Multigroup Ethnic Identity Measure Research Articles

Validity of the Multigroup Ethnic Identity Measure for Māori, Pacific, Asian & European adolescents

Abstract Background Ethnic identity is important for positive health and wellbeing outcomes, especially for Indigenous youth and adolescents from minoritised ethnic groups. The Multigroup Ethnic Identity Measure (MEIM) is widely used to examine ethnic identity as a general phenomenon across ethnic groups. However, evidence regarding its validity for adolescents from different ethnic backgrounds is mainly limited to the US context. This study investigated psychometric properties of the MEIM, for the first time, within a large ethnically diverse population-based sample in New Zealand. Methods We used data from the Growing Up in New Zealand study. Participants were 4500 12-year-olds and included 22.4% Māori (the Indigenous people of New Zealand), 16.7% Pacific, 14.8% Asian and 51.9% European young people. 45.7% were cisgender boy, 37.4% were cisgender girl, and 16.4% were non-binary, trans or unsure. We conducted factor analysis for the 12-item MEIM. Results Confirmatory factor analysis model fit tended to be best for a solution with two factors representing two ethnic identity subcomponents of Exploration and Affirmation/Belonging. A single ‘ethnic identity’ factor showed a slightly weaker model fit. Exploratory factor analysis revealed a 2-factor structure with a slightly different item composition as compared to the original MEIM subscales. The findings were largely comparable across ethnic groups. Conclusions The MEIM appears to be a valid measure for Māori, Pacific, Asian and European young people. However, nuances may exist due to unique contexts including structural factors, societal norms and challenges, opportunities and access to cultural engagement. Ethnic identity is strongly linked to health and wellbeing including quality of life, self-esteem and life satisfaction. Therefore, we recommend acknowledging nuances of ethnic identity during an important time of development within diverse cultural contexts, by applying subscales and subgroup analyses where possible. Key messages • The Multigroup Ethnic Identity Measure is valid and appropriate to use at age 12-years among diverse ethnic groups including Māori, Pacific, Asian and European. • Nuances of ethnic identity should be acknowledged as an important factor for health and wellbeing, especially during critical times of transition for adolescents within diverse cultural contexts.

Residential food environment and dietary antioxidant consumption among pregnant women: Modifying effects of socioeconomic factors and ethnic identity

BackgroundResidential food environment influences dietary patterns, however the impact of individuals' perceived social identity on the antioxidant intake, an indicator of healthy dietary patterns, remains underexplored. ObjectiveWe conducted a cross-sectional analysis using data collected in a longitudinal cohort. In the study, we aim to investigate the interactions between the food environment and two indicators of social identity, specifically a subjective ladder measure of socioeconomic status (SES) and the Multigroup Ethnic Identity Measure (MEIM) score, in relation to dietary antioxidant intake (DAI) among n = 512 Boston and NYC-resident pregnant women. MethodsThe modified Retail Food Environment Index (mRFEI) was calculated using the Centers for Disease Control and Prevention's equation, with higher scores indicating a healthier food environment. DAI was estimated by summing standardized data from six micronutrients (magnesium, selenium, zinc, and vitamins A, C, and E) obtained through the Block98 Food Frequency Questionnaires administered during pregnancy, with higher scores indicating increased intake. The mRFEI and DAI were dichotomized based on a median split. Multivariable-adjusted logistic regressions were used to analyze associations, both with and without considering women's subjective SES or MEIM levels as effect modifiers. ResultsWomen were racially/ethnically mixed (19.2 % White, 42.7 % Black, and 33.1 % Hispanic) with 32.2 % reporting more than high school education. In the main effect models, no significant association was observed between mRFEI and DAI. Women with higher MEIM scores exhibited higher DAI [Odds ratio (OR) =1.85, 95 % Confidence interval (CI) = 1.26–2.73]. Exploratory interaction models showed that subjective SES significantly modified the association (p-value for interaction = 0.03), women perceiving themselves to have a lower SES compared to their community (n = 45) exhibited a significantly positive association between mRFEI and DAI. ConclusionThese findings suggest that women perceiving their SES to be lower than their neighborhoods may benefit from better access to healthy food.

