Ethnic Identity of Korean Americans STATISTICAL GUIDE T-tests produce a t-statistic. A t-statistic is comparable to a z-score. Recall how a z-score is the difference between an individual score and the mean divided by the variability in the distribution. The t-statistic is the difference between the two group means divided by the variability in the two groups. The logic is the same in both: observed difference divided by variability. Every t-statistic has a probability associated with it. The larger the absolute value of the t- statistic, the lower the probability of obtaining thatt-statistic by random sampling error. So, t- statistics with a larger absolute value will have lower p-values. As a general rule, t- statistics with an absolute value above 2.1 or 2.2 will be statistically significant atp<.05. EXCERPT FROM THE RESEARCHARTICLE! The sample consisted of 217 Korean American students selected from ethnically diverse high schools in the Los Angeles area. Phinney's 14-item Level of Ethnic Identity subscale was designed to assess the degree of ethnic identity among adolescents. Items such as "I am happy that I am a member of the group I belong to and "I have a clear sense of my own ethnic background and what it means to me" [were included in the scale]. Phinney's 6-item Attitudes Toward Other Groups subscale was designed to assess attitudes toward other groups. Respondents were asked to rate statements such as "I like meeting and getting to know people from ethnic groups other than my own." A five-item checklist was developed to assess perceived discrimination. Items asked respondents' perception of society's unfair treatment of their ethnic group and also the personal experience of unfair treatment. Typical items stated "During your high school years, how often have you thought that your ethnic group is negatively stereotyped by mainstream people?"
Ethnic Identity of Korean Americans STATISTICAL GUIDE T-tests produce a t-statistic. A t-statistic is comparable to a z-score. Recall how a z-score is the difference between an individual score and the mean divided by the variability in the distribution. The t-statistic is the difference between the two group means divided by the variability in the two groups. The logic is the same in both: observed difference divided by variability. Every t-statistic has a probability associated with it. The larger the absolute value of the t- statistic, the lower the probability of obtaining thatt-statistic by random sampling error. So, t- statistics with a larger absolute value will have lower p-values. As a general rule, t- statistics with an absolute value above 2.1 or 2.2 will be statistically significant atp<.05. EXCERPT FROM THE RESEARCHARTICLE! The sample consisted of 217 Korean American students selected from ethnically diverse high schools in the Los Angeles area. Phinney's 14-item Level of Ethnic Identity subscale was designed to assess the degree of ethnic identity among adolescents. Items such as "I am happy that I am a member of the group I belong to and "I have a clear sense of my own ethnic background and what it means to me" [were included in the scale]. Phinney's 6-item Attitudes Toward Other Groups subscale was designed to assess attitudes toward other groups. Respondents were asked to rate statements such as "I like meeting and getting to know people from ethnic groups other than my own." A five-item checklist was developed to assess perceived discrimination. Items asked respondents' perception of society's unfair treatment of their ethnic group and also the personal experience of unfair treatment. Typical items stated "During your high school years, how often have you thought that your ethnic group is negatively stereotyped by mainstream people?"
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![**Ethnic Identity of Korean Americans**
**STATISTICAL GUIDE**
T-tests produce a t-statistic. A t-statistic is comparable to a z-score. Recall how a z-score is the difference between an individual score and the mean divided by the variability in the distribution. The t-statistic is the difference between the two group means divided by the variability in the two groups. The logic is the same in both: observed difference divided by variability.
Every t-statistic has a probability associated with it. The larger the absolute value of the t-statistic, the lower the probability of obtaining that t-statistic by random sampling error. So, t-statistics with a larger absolute value will have lower p-values. As a general rule, t-statistics with an absolute value above 2.1 or 2.2 will be statistically significant at p < .05.
**EXCERPT FROM THE RESEARCH ARTICLE¹**
The sample consisted of 217 Korean American students selected from ethnically diverse high schools in the Los Angeles area.
Phinney’s 14-item Level of Ethnic Identity subscale was designed to assess the degree of ethnic identity among adolescents. Items such as “I am happy that I am a member of the group I belong to and “I have a clear sense of my own ethnic background and what it means to me” [were included in the scale].
