Item Response Theory Analysis and Measurement Invariance Testing of the Cultural Humility and Enactment Scale

Abstract

Objective

This study aimed to validate the Cultural Humility and Enactment Scale (CHES) through (a) examining its factor structure with multiple samples; (b) employing item response theory (IRT) analysis to examine its item-level characteristics; (c) reducing potential redundancies among items; and (d) conducting measurement invariance (MI) testing.

Method

The sample included a total of 610 individuals with diverse demographic backgrounds recruited from Mturk. Analyses included exploratory factor analysis (EFA), IRT analysis, confirmatory factor analysis (CFA), and multi-group CFA.

Results

We replicated the three-factor structure and retained the 21-item CHES (CHES-21), which showed equivalent information coverage and superior model fit compared to the original 29-item version. We also obtained evidence for MI of the CHES-21 between White and nonwhite clients and between male and non-male clients.

Conclusion

Evidencing reliability and validity with a sample of adult clients, the CHES-21 can be effectively incorporated into counseling practice and counselor training.

SIGNIFICANCE STATEMENT

Evidencing reliability and validity with a sample of adult clients, the CHES-21 may be used to complement the routine monitoring of counseling relationship and effectiveness with culturally diverse clients. It also enables future researchers to explore potential group differences in the levels of cultural humility and contributing factors.

Keywords:

• Cultural humility
• multicultural counseling
• factor analysis
• item response theory
• measurement invariance

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Peitao Zhu

Peitao Zhu, Ph.D., LCPC, NCC is an Assistant Professor in the Department of Counseling and Higher Education at Northern Illinois University. Dr. Zhu’s scholarly work revolves broadly around the impact of cultural issues on the relational processes within counseling and counselor education.

Ching-Chen Chen

Ching-Chen Chen, Ed.D. is an Associate Professor in the Department of Counselor Education, School Psychology, and Human Services at University of Nevada, Las Vegas. Her research interests include cross-cultural measurement development, multicultural counseling, integrative approaches to substance abuse treatment and behavioral health.

Qiu Wang

Qiu Wang, Ph.D., is an Associate Professor of Measurement and Research Methodology in the Department of Higher Education at Syracuse University. His research interests involve psychometrics and educational assessment and large-scale modeling and big-data analyses using empirical Bayes, structural equation modeling, data mining/classification methods, and measurement error modeling.

Melissa M. Luke

Melissa M. Luke, Ph.D., LMHC, NCC, ACS is a Dean’s professor in the Department of Counseling & Human Services within the School of Education at Syracuse University. Dr. Luke’s scholarship focuses on counselor preparation and practice that intentionally addresses diversity, equity and inclusion within individual and group counseling, clinical supervision as well as professional development.

Yanhong Liu

Yanhong Liu, Ph.D., NCC, is an Assistant Professor and School Counseling Program Coordinator in the Department of Counseling and Human Services at Syracuse University, Syracuse, New York. He research centers around marginalized youth and their supporting systems through various research methods.