“Like Being in Purgatory”: Cultural Identity Mapping Centers Hmong American Experiences of Biculturalism

This study investigated cultural identity and peer influence on tobacco, alcohol, and cannabis use in a culturally diverse sample of Northern Australian adolescents. Middle school students ( n = 274) completed the Multigroup Ethnic Identity Measure (MEIM) and measures of their own and perceived friends’ substance use. Higher scores on the full scale MEIM indicating stronger cultural identity were found to be independently protective of Indigenous and Non-Indigenous alcohol initiation. More friends using substances was associated with increased substance use risk for both cultural groups. A factor analysis of the MEIM identified a two-factor structure, consisting of Affirmation/Belonging and Participation/Exploration. Few significant associations were found between the MEIM factors and cultural group substance use. Interactions between the MEIM factors and friends’ substance use indicated the two factors acted in the same way and decreased Non-Indigenous alcohol initiation for up to four drinking friends but were associated with risk for Indigenous alcohol initiation with any number of drinking friends.

Reports an error in "Reliability Generalization of the Multigroup Ethnic Identity Measure-Revised (MEIM-R)" by Hayley M. Herrington, Timothy B. Smith, Erika Feinauer and Derek Griner (Journal of Counseling Psychology, Advanced Online Publication, Mar 17, 2016, np). The name of author Erika Feinauer was misspelled as Erika Feinhauer. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2016-13160-001.) Individuals' strength of ethnic identity has been linked with multiple positive indicators, including academic achievement and overall psychological well-being. The measure researchers use most often to assess ethnic identity, the Multigroup Ethnic Identity Measure (MEIM), underwent substantial revision in 2007. To inform scholars investigating ethnic identity, we performed a reliability generalization analysis on data from the revised version (MEIM-R) and compared it with data from the original MEIM. Random-effects weighted models evaluated internal consistency coefficients (Cronbach's alpha). Reliability coefficients for the MEIM-R averaged α = .88 across 37 samples, a statistically significant increase over the average of α = .84 for the MEIM across 75 studies. Reliability coefficients for the MEIM-R did not differ across study and participant characteristics such as sample gender and ethnic composition. However, consistently lower reliability coefficients averaging α = .81 were found among participants with low levels of education, suggesting that greater attention to data reliability is warranted when evaluating the ethnic identity of individuals such as middle-school students. Future research will be needed to ascertain whether data with other measures of aspects of personal identity (e.g., racial identity, gender identity) also differ as a function of participant level of education and associated cognitive or maturation processes. (PsycINFO Database Record

Objective: This study aimed to investigate the mediating role of acculturative stress in the relationship between cultural identity and social adjustment among culturally diverse individuals residing in Bulgaria. Methods and Materials: This research adopted a descriptive correlational design with a sample of 390 participants selected based on the Morgan and Krejcie sample size determination table. Participants were culturally diverse residents of Bulgaria who completed standardized questionnaires measuring cultural identity (Multigroup Ethnic Identity Measure), acculturative stress (Acculturative Stress Scale for International Students), and social adjustment (Social Adjustment Scale – Self-Report). Descriptive and inferential statistical analyses were conducted using SPSS-27, and Structural Equation Modeling (SEM) was performed using AMOS-21 to examine the direct and indirect relationships among the study variables. Findings: Pearson correlation results indicated a significant positive correlation between cultural identity and social adjustment (r = 0.38, p < .001), a significant negative correlation between cultural identity and acculturative stress (r = -0.42, p < .001), and a significant negative correlation between acculturative stress and social adjustment (r = -0.45, p < .001). The SEM results confirmed that acculturative stress significantly mediated the relationship between cultural identity and social adjustment. The model demonstrated good fit indices (χ² = 111.82, df = 48, χ²/df = 2.33, CFI = 0.96, RMSEA = 0.057). The total effect of cultural identity on social adjustment was significant (β = 0.14, p < .01), including both direct (β = 0.29, p < .001) and indirect (β = -0.15, p < .001) paths. Conclusion: Cultural identity plays a crucial role in promoting social adjustment, both directly and through its negative influence on acculturative stress. These findings underscore the importance of supporting cultural identity development and reducing acculturative stress to facilitate successful adaptation in multicultural societies.