Phinney’s 6-item Attitudes Toward Other Groups subscale was designed to assess attitudes toward other groups. Respondents were asked to rate statements such as “I like meeting and getting to know people from ethnic groups other than my own.”
A five-item checklist was developed to assess perceived discrimination. Items asked respondents’ perception of society’s unfair treatment of their ethnic group and also the personal experience of unfair treatment. Typical items stated “During your high school years, how often have you thought that your ethnic group is negatively stereotyped by mainstream people?”](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2Fb16d438a-6747-410f-961a-8af2d5e6e1f5%2F5cd452a3-84d0-4f13-b2e0-857422650c01%2Fi4izq9n_processed.jpeg&w=3840&q=75)
Transcribed Image Text:**Ethnic Identity of Korean Americans**
**STATISTICAL GUIDE**
T-tests produce a t-statistic. A t-statistic is comparable to a z-score. Recall how a z-score is the difference between an individual score and the mean divided by the variability in the distribution. The t-statistic is the difference between the two group means divided by the variability in the two groups. The logic is the same in both: observed difference divided by variability.
Every t-statistic has a probability associated with it. The larger the absolute value of the t-statistic, the lower the probability of obtaining that t-statistic by random sampling error. So, t-statistics with a larger absolute value will have lower p-values. As a general rule, t-statistics with an absolute value above 2.1 or 2.2 will be statistically significant at p < .05.
**EXCERPT FROM THE RESEARCH ARTICLE¹**
The sample consisted of 217 Korean American students selected from ethnically diverse high schools in the Los Angeles area.
Phinney’s 14-item Level of Ethnic Identity subscale was designed to assess the degree of ethnic identity among adolescents. Items such as “I am happy that I am a member of the group I belong to and “I have a clear sense of my own ethnic background and what it means to me” [were included in the scale].
Phinney’s 6-item Attitudes Toward Other Groups subscale was designed to assess attitudes toward other groups. Respondents were asked to rate statements such as “I like meeting and getting to know people from ethnic groups other than my own.”
A five-item checklist was developed to assess perceived discrimination. Items asked respondents’ perception of society’s unfair treatment of their ethnic group and also the personal experience of unfair treatment. Typical items stated “During your high school years, how often have you thought that your ethnic group is negatively stereotyped by mainstream people?”
Transcribed Image Text:**Table 1: Means and Standard Deviations for Level of Ethnic Identity, Other-Group Attitudes, and Perceived Discrimination by Age and Gender**
This table presents the means (M) and standard deviations (SD) for three variables: level of ethnic identity, other-group attitudes, and perceived discrimination, categorized by gender (male and female) and age groups (13-15 and 16-18). Statistical significance is indicated by t-values, with significance levels noted.
- **Gender Comparison**
- **Male**
- Level of ethnic identity: M = 3.01, SD = .51
- Other-group attitudes: M = 2.83, SD = .60
- Perceived discrimination: M = 1.90, SD = .75
- **Female**
- Level of ethnic identity: M = 2.99, SD = .56
- Other-group attitudes: M = 3.16, SD = .55
- Perceived discrimination: M = 1.68, SD = .75
- **Significance (t-values)**
- Level of ethnic identity: t = .18
- Other-group attitudes: t = -3.79***
- Perceived discrimination: t = 2.09*
- **Age Comparison**
- **Ages 13-15**
- Level of ethnic identity: M = 2.91, SD = .49
- Other-group attitudes: M = 2.98, SD = .55
- Perceived discrimination: M = 1.65, SD = .69
- **Ages 16-18**
- Level of ethnic identity: M = 3.08, SD = .57
- Other-group attitudes: M = 2.95, SD = .62
- Perceived discrimination: M = 1.89, SD = .80
- **Significance (t-values)**
- Level of ethnic identity: t = -2.25*
- Other-group attitudes: t = -.41
- Perceived discrimination: t = -2.36*
- **Total Average Scores**
- Level of ethnic identity: M = 3.00, SD = .54
- Other-group attitudes: M = 2.99, SD = .59
- Per
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