991) “Women’s Studies: A Study of Feminist Identity Development in Women,”Psychology of Women Quarterly, Vol. 15, pp. 181–201] and K. M. Rickard [(1989) “The Relationship of Self-Monitored Dating Behaviors to Level of Feminist Identity on the Feminist Identity Scale,Sex Roles, Vol. 20, pp. 213–226] developed questionnaires to measure the Downing and Roush levels. The goal of the present study was to further explore the reliability and validity of the two feminist identity development scales. Participants included 198 female students who were taking either a women’s studies class or a general psychology class. They were administered Rickard’s and Bargad and Hyde’s scales of feminist identity development and a measure of cognitive development both at the beginning and end of the semester. Sixty-six percent of the participants classified themselves as Caucasian, 13% as Asian, 7% as African American, 4% as Hispanic, 3% as Indian, 5% as Other, and 2% left the item blank. Within this framework, we demonstrated support for (1) the psychometric/statistical properties of each scale, including (a) internal consistency and reliability, (b) component structure, (c) the relationship among the two scales, and (d) discrimination from social desirability; and (2) construct validity, as determined by (a) distinction between general psychology students who were interested in taking a women’s studies class in the future and those who were not, (b) the impact of a women’s studies class on feminist identity development, and (c) relationship of the scales to a measure of cognitive development. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Feminist identity development: Psychometric analyses of two feminist identity scales

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Publisher
Springer US
Copyright
Copyright © 1997 by Plenum Publishing Corporation
Subject
Psychology; Personality & Social Psychology; Sexual Behavior; Interdisciplinary Studies; Sociology; Anthropology
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/BF02766651
Publisher site
See Article on Publisher Site

Abstract

N. E. Downing and K. L. Roush [(1985) “From Passive Acceptance to Active Commitment: A Model of Feminist Identity Development,”The Counseling Psychologist, Vol. 13, pp. 695–709] proposed a five-level developmental model of feminist identity that charts development from passive acceptance of traditional gender roles toward active commitment to feminist ideals and an egalitarian society. A Bargad and J. S. Hyde [(1991) “Women’s Studies: A Study of Feminist Identity Development in Women,”Psychology of Women Quarterly, Vol. 15, pp. 181–201] and K. M. Rickard [(1989) “The Relationship of Self-Monitored Dating Behaviors to Level of Feminist Identity on the Feminist Identity Scale,Sex Roles, Vol. 20, pp. 213–226] developed questionnaires to measure the Downing and Roush levels. The goal of the present study was to further explore the reliability and validity of the two feminist identity development scales. Participants included 198 female students who were taking either a women’s studies class or a general psychology class. They were administered Rickard’s and Bargad and Hyde’s scales of feminist identity development and a measure of cognitive development both at the beginning and end of the semester. Sixty-six percent of the participants classified themselves as Caucasian, 13% as Asian, 7% as African American, 4% as Hispanic, 3% as Indian, 5% as Other, and 2% left the item blank. Within this framework, we demonstrated support for (1) the psychometric/statistical properties of each scale, including (a) internal consistency and reliability, (b) component structure, (c) the relationship among the two scales, and (d) discrimination from social desirability; and (2) construct validity, as determined by (a) distinction between general psychology students who were interested in taking a women’s studies class in the future and those who were not, (b) the impact of a women’s studies class on feminist identity development, and (c) relationship of the scales to a measure of cognitive development.

Journal

Sex RolesSpringer Journals

Published: Nov 24, 2007

References

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