In this article, the authors examine the conceptualization and measurement of ethnic identity as a multidimensional, dynamic construct that develops over time through a process of exploration and commitment. The authors discuss the components of ethnic identity that have been studied and the theoretical background for a developmental model of ethnic identity. The authors review research on the measurement of ethnic identity using the Multigroup Ethnic Identity Measure (J. Phinney, 1992) and present a revised version of the measure. The authors conclude with a consideration of the measurement issues raised by J. E. Helms (2007) and K. Cokley (2007) and suggestions for future research on ethnic identity. Ethnic identity is many faceted. This is made clear in the special issue of which this article is a part. But recognizing that ethnic identity has many facets is merely a start to understanding it. Ethnic identity derives from a sense of peoplehood within a group, a culture, and a particular setting. Yet ethnic identity is not merely knowledge and understanding of one's ingroup affiliations, even as such insights and comprehension are part of it. The achievement of a secure ethnic identity derives from experience, but experience is not sufficient to produce it. Because one's ethnic identity is con- structed over time, the actions and choices of individuals are essential to the process. Ethnic identity is distinct in some ways from other group identities, such as racial identity, but it also shares aspects of both personal and group identities. Our purpose in this article was to examine the conceptualization and measurement of ethnic identity from social psychological and developmental perspectives. We first review the various dimen- sions of ethnic identity that have been proposed in the literature. We then discuss the theoretical and empirical basis for understand- ing ethnic identity as a developmental process. We review research on the measurement of ethnic identity based on the widely used Multigroup Ethnic Identity Measure (MEIM, Phinney, 1992; Rob- erts et al., 1999), discuss recent measurement research that has led to a revision of the MEIM, and present a revised version of the MEIM. We conclude with a discussion of issues that might be profitably considered in future ethnic identity research, with a consideration of the ideas and recommendations offered by Helms (2007) and Cokley (2007). In keeping with the focus of the special issue, we discuss ethnic identity with reference to ethnic minorities in the United States.

[Correction Notice: An Erratum for this article was reported in Vol 63(5) of Journal of Counseling Psychology (see record 2016-33161-001). The name of author Erika Feinauer was misspelled as Erika Feinhauer. All versions of this article have been corrected.] Individuals' strength of ethnic identity has been linked with multiple positive indicators, including academic achievement and overall psychological well-being. The measure researchers use most often to assess ethnic identity, the Multigroup Ethnic Identity Measure (MEIM), underwent substantial revision in 2007. To inform scholars investigating ethnic identity, we performed a reliability generalization analysis on data from the revised version (MEIM-R) and compared it with data from the original MEIM. Random-effects weighted models evaluated internal consistency coefficients (Cronbach's alpha). Reliability coefficients for the MEIM-R averaged α = .88 across 37 samples, a statistically significant increase over the average of α = .84 for the MEIM across 75 studies. Reliability coefficients for the MEIM-R did not differ across study and participant characteristics such as sample gender and ethnic composition. However, consistently lower reliability coefficients averaging α = .81 were found among participants with low levels of education, suggesting that greater attention to data reliability is warranted when evaluating the ethnic identity of individuals such as middle-school students. Future research will be needed to ascertain whether data with other measures of aspects of personal identity (e.g., racial identity, gender identity) also differ as a function of participant level of education and associated cognitive or maturation processes. (PsycINFO Database Record

In therapy, the client's as well the therapist's background must be considered prior to treatment. Graduate art therapy students enrolled in a multicultural art therapy course were given the Multigroup Ethnic Identity Measure (MEIM) as a pretest and posttest to assess their own cultural identity. Results of this preliminary study indicate that stronger cultural identification is possible following the completion of one multicultural art therapy course. Understanding that behavior, even our own, may have a cultural rather than a pathological basis can help clinicians become more empathetic and understanding towards clients who are culturally diverse.

