Bridging Rural and Nonrural Contexts: Evaluating Measurement Invariance in STEM PD Social Validity

Angela R. Crawford^1*Angela Starrett²

• ¹Boise State University, Boise, United States
• ²University of South Carolina, Columbia, Missouri, United States

This study investigates the measurement invariance of a survey assessing perceptions of STEM professional development (PD) resources among rural and nonrural educators. Social validity theory provides the framework for examining four constructs: feasibility, usability, appropriateness, and local relevance. Using a mixed-methods approach, we conducted multigroup confirmatory factor analysis (MG-CFA) to test for configural, metric, scalar, and strict invariance and qualitative thematic analysis to provide contextual insights and nuance. Results indicate full measurement invariance, supporting the validity of cross-group comparisons.Quantitative analyses reveal that this sample of rural educators rated PD resources significantly higher in feasibility and appropriateness, while no significant differences emerge for usability and local relevance. Thematic analysis of open-ended responses provides contextual insights, with rural teachers more frequently emphasizing professional learning benefits and expressing more positive sentiment toward PD resources. These findings highlight the importance of designing STEM PD initiatives that account for contextual differences in resource accessibility, instructional autonomy, and community relevance. Implications for policy and practice include recommendations for tailoring PD to diverse educational settings to enhance engagement.