Characteristics of Quantitative Word Items Associated with Differential Performance for Female and Black Examinees

Abstract

A number of research studies have indicated that word, or story, problems are more likely to exhibit differential item functioning (DIF) for female and for Black examinees than are other quantitative item types. This result has not received much attention because female and Black examinees, on average, have less mathematical training and, hence, the differences are assumed to be valid. To evaluate this assumption, DIF was analyzed for female-male and Black-White groups and for 2 samples of White male examinees who differed in mathematical training. Also evaluated was an alternative explanation that the observed performance differences are due to language properties of the word items. The results did not support the hypothesis that the DIF results were due to differences in mathematical background. The verbal properties of items were found to be associated with differential performance of women and men but not of Black and White examinees.