Differential item functioning of the revised Multigroup Ethnic Identity Measure (MEIM-R) in racially and income diverse youth with type 1 diabetes.

Racially minoritized youth with T1D are made vulnerable to disproportionately adverse health outcomes compared to White peers due to enduring systems of oppression. Thus, understanding modifiable psychosocial factors associated with diabetes-related outcomes in racially minoritized youth may help to buffer deleterious effects of racism. One factor meriting exploration is racial-ethnic identity. There is currently limited research on measures fit to assess ethnic identity in youth with chronic illnesses. This study's purpose is to examine the factor structure, reliability, and validity of the revised Multigroup Ethnic Identity Measure (MEIM-R) in a racially- and income-diverse sample of youth with T1D across sociodemographic and illness-related proxies for one's positionality in oppressive systems. As part of a larger study examining resilience, 142 youth with T1D ages 12-18 (Mage = 14.66, SDage = 1.62, 55.6% Black/African-American, 44.4% White) completed the MEIM-R and various psychosocial measures. HbA1c levels and illness duration were extracted from medical records and caregivers reported income information. Confirmatory factor analyses compared the structural validity of competing MEIM-R models, and uniform and non-uniform differential item functioning (DIF) was explored across sociodemographic and illness-related factors. While a bifactor structure was supported, the MEIM-R was found to exhibit DIF by race and gender on multiple MEIM-R items and did not demonstrate linear bivariate relations with other psychosocial factors. Since different MEIM-R item response patterns were observed across racial/ethnic and gender groups, caution is warranted in using this measure in racially and gender diverse youth with T1D.

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

This study examines what it means to be bicultural to Hmong American emerging adults living in central California. Twenty-four participants ( Mage = 21.92 years) constructed a cultural identity map that portrayed what it means to them to be “Hmong American,” described both their cultural identity map content and their process of constructing it, and completed the Multigroup Ethnic Identity Measure (MEIM). Grounded theory analysis of cultural identity maps and accompanying conversations reveals the pervasiveness of bifurcated biculturalism, or the experience of having split selves. For participants in this study, perceived cultural incompatibility between Hmong and American cultures rendered it necessary to possess two (and sometimes more) distinct cultural identities, and required—for some, almost constant—frame-switching to manage these identities. This article offers an in-depth portrait of three illustrative cases, which represent diversity in terms of gender, social class, and MEIM score. Altogether, findings contribute to scientific understanding of the complex and contradictory nature of biculturalism for Hmong American emerging adults, and speak to the link between ethnic stereotypes and bicultural identity development. Methodologically, this study highlights the utility of identity mapping to examine psychological experiences of biculturalism and other aspects of identity about which people may have hidden, complex, and potentially contradictory stances.

Effects of students' perception of teachers' ethnic-racial socialization on students' ethnic identity and mental health in rural China's schools.

Using students in the Liangshan Yi autonomous prefectures of southwestern China (n = 585; 13-15 years old), we examined (i) the effects of students' perception of their teachers' ethnic-racial socialization on their ethnic identity and mental health outcomes of depressive and stress symptoms; (ii) the effects of students' ethnic identity on their depressive and stress symptoms; (iii) the differential associations among these factors in Yi ethnic minority versus Han cultural majority students. We conducted a cross-sectional survey and used multistage sampling to collect the information. Chinese-validated standardized measures were used: the Patient Health Questionaires-9, Children's Revised Impact of Event Scale-8, Multigroup Ethnic Identity Measure, Cultural Socialization Scale, and Teachers' Attitude on Adoption of Cultural Diversity Scale. Multigroup confirmatory factor analysis and multigroup structural equation modeling were employed. Comparing the findings in Yi and Han students, their perception of teachers' ethnic-racial socialization had dissimilar effects on their ethnic identity and mental health outcomes. Three key findings comparing the differences between Yi and Han students were as follows: (i) students' perception of their teachers' multicultural socialization practices positively affected the ethnic identity of both Yi and Han young people; however, their perception of their teachers' socializing them to their own cultures did not exert any effect; (ii) students' perception of teachers' multicultural socialization practices had different mental health effects on Yi versus Han students; and (iii) ethnic identity affected the mental health of Yi ethnic minority students only. The findings underscore the importance of teachers' multicultural socialization in the ethnic identity development of both Yi ethnic minority and Han majority students. Ethnic identity serves as a linking variable bridging perceived teachers' multicultural socialization practices and mental health in Yi ethnic minority students but not among the Han cultural majority youths. Research, practice, and policy implications relevant to the global context are also discussed.

