Locate a multicultural test that already exists and evaluate it for possible test bias. Find research articles that relate to the specific test bias of the test. I have uploaded the instructions and an example paper for the Multicultural Evaluation.
_multicultural_evaluation_of_test_bias.pdf
testbiasexample.pdf
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Multicultural evaluation of Test Bias
Instructions with grading rubric
Evaluation Plan: (20% of final grade)
Find a test that you are familiar with or one you can research enough to be familiar
with. Give a detailed explanation to as why this particular test has or could have test
bias due to cultural factors.
Assessment: (60% of final grade)
Create an assessment of the test and possible Remedies for correcting these issues
using the following sources:
From the clinician
•
Ethnocentricism
•
Racism
•
Prejudice
•
Stereotyping
From the Service delivery
•
Anglo Style social etiquette: Impersonal, formal, task-orented
Test/Techniques
•
Anglo emics or imposed etics used as etics
Diagnosis
•
Anglo emic symptoms, syndromes, and disorders used as genuine etics.
Conclusion/Summary: (20% of final grade)
Have a conclusion (20% of final grade) on how this impacts a specific group/culture.
Running Head: MULTICULTURAL TEST BIAS
Multicultural Evaluation of Test Bias
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Abstract
This paper will evaluation the MMPI-2 assessment for cultural test bias. This paper will explore
remedies to the cultural bias factors that may exist. This paper will explore these remedies from
the viewpoint of the clinician, from the service delivery, the test/techniques themselves and any
diagnosis that might come from the test. Lastly this paper will explore how the MMPI-2 affects a
specific group or culture.
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Multicultural Evaluation of Test Bias
Evaluation
The MMPI-2 (Minnesota Multiphasic Personality Inventory) is one of the most widely
used psychology tests to determine a psychological diagnosis today. Although quite a bit of
controversy regarding bias within psychological tests lies within the aptitude or intelligence tests,
it does not mean those tests which test for personality are bias free. Hays (2013) stated “for
example, Asian American clients are more likely to express psychological problems in terms of
somatic complaints. Therefore, an elevation on the Hypochondriasis scale (Scale 1) on the
MMPI-2 with Asian clients should be interpreted in light of this cultural phenomenon” (p. 73). In
addition to Asian Americans, Pacific Islanders may have cultural and language differences than
the sample that the test was originally normed for, as well as African Americans.
While measures have been taken to try and rid psychological tests of cultural bias, it is
nearly impossible to rid all tests of all bias. When posed with the question as to whether or not
the MMPI-2 is acceptable and valid for cultures that do not adhere to the Euro American
worldview, Cochrane (2012) replied:
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Some would say no due to the fact that the MMPI-2 was created within one culture and
does not necessarily take other cultural views into consideration. Problems that occur
with translation cannot be remedied due to potential cultural bias when instruments are
translated and used in different cultures. Instruments specific to each culture should be
employed (p.2).
Although different cultures may have different results on this test, it’s hard to say whether or not
the test is truly racist, or a result of ethnocentrism. It may very well be that upon its creation it
did not take into account the different personality styles of different cultures due to the amount of
variation. Instead, it should be left to the clinician to understand the specific culture they are
working with, and to know ahead of time how this culture may score on the MMPI-2 and be able
to extrapolate the results accordingly.
Assessment
From the clinician. The clinician’s knowledge of the culture they are working with will
determine how they interpret their client’s results after taking the MMPI-2. As stated above,
Asian Americans and Native Americans will score differently on some scales of the MMPI-2
than their White American counterparts. More specifically, Mexican Indians spiritual beliefs will
often result in higher scores on the Schizophrenic Scale and this should not be regarding as
abnormal or unhealthy (Hays, 2013).
In addition, White American clinicians must use caution to not allow their own
ethnocentrism, racism, prejudice or stereotyping interfere with their administration of the
MMPI-2. One solid remedy for this is as follows:
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We believe that counselors should evaluate, formally or informally, the acculturation
level of Mexican American clients. We have found that such information can assist in
understanding many aspects of Chicanos’ behavior as expressed through the MMPI-2.
For example, some clients who are more oriented toward traditional Mexican culture tend
to obtain higher elevations on the [Lie] L and Correction (K) scales, and lower scores on
the Masculinity-Femininity (Mf) scale, than those who are bicultural or more oriented
toward mainstream Anglo-American society (Velasquez, Gonzales, Butcher, CastilloCanez, Apodaca, & Chavira, 1997, para. 24).
