Centering Student Voice to Inform Teacher Practice and Research: Validation of an Asset-Based Identities Measure

Francesca López, De Leon Gray, Mildred Boveda, Dynah Oviedo, Nilam Ram, Lorenzo López

Research output: Contribution to journalArticlepeer-review


Collectively, measures created for research use—whether self-report or observational—have contributed to evidence underscoring the importance of ensuring teachers develop knowledge and skills to engage in asset-based pedagogy. Teachers who wish to enhance their practice, however, do not have a way to elicit students’ perspectives of their instruction with a validated instrument designed to do so. Given that student identity is a robust predictor of minoritized students’ academic and non-academic outcomes, this study reflects the development and validation of Asset-Based Identities Measure that centers student voice to formatively inform teacher practice. The iterative design of the study included expert educators, students, and a larger validation sample of N = 860 students. Cognitive interviews and focus groups contributed to the refinement of the pilot measure across three identity domains. Factor structures were examined through confirmatory factor analyses resulting in a robust measure. Use of the measure is discussed.

Original languageEnglish (US)
Pages (from-to)166-191
Number of pages26
JournalJournal of Psychoeducational Assessment
Issue number2
StatePublished - Apr 2024

All Science Journal Classification (ASJC) codes

  • Education
  • Clinical Psychology
  • General Psychology

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