Personal Characteristics of Russian Students with Different Types of Ethnic Identity

Introduction. The article deals with the problem of the relationship between personality traits and the type of ethnic identity in Russian students. The existing theoretical approaches to the concept and properties of ethnic identity are analyzed. Particular attention is paid to the consideration of ethnic identity types. Materials and Methods. An empirical study was carried out on the basis of National Research Ogarev Mordovia State University. 105 students became participants in the study. The following methods were used: the 16 PF questionnaire by R. Cattell (form C), the “Types of Ethnic Identity” method by G. U. Soldatova and S. V. Ryzhova, The Multigroup Ethnic Identity Measure (MEIM) – Jean S. Phinney, the Method for assessing the positivity and uncertainty of ethnic identity (A. N. Tatarko, N. M. Lebedeva). Mathematical processing of the obtained results was carried out using the correlation analysis of Pearson’s r-test and the Mann – Whitney U-test. Results. As a result of the study, positive correlations were revealed between personal characteristics and ethnic identity types of Russian students. Most students have a positive ethnic identity. They recognize themselves as representatives of their ethnic group, have positive feelings towards representatives of their nationality. At the same time, they adequately relating to other ethnic groups. There were no statistically significant differences between the features of the ethnic identity of Russian and Mordovian students. Discussion and Conclusion. Features of ethnic identity are largely due to the personal qualities of students. Students with a high level of conformism have a positive ethical identity, strive to combine a positive attitude towards their own and other ethnic groups. Students with pronounced personal dominance have a negative attitude towards representatives of other ethnic groups, prefer to communicate with people of their own ethnic group. Individuals striving for independence are more prone to ethnic isolationism, the recognition of the superiority of their people over other ethnic groups. Emotionally unstable students have a low level of ethnic nihilism, strive to reduce tension in relations with others, and seek more stable relationships with people outside of ethnic characteristics. Ethnic indifference is characteristic of persons with a high level of intelligence.

The Influence of Ethnicity on Students’ Self-efficacy and Self-Esteem at Sekolah Tinggi Teknologi Dumai

Ethnicity and culture are individual characteristics that affect the behavior of each individual. It consists of norms, beliefs, attitudes, and behaviors that incorporate into a person's self-concept. Self-efficacy and self-esteem are the behavioral aspects of how people assess their ability and consider valuable or not valuable in the family or social life. The purpose of this study was to find out, the influence of ethnicity on students' self-efficacy and self-esteem at Sekolah Tinggi Teknologi Dumai. The research was a correlational study conducted at the institution. The participant of this study was 277 students who were selected randomly from 1,054 students. This study used a set of questionnaires. The Multi Group Ethnic Identity Measure (MEIM) by Phinney, J. (1992) was adopted to measure the student's ethnicity. The General Self-efficacy Scale by Schwarzer, R., and Jerusalem, M. (1995) was adopted to measure the students' self-efficacy, and Rosenberg Self-esteem Scale by Rosenberg (1965) was adopted to measure the students' self-esteem. The finding of this study indicated that ethnicity gave a significant influence on students' self-efficacy and self-esteem at Sekolah Tinggi Teknologi Dumai.

Uso de língua étnica e identidade étnica de estudantes universitários na Malásia

ABSTRACT: The study examined the extent to which ethnic language use is influenced by strength of ethnic identity among university students in Malaysia. In the study, 100 university students from Malay, Chinese, Indian, and Indigenous ethnic backgrounds filled in a questionnaire on language use in six domains, and their ethnic identity was measured using Multigroup Ethnic Identity Measure (MEIM). English and Malay dominated in the mass media and education domains, and in intergroup and formal interactions, but ethnic languages were mainly used with family, friends and for religious practices. The results showed a moderate level of ethnic language use among the Malay (58.37%) and Chinese participants (59.21%), and a lower level among the Indigenous (49.55%) and Indian participants (42.11%). All four ethnic groups showed a positive ethnic identity. There is a significant positive relationship between the extent of ethnic language use and the strength of ethnic identity.

