Ethnic-racial discrimination experiences, ethnic-racial identity (ERI) development, and attitudes toward other ethnic-racial group contact all make important contributions to individuals' health and well-being. Absent from the literature is systematic examination of whether these constructs may be measured equivalently for adolescents from different ethnic-racial groups living in different contexts. In 2 large ethno-racially diverse samples of high school students in the Southwestern (N = 2,136) and Midwestern (N = 1,055) United States, the current study tested invariance of 4 widely used measures, including Adolescent Discrimination Distress Index (Fisher, Wallace, & Fenton, 2000), Ethnic Identity Scale-Brief (Douglass & Umaña-Taylor, 2015), Multidimensional Inventory of Black Identity-Teen (Scottham, Sellers, & Nguyên, 2008), and Multigroup Ethnic Identity Measure-Other Group Orientation (Phinney, 1992). Results from multigroup confirmatory factor analyses supported configural and metric but not scalar invariance across Asian, Black, Latinx, Native, and White American adolescents, and across geographic regions for Asian, Black, and White American adolescents. Results demonstrate the utility of these measures to examine whether associations with theoretically related constructs differ across groups and regions, but specific items preclude mean-level group difference tests for certain groups. Supporting convergent validity across ethno-racially diverse adolescents in 2 regions, scores on ethnic-racial discrimination from peers, adults in school, and other adults in society were each positively associated with depressive symptoms; ERI exploration, resolution, affirmation, centrality, and public regard scores were each positively associated with self-esteem; and other group orientation scores were positively associated with ERI achievement. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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测试跨族裔群体和背景的青少年的族裔歧视和身份测度的不变性。

种族种族歧视的经历，种族种族认同（ERI）的发展以及对其他种族种族群体接触的态度都为个人的健康和福祉做出了重要贡献。文献中没有系统地检查是否可以对生活在不同背景下的不同族裔群体的青少年进行等效测量。在美国西南部（N = 2,136）和中西部（N = 1,055）的2个高中学生的大型种族种族样本中，本研究测试了4种广泛使用的量度的不变性，其中包括青少年歧视困扰指数（Fisher，Wallace） ，＆Fenton，2000年），种族认同量表（Douglass和Umaña-Taylor，2015年），黑人认同的多维清单，青少年（Scottham，Sellers和Nguyên，2008年），和多族裔民族认同测度-其他族群定位（Phinney，1992）。多组验证性因素分析的结果支持亚洲，黑人，拉丁裔，本地人和美国白人青少年以及亚洲，黑人和白人美国青少年的地理区域的配置和度量，但不支持标量不变性。结果证明了这些措施的实用性，以检验与理论上相关的构造之间的关联是否在不同的群体和地区之间有所不同，但是特定项目排除了某些群体的平均水平的群体差异测试。支持两个地区不同种族种族青少年的融合效度，来自同伴，在校成年人和社会上其他成年人的种族歧视得分均与抑郁症状呈正相关；ERI探索，解决，确认，中心性和公众关注分数均与自尊成正相关；其他群体定向得分与ERI成绩呈正相关。（PsycINFO数据库记录（c）2020 APA，保留所有权利）。