[IPAC-List] differential validity?

Patrick McCoy Patrick.McCoy at psc-cfp.gc.ca
Thu Mar 19 15:45:26 EDT 2009


Differential prediction can be the result of a mis-specified model rather than test bias (e.g., key variables have been omitted), as has been noted by a number of authors, including Sackett et. al.:

Sackett, P.R., Laczo, R.M., & Lippe, Z. (2003). Differential prediction and the use of multiple predictors: The omitted variables problem. JAP, 88(6), 1046-1056.

In their paper S et al. clearly show that what appears to be differential prediction may not be. The differential prediction often disappeared when the model was properly specified.

Pat McCoy, Ph.D.
Ottawa, Canada

>>> "Dennis Doverspike " <dd1 at uakron.edu> 16/03/2009 10:59 am >>>

How would an educational requirement be unfair? That simple statement
involves a lot of issues. For example - what is fairness or unfairness?

More critically, an educational requirement, usually involves some type of
cutoff. Are we saying we should use differential cutoffs? And if so, how
would we establish that?

Dennis Doverspike, Ph.D., ABPP
Professor of Psychology
Director, Center for Organizational Research
Senior Fellow of the Institute for Life-Span Development and Gerontology
Psychology Department
University of Akron
Akron, Ohio 44325-4301
330-972-8372 (Office)
330-972-5174 (Office Fax)
ddoverspike at uakron.edu

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-----Original Message-----
From: ipac-list-bounces at ipacweb.org [mailto:ipac-list-bounces at ipacweb.org]
On Behalf Of Joel Wiesen
Sent: Monday, March 16, 2009 8:26 AM
To: IPAC-List at ipacweb.org
Subject: [IPAC-List] differential validity?

What do you think of this apparent support for differential validity
(from a recent Personnel Psych article)?

Might it imply that education is problematic as selection tool when the
applicant group includes minorities and/or women? Would it imply that
an education requirement may be unfair to minorities and/or women?


"Finally, Hypothesis 6 predicted that the education-performance
relationship will be stronger for men (vs. women; Hypothesis 6a) and for
Caucasians (vs. non-Caucasians; Hypothesis 6b). With respect to the
relationship between education level and task performance, we found that
the relationship was more positive for Caucasians than for other racial
groups and for men than for women. Further, we found that the
relationship between education and OCB was more positive for Caucasians
than for other racial groups. These results provide some support for
Hypothesis 6a and Hypothesis 6b."

PERSONNEL PSYCHOLOGY, 2009, 62, 89-134
THOMAS W. H. NG; University of Hong Kong
DANIEL C. FELDMAN; University of Georgia

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