Measurement of Bankariya Identity

Ethnic identity is a concept that is based on the feeling of the community, cultural heritage, traditional values and beliefs, ritual practices, mother tongue, specific geographical territory, and religion and can be measured by using different techniques and methods. Anthropologists and identity specialists developed various methods for the measurement of ethnic identity. This research examined the newly developed ethnic identity measures of the Ethnic Identity Scale (EIS),the Multi-group Ethnic Identity Measure (MEIM), and the revised (MEIM-R) from anthropological perspectives. Exploration, commitment, and affiliation are the major factors for the measurement of identity and this article has used these factors. Data gathered from the field of Bankariya habitats in Dhading district were analyzed for identity measurement. For the calculation of Bankariya's identity, only 65 respondents out of 79 were selected. Most of them have identity feelings and pride in their ethnic group. More than 90 percent of Bankariya people have actively participated in their cultural practices but only 3 percent of people are active in ethnic organizations. The research also explores the demographic and geographic features of the Bankariya people, the theoretical framework of identity, and measuring techniques.

Exploring the Association of Ethnic Identity and Pain Resilience: A Pilot Study in the Latinx/Hispanic Community

Pain disproportionally affects minoritized individuals, such as Latinx/Hispanic. Evidence suggests that resilience factors are associated with positive pain-related outcomes; however, there is a lack of research to understand the role of cultural factors, resilience, and pain in the Latinx/Hispanic community, an understudied population substantially affected by Musculoskeletal pain (MSK). The purpose of this pilot study was to investigate how acculturation and ethnic identity are associated with sources of resilience (pain resilience, hope) and pain outcomes (pain intensity, pain interference) in a sample of older Latinx adults. A total of 21 participants self-identified as Hispanic attended a laboratory visit and completed sociocultural questionnaires including the Psychological Acculturation Scale (PAS), the Multi-Group Ethnic Identity Measure (MEIM), Perceived Ethnic Discrimination Questionnaire (PEDQ), as well as the Pain Resilience Scale (PRS), Adult Dispositional Hope Scale (ADHS), and the PROMIS-pain intensity and PROMIS-pain interference scales. There were 14 males, and the average age was 60.8 years (SD=8.6). Most participants were foreign-born (n=14) and reported living in the U.S for an average of 38.4 years (SD=20.3). Consistent with prior research, correlation analyses revealed that pain resilience was negatively associated with pain interference (r=-0.47). There were no significant correlations between acculturation variables and pain outcomes; however, having a stronger ethnic identity was positively associated with pain resilience (r=0.57) and hope (r=0.53). Also, the degree of acculturation was negatively associated with discrimination (r=-0.52). These results shed light on the need to incorporate cultural factors such as ethnic identity into research examining pain-related outcomes and resiliency. Doing so will take us one step closer towards identifying ways to leverage cultural variables into interventions designed to enhance resilience in older Latinx/Hispanic adults who deal with MSK. Grant support from NIH/NIA (P30AG059297-03). Pain disproportionally affects minoritized individuals, such as Latinx/Hispanic. Evidence suggests that resilience factors are associated with positive pain-related outcomes; however, there is a lack of research to understand the role of cultural factors, resilience, and pain in the Latinx/Hispanic community, an understudied population substantially affected by Musculoskeletal pain (MSK). The purpose of this pilot study was to investigate how acculturation and ethnic identity are associated with sources of resilience (pain resilience, hope) and pain outcomes (pain intensity, pain interference) in a sample of older Latinx adults. A total of 21 participants self-identified as Hispanic attended a laboratory visit and completed sociocultural questionnaires including the Psychological Acculturation Scale (PAS), the Multi-Group Ethnic Identity Measure (MEIM), Perceived Ethnic Discrimination Questionnaire (PEDQ), as well as the Pain Resilience Scale (PRS), Adult Dispositional Hope Scale (ADHS), and the PROMIS-pain intensity and PROMIS-pain interference scales. There were 14 males, and the average age was 60.8 years (SD=8.6). Most participants were foreign-born (n=14) and reported living in the U.S for an average of 38.4 years (SD=20.3). Consistent with prior research, correlation analyses revealed that pain resilience was negatively associated with pain interference (r=-0.47). There were no significant correlations between acculturation variables and pain outcomes; however, having a stronger ethnic identity was positively associated with pain resilience (r=0.57) and hope (r=0.53). Also, the degree of acculturation was negatively associated with discrimination (r=-0.52). These results shed light on the need to incorporate cultural factors such as ethnic identity into research examining pain-related outcomes and resiliency. Doing so will take us one step closer towards identifying ways to leverage cultural variables into interventions designed to enhance resilience in older Latinx/Hispanic adults who deal with MSK. Grant support from NIH/NIA (P30AG059297-03).