Research has also indicated that all too frequently counselors ground their interpretations of the
MMPI-2 results on their own stereotypes and not on the literature itself. For those male Mexican
clients who score low on the Mf scale, they are too commonly perceived to reflect all the
negative aspects of machismo. On the other hand, Mexican women who score low on the same
scale are perceived by the stereotypes to be highly dependent, feminine and self-defeating. To
help with the clinical diagnosis of Mexican Americans, clinicians should be mindful to use not
just the MMPI-2 but all the other counseling tools available to them to gather additional data
before coming to a diagnosis.
From the Service delivery. Bias occurs here usually as a lack of awareness and
experience with credible service delivery etiquette. The clinician’s behavioral component of the
delivery of the assessment must be in line with the expectations of the client. If this
understanding is broken, it could lead to loss of attention or interest, and subsequent task
orientation may be altered thereby altering the results as well. The clinician must understand the
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appropriate social etiquette for the culture they are working with for the process to flow as
smooth as possible. The clinician must keep their own personal beliefs out of the assessment
process, remaining impersonal but professional at the same time. As stated, the only real remedy
in this situation is to perform each service delivery according to each culture-specific style the
clinician encounters.
Test/techniques. Using the source of Anglo emics or imposed etics used as etics, it is
important to note that the remedy here calls for the cross-cultural equivalence in language,
typically the appropriate and accurate translation if it’s needed for the assessment. There are
some words for example, which do not translate over properly from Spanish to English and vice
versa. If the primary language of the client is Spanish, this may not only make the test
administration difficult if it’s in English, but it can severely alter the results. Dana (2015) stated,
“Emic knowledge provides a context for using assessment data within the psychometric
properties of standard instruments and clinical utility research. This knowledge should be
provided primarily by available emic instruments and is especially necessary to comply with
assessment preferences and needs of specific cultural/racial populations” (p. 13). In addition, the
clinician should conduct research to identify any cross-cultural equivalent versions of the
assessment they intend to use. This will provide the clinician with a frame of reference for any
research that exists that identifies the equivalence for a particular test within a specific culture.
Diagnosis. Using the sources Anglo emic symptoms, syndromes, and disorders used as
genuine etics, the remedy can be addressed by training to increase the reliability of clinical
diagnoses using a step by step procedure following an assessment model. Dana (2015) went on
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to state, “Proficiency in recognizing culture-bound disorders and preparing cultural formulations
by all clinicians is now mandatory for culturally competent clinical diagnoses” (p. 14).
Conclusion
Research has shown that there are differences in the results for the MMPI-2 across
cultures. On culture who seems to share more differences than most with White Americans are
Latinos. However, research also indicates that the differences could be attributed more to
socioeconomic status, education, and intelligence versus just ethnic status. That being said,
findings such as alcohol abuse coupled with depression among Latinos tends to be found more
than among White male clients. Research however hasn’t quite identified specifically why this is,
but may attribute it to socioeconomic status, instead of simply implying all Latino males are
depressive alcoholics. Latinas tend to score higher on the Masculinity-Femininity scale than their
White female counterparts. This is part due to the cultures beliefs of having a greater female role
to play in the family which conflicts with the female role flexibility that exists in U.S. culture
today. It’s not surprise then that these Latinas may often feel guilt, anger and depression which
gets revealed on tests such as the MMPI-2. The only way the clinician can work around these test
biases is to continually educate themselves on the different cultures if they are to work with them
in the counseling setting. Understanding the cultures and the ways they communicate is crucial
to extrapolating the data that is found when conducting assessments on their clients. By
following the recommendations of clinicians who have previously conducted their own research
on the subject, recent graduates to the field of applied psychology in counseling can remain a
step ahead of their predecessors today.
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References
Cochrane, L. C. (2012). Issues in the cross-cultural adaptation and use of the MMPI-2.
Retrieved from http://www.antiochne.edu/wp-content/uploads/2012/08/leahcochrane.pdf
Dana, R. H. (2015). Multicultural assessment: Principles, applications, and examples. New
York, NY: Psychology Press.
Hays, D. G. (2013). Assessment in counseling (5th ed.). Alexandria, VA: American Counseling
Association.
Velasquez, R. J., Gonzales, M., Butcher, J. N., Castillo-Canez, I., Apodaca, J. X., & Chavira, D.
(1997). Use of the MMPI-2 with Chicanos: Strategies for counselors. Journal of
Multicultural Counseling & Development, 25(2), 107-120.
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