Validation of the Abbreviated Socio-Political Control Scale for Youth (SPCS-Y) Among Urban Girls of Color
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Validation of the Abbreviated Socio‑Political Control Scale for Youth (SPCS‑Y) Among Urban Girls of Color Ijeoma Opara1 · Elizabeth I. Rivera Rodas2 · David T. Lardier Jr.3,4 · Pauline Garcia‑Reid5 · Robert J. Reid5
© Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract This study tested and validated the factor structure of the abbreviated Sociopolitical Control Scale for Youth (SPCS-Y) among a sample of urban girls of color. Participants include (N = 830) urban girls of color from a northeastern United States community. Confirmatory Factor analyses (CFA) were conducted using AMOS Structural Equation Modeling Software. Cluster groups were created using Latent Class Cluster Analysis (LCA) and tested using Multivariate analysis of covariance (MANCOVA) with conceptually related variables. CFA results supported the two-factor structure of the abbreviated SPCS-Y among the sample. Following the creation of cluster groups, MANCOVA analyses revealed significant heterogeneity among cluster groups of participants on neighborhood sense of community, social support, ethnic identity, and lower levels of drug use. Findings support the factor structure of the SPCS-Y and its use to measure empowerment among girls of color. Results contribute significantly to the field of social work and encourages the importance of promoting strengths-based approaches among girls of color. Implications for social work practice with girls of color are conveyed in light of the need for reliable measurement tools for practitioners. Keywords Empowerment · Feminism · Measurement · Girls of color Empowerment refers to a process by which individuals gain control and power over their lives and foster a critical understanding of their environment (Zimmerman, 1995). Empowerment theory (Zimmerman, 1995, 2000) has been used as a guide and framework for community based interventions to improve health outcomes (Holden, Crankshaw, Nimsch, Hinnant, & Hund, 2004; Lardier Jr., Garcia-Reid, & Reid, 2018a; Morton, Nelson, Walsh, & Zimmerman, 1996; Reid * Ijeoma Opara [email protected] 1
School of Social Welfare, Stony Brook University, Stony Brook, NY, USA
2
Department of Educational Foundations, Montclair State University, Montclair, NJ, USA
3
Department of Individual, Family, and Community Education, College of Education, University of New Mexico, Albuquerque, NM, USA
4
Department of Psychiatry and Behavioral Sciences, University of New Mexico School of Medicine, University of New Mexico, Albuquerque, NM, USA
5
Department of Family Science and Human Development, Montclair State University, Montclair, NJ, USA
& Garcia-Reid, 2014), and promote advocacy and community organizing (Christens, Peterson, & Speer, 2014; Hamilton & Fauri, 2001; Speer, 2000). Though work in empowerment research has produced significant results, there is no universal standard in conceptualizing and operationalizing empowerment—as it has different meanings for people in various contexts (Christens & Peterson, 2012; Zimmerman, 1995). As a
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