Ethnic Identity Formation Among Students in Post-High-School Religious Gap-Year Programs in Israel

The aim of this study is to test changes in ethnic identity from two points of view, focusing on Marcia's identity status model and the ethnic identity literature. Based on 135 participants who completed the Multigroup Ethnic Identity Measure (MEIM) questionnaires at two-time intervals, stability was found at the mean level, while stability, progression and regression were found at the individual level. Transitions from moratorium into achievement were found more than to diffusion and status changes derived mainly following changes in the commitment component. In line with Erikson's theory, the results highlight the effect of the sociocultural context on the identity formation process and the need to examine changes in identity formation processes over time, both at the mean level and the individual level. These findings could be relevant to other countries that are going through similar processes of demographic changes in which the minority challenges the hegemony of the majority.

Deconstructing adolescent ethnicity: A longitudinal analysis of ethnic-racial identity development and self-categorization.

The study of adolescent perceptions of their ethnicity/race has been investigated from an ethnic-racial identity (measurement) perspective or through an ethnic-racial classification lens. This study examines both, as it explores change in adolescents' ethnic-racial self-categorization; change in strength of ethnic-racial identity (ERI); and the relationship between change in self-categorization and strength of ERI. In so doing, it contributes to theorizing about the content and process of ERI formation. The longitudinal and mixed-methods study followed 732 middle and high school students biannually in a semi-rural, ethnically diverse school district. All students completed the Multigroup Ethnic Identity Measure (MEIM) in fall and spring each year and interviewed annually for qualitative inquiry. The four waves of data demonstrated that: (1) 22% of students changed their ethnic-racial classification at least once; (2) Multiracial youth, boys, and 8th graders were significantly more likely to change self-classification compared to White youth, girls, and 10 th graders; (3) strength of ERI did not change over time, however, African American and Hispanic youth had the strongest ERI over time compared to the others; (4) change in self-classification was significantly related to change in strength of ERI, however, its direction varied by race of students. While adolescent ethnic-racial identity development (ERI) appears to be related to ethnic-racial categorization, the direction of the relationship varies depending on ethnic self-categorization. Results contribute to theory building of ERI in relation to: content and process, group consciousness, certainty and clarity, and public regard.

Latinx Emerging Adults’ Religious Identity, Ethnic Identity, and Psychological Well-Being

The current study examined associations among religious and ethnic identity exploration and commitment, and psychological well-being (PWB) among 683 Latinx emerging adults. A subset of data collected in the Multi-Site University Study of Identity and Culture was analyzed, focusing on three measures: (a) Multigroup Ethnic Identity Measure (MEIM), (b) Religious Identity Measure (adapted from MEIM), and (c) Scales of Psychological Well-Being–Short Form. Correlations indicated that PWB was positively related to religious and ethnic identity commitment, not exploration. Regression analyses indicated that commitment to religious or ethnic identity were positively associated with PWB, while exploration of religious or ethnic identity were not associated with PWB. In addition, religious identity exploration moderated the relation between ethnic identity exploration and commitment and PWB. These findings have implications for efforts to support the development of ethnic and religious identity among Latinx emerging adults.

Ethnic Socialization, Ethnic Identity, and Self-Esteem in Chinese Mulao Adolescents.

We examined the associations and likely pathways between ethnic socialization, ethnic identity, and self-esteem among junior high school students of Chinese Mulao ethnic minority. A total of 469 Mulao students (220 boys and 249 girls) completed the Ethnic Socialization Measurement