Abstract
This study examined (a) whether a developmental model or a model in which all subscales' measurement errors are correlated best explains the relationships among White racial identity (WRI) statuses, and (b) social problem-solving (SPS) skills as a predictor of WRI. Path analysis was conducted with a sample of 255 White undergraduate students from a private university. Results showed that a correlated errors model had better fit than a developmental model of WRI. SPS was examined as a predictor of WRI statuses, using a correlated errors measurement model. Three of the hypothesized relationships between SPS and WRI were significant. Theoretical and practical implications are discussed.
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