Open Access
December 2015 Correcting for measurement error in latent variables used as predictors
Lynne Steuerle Schofield
Ann. Appl. Stat. 9(4): 2133-2152 (December 2015). DOI: 10.1214/15-AOAS877


This paper represents a methodological-substantive synergy. A new model, the Mixed Effects Structural Equations (MESE) model which combines structural equations modeling and item response theory, is introduced to attend to measurement error bias when using several latent variables as predictors in generalized linear models. The paper investigates racial and gender disparities in STEM retention in higher education. Using the MESE model with 1997 National Longitudinal Survey of Youth data, I find prior mathematics proficiency and personality have been previously underestimated in the STEM retention literature. Pre-college mathematics proficiency and personality explain large portions of the racial and gender gaps. The findings have implications for those who design interventions aimed at increasing the rates of STEM persistence among women and underrepresented minorities.


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Lynne Steuerle Schofield. "Correcting for measurement error in latent variables used as predictors." Ann. Appl. Stat. 9 (4) 2133 - 2152, December 2015.


Received: 1 March 2015; Revised: 1 August 2015; Published: December 2015
First available in Project Euclid: 28 January 2016

zbMATH: 06560825
MathSciNet: MR3456369
Digital Object Identifier: 10.1214/15-AOAS877

Keywords: higher education , item response theory , STEM retention , Structural equations models

Rights: Copyright © 2015 Institute of Mathematical Statistics

Vol.9 • No. 4 • December 2015
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