Objective: This study aimed to investigate the predictive roles of cultural identity and acculturative stress on social adjustment among university students in India. Methods and Materials: A correlational descriptive research design was employed, and a total of 595 participants were selected through stratified random sampling based on the Krejcie and Morgan sample size determination table. Participants were undergraduate and postgraduate students from various universities across India. Data were collected using three standardized instruments: the Social Adjustment Scale–Self-Report (SAS-SR), the Multigroup Ethnic Identity Measure (MEIM), and the Social, Attitudinal, Familial, and Environmental Acculturative Stress Scale (SAFE). Data analysis was conducted using SPSS version 27. Descriptive statistics were computed, followed by Pearson correlation coefficients to assess relationships among variables. Multiple linear regression analysis was used to evaluate the predictive power of cultural identity and acculturative stress on social adjustment. Findings: Descriptive results showed that participants reported moderate levels of social adjustment (M = 3.24, SD = 0.51), high cultural identity (M = 3.67, SD = 0.42), and moderate acculturative stress (M = 2.41, SD = 0.48). Pearson correlation analysis revealed a significant positive relationship between cultural identity and social adjustment (r = .47, p < .01), and a significant negative relationship between acculturative stress and social adjustment (r = −.39, p < .01). Multiple regression analysis indicated that cultural identity (β = .41, p < .001) positively predicted social adjustment, while acculturative stress (β = −.33, p < .001) negatively predicted it. The model explained 31% of the variance in social adjustment (R² = .31). Conclusion: Interventions promoting cultural identity and reduce acculturative stress may support better social functioning in multicultural student populations.

Background: Due to disparities in the use of genetic services, there has been growing interest in examining beliefs and attitudes related to genetic testing for breast and/or ovarian cancer risk among women of African descent. However, to date, few studies have addressed critical cultural variations among this minority group and their influence on such beliefs and attitudes. Methods: We assessed ethnic, racial and cultural identity and examined their relationships with perceived benefits and barriers related to genetic testing for cancer risk in a sample of 160 women of African descent (49% self-identified African American, 39% Black-West Indian/Caribbean, 12% Black-Other) who met genetic risk criteria and were participating in a larger longitudinal study including the opportunity for free genetic counseling and testing in New York City. All participants completed the following previously validated measures: (a) the multi-group ethnic identity measure (including ethnic search and affirmation subscales) and other-group orientation for ethnic identity, (b) centrality to assess racial identity, and (c) Africentrism to measure cultural identity. Perceived benefits and barriers related to genetic testing included: (1) pros/advantages (including family-related pros), (2) cons/disadvantages (including family-related cons, stigma and confidentiality concerns), and (3) concerns about abuses of genetic testing. Results: In multivariate analyses, several ethnic identity elements showed significant, largely positive relationships to perceived benefits about genetic testing for breast and/or ovarian cancer risk, the exception being ethnic search, which was positively associated with cons/disadvantages, in general, and family-related cons/disadvantages. Racial identity (centrality) showed a significant association with confidentiality concerns. Cultural identity (Africentrism) was not related to perceived benefits and/or barriers. Conclusions: Ethnic and racial identity may influence perceived benefits and barriers related to genetic testing for breast and/or ovarian cancer risk among at-risk women of African descent. Genetic counseling services may want to take into account these factors in the creation of culturally-appropriate services which best meet the needs of this heterogenous population.

In an era of rapid globalization and sociocultural transformations, understanding the impact of language dominance on cultural identity is crucial. This study addresses the under-explored area of the attachment of English-dominant Malaysian Chinese (EMC) university students to Malaysian Chinese Culture (MCC). Despite English's growing prominence in Malaysia, there is a paucity of research investigating its effect on EMCs' cultural attachments. Contrasting to the predominantly qualitative methods in the research filed, our research adopts a quantitative approach, offering an objective assessment of EMC students' cultural attachment. The study involved 74 participants, selected through purposive sampling, who completed a 12-item online questionnaire. The questionnaire adapted the Multigroup Ethnic Identity Measure (MEIM) as the Malaysian Chinese Cultural Identity Measure (MCCIM), validated through a pilot test withthe Cronbach α score of 0.830. The results indicate a positive attachment of these students to MCC, suggesting resilience in cultural identity despite the predominance of English. This research contributes to the broader discourse on cultural identity preservation within the landscape of language shifts, offering a foundation for future studies in similar multicultural and multilingual settings.

This study explores how communication practices at the Chinese language schools in the Chicago area play a role in the development of biculturalism for new Chinese immigrants and their children. Cultural identity theories from social psychological, communicative, and critical perspectives are reviewed and connected to the acculturation process of separation, assimilation, and integration of Chinese immigrants in U.S. history. Ethnographic research was conducted of one particular Chinese school in Chicago through participation, observation, and interviews. Thirty-five parents from the school were interviewed regarding (1) reasons they send their children to the school, (2) communicative activities in which they participate, (3) impact of school activities on their children's bicultural identity development and their own psychological well-being, (4) their perception of Chinatown, (5) and their suggestions for the future development of the school. The interview data indicate a desire for cultural preservation as well as motivation for bicultural identity development and consciousness of the benefits of biculturalism. The informants expressed a willingness to engage the larger society, but a rejection of an identity that is associated with Chinatown. This study offers an understanding of the dynamics of the acculturation process and the fluidity of community formation in the United States. It challenges the conventional notion that middle-class Asian Americans are well assimilated into American society or they are identified with their ethnic enclaves only. It exemplifies how communication serves to create and transcend cultural identity. Finally, it suggests that biculturalism, as opposed to Americanization, is related to positive adjustment for immigrants and their children.

The present study examined the extent to which cultural identity is related to substance abuse and aggressive behaviors among Jamaican adolescents. The data used in the analysis was derived from a sample of 80 Jamaican adolescents, aged 13-18. The Multigroup Ethnic Identity Measure (MEIM) and Youth Risk Behavior Surveillance System questionnaires were used to record the responses regarding the sample's substance abuse and aggressive behaviors. Results indicated that the ethnic identity search emerged as a statistically significant predictor of cigarette use. Likewise, the relationship between marijuana and cigarettes; cigarettes and other drugs; and marijuana and other drugs denoted some significance. These findings are discussed in addition to limitations and implications.

Families and cultural contexts can impact dietary adherence and glycemic control of type 2 diabetes (T2D). Yet little is known about these relationships in Africa, where poor dietary adherence and glycemic control are prevalent. To address this gap, this study investigated whether dietary adherence mediates family functioning and glycemic control among T2D adults in Benin, West Africa. We also explored whether cultural identity affected the association between family functioning and dietary adherence. A cross-sectional study of 512 T2D patients from six health centers was conducted to assess: 1) family functioning with the 12-item McMaster Family Assessment Device-General Functioning Subscale (FAD-GF); 2) dietary adherence via the Perceived Dietary Adherence Questionnaire (PDAQ); and 3) cultural identity with the 12-item Multigroup Ethnic Identity Measure (MEIM). The three-month glycemic control was determined with Glycated Hemoglobin - HbA1c. Mediation and moderation analyses were conducted using Stata's structural equation model (SEM). Healthy family functioning, good dietary adherence and good glycemic control rates were 56.8%, 33%, and 30.5% respectively. Path analysis showed that healthy family functioning was significantly associated with lower HbA1c levels (-0.34, 95% CI: [-0.72, -0.03]), and there was a significant indirect effect via greater dietary adherence (-0.12, 95% CI: [-0.22, -0.01]). However, cultural identity did not significantly impact the relationship between family functioning and dietary adherence. Our study revealed that family functioning, adherence to dietary recommendations, and glycemic control are interconnected in adults with T2D. Interventions should target modifiable factors like dietary adherence and address relevant risk and resilience sources to improve glycemic control in urban African families.

The study's overarching goals were to determine how college students' social interaction patterns shape their sense of national and cultural identity, how these patterns relate to one another, how these patterns vary across demographic variables (such as gender, age, location, and parental education level), and whether or not these patterns can be used to predict students' future national and cultural identities. Six hundred fourteen male and female students from three different schools made up the research sample. The results showed that there was a lot of social interaction (3.41), a strong sense of national and cultural identity (4.14) across all categories, and a high degree of tool use (4.24). In addition to explaining the dimensions of social interaction (competition, cooperation, and conflict; 20.8% of the variance ratio), the areas of social interaction had a statistically significant impact on developing cultural and national identity dimensions. When looking at the many aspects of national and cultural identity, cooperation stands out as the most important and predictive. Both aspects (competition and cooperation) were positively and statistically significantly correlated with each of the other dimensions of cultural identity, national identity, and the overall tool of cultural and national identity (conflict). Social interaction patterns, as well as national and cultural identification, did not vary by age, gender, or location. Graduate school is associated with statistically significant variations in social contact patterns, as well as national and cultural identification, as compared to parents with lower levels of education.

Background: In today's interconnected world, intercultural communication has become essential across educational, business, and social contexts. While language proficiency is often viewed as the foundation of successful cross-cultural communication, empirical studies frequently focus on language skills in isolation, underemphasizing emotional and cultural factors, particularly in non-Western contexts. Objective: This study examined the relationships between language proficiency, cultural identity, and language barriers in shaping intercultural communication competence. Methods: A quantitative, cross-sectional survey design was employed using four standardized instruments: Language Experience and Proficiency Questionnaire (LEAP-Q), Multigroup Ethnic Identity Measure (MEIM), Intercultural Sensitivity Scale (ISS), and a researcher-developed Language Barriers Scale. Participants: 150 international students and professionals from over 15 countries (54% female, 46% male, aged 22-48) with functional second language proficiency and intercultural communication experience participated through convenience sampling via professional networking platforms. Data Collection: Data were collected over four weeks via online survey platform with anonymous responses following informed consent procedures. Data Analysis: IBM SPSS Statistics version 22 was used for descriptive statistics, Pearson correlations, and multiple linear regression analyses (p < .05). Research Procedure: The study systematically progressed from participant recruitment through professional networks to online data collection using validated instruments, concluding with comprehensive statistical analysis. Results: Significant relationships emerged among all variables. Language proficiency showed strong positive correlation with intercultural communication competence (r = 0.65, p < .001), explaining 42% of variance. Cultural identity demonstrated moderately strong positive relationship with language use (r = 0.58, p < .001), accounting for 34% of variance. Language barriers exhibited strong negative correlation with communication effectiveness (r = -0.61, p < .001), explaining 37% of variance. Implications: Findings suggest effective intercultural communication requires integration of linguistic, cultural, and emotional competencies. Educational institutions should develop curricula incorporating cultural awareness and emotional intelligence alongside language instruction. Teacher training programs need to address both cognitive and affective dimensions of intercultural interaction, supporting development of intercultural training workshops and comprehensive language support services..

Introduction: Substance use among American Indian (AI) adolescents is a major health concern in Indigenous communities due to increased rates of earlier use, heavier use, and increased risk for negative outcomes related to substance use. Primary Socialization Theory (PST), which accounts for how various family and peer relationships and the strength of these relational bonds influence adolescents’ substance use, can be used to understand how relational factors influence adolescent substance use, with family being especially important and influential in AI communities. Another important aspect within AI adolescents, especially for those living on or near reservations, is culture. Researchers have found that having strong ties to one’s cultural identity (i.e., cultural affiliation) may be protective in reducing substance use and harms associated with substances in AI communities. Efforts to reclaim culture and heal from the effects of trauma related to colonization have integrated culture into substance use treatments, some suggesting that culture is treatment. However, there have been mixed findings concerning the protective role that culture plays in substance use. Therefore, further studies are needed to understand better the relationship between culture and substance use, specifically how culture may interact with additional factors that may augment the protective effects of culture, such as family disapproval of substance use. Based on extant literature, this may mean that cultural affiliation may be protective in the relationship between family disapproval of substance use and frequency of substance use. Thus, the primary purpose of this study is twofold: First, to examine the relationship between family disapproval and cultural affiliation and substance use outcomes (past year and lifetime alcohol, cannabis, and illicit drugs). Second, to examine the potential role of cultural affiliation in moderating the association between family disapproval of substance use and substance use, specifically, family disapproval of alcohol use, cannabis use, and illicit drug use and frequency of past-year alcohol use, cannabis use, and count of illicit drug use respectively in a sample of AI adolescents. Methods: This was a secondary data analysis study utilizing data from the “Our Youth, Our Future” (OYOF) study, an ongoing epidemiologic survey examining trends in substance use in a nationally representative sample of AI adolescents (ages 12-19) living on or near AI reservations. Participants (N = 8,950) has a Mage= 14.64, SD = 1.77, and 49.3% self-identified as male, 50.7% self-identified as female). For the current study, I used the following measures: demographic questionnaire, Multigroup Ethnic Identity Measure