This study is part of a larger initiative toward understanding the acculturation of immigrant adolescents using the Longitudinal Study of Young People in England 2004-2010 database. A necessary step in using a database for cross-ethnic comparisons is first to verify whether its items and scales are equivalent. I examined item- and scale-level differential functioning (DF; n = 4,663, six ethnic minority groups) on four of the database’s sociocultural scales: Feelings About School (11 items), Relational Family Efficacy (four items), Being Bullied (five items), and Perceived Teacher Discrimination (four items) using an item response theory (IRT)–based framework. Findings demonstrated no meaningful DF on items and, in most cases, scales as well. Second, distinct ethnic group patterns are present. Third, the Perceived Teacher Discrimination scale was not functioning for the majority of the ethnic minority groups which is of grave concern. Implications for future comparative studies and immigration policy makers are discussed.

中文翻译：

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朝着针对英国多元种族青少年的社会文化适应性采取更具决定性的措施

这项研究是一项较大的计划的一部分，该计划使用英国2004-2010年青年纵向研究数据库来了解移民青少年的适应能力。使用数据库进行跨种族比较的必要步骤是首先验证其项目和规模是否相等。我在数据库的四个社会文化量表上检查了项目和量表级别的差异功能（DF； n = 4,663，六个少数民族）：关于学校的感觉（11个项目），关系家庭效能（四个项目），被欺负（五个）项目），以及使用基于项目反应理论（IRT）的框架的感知教师歧视（四个项目）。调查结果表明，没有关于项目的有意义的DF，而且在大多数情况下，规模也是如此。第二，存在明显的种族模式。第三，大部分受到关注的少数族裔群体都无法使用“感知教师歧视”量表。讨论了对未来比较研究和移民政策制定者的影响。