A cognitive diagnostic analysis of the Social Issues Advocacy Scale (SIAS)

Abstract

‘What would an ideal social justice advocate look like, and how do our graduates compare?’ is asked by training programs in the helping/health professions (e.g. counselling and psychology, nursing, and education) that have social justice advocacy (SJA) as a core competency. We demonstrate a method for answering this question empirically – cognitive diagnostic modelling (CDM). We used the four dimensions of the Social Issues Advocacy Scale (SIAS; Nilsson, Marszalek, Linnemeyer, Bahner, & Hanson Misialek, 2011) as attributes of SJA, and fit SIAS responses to a CDM of 16 attribute mastery profiles. One-quarter of the sample had a profile suggesting SJA attitudes without action; one-fifth, a profile suggesting monitoring SJA in politics without participation; and one-eighth, a profile suggesting individuals rarely engage in action without SJA attitudes. We also found significant relationships between mastery profiles and degree pursued, degree field, and political affiliation. These results demonstrated the utility of CDM for training program assessment of SJA.

Keywords:

• Social justice advocacy
• cognitive diagnostic model
• professional development
• educational assessment

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was supported in part by a grant (Dean’s Small Grant) from the School of Education, University of Missouri-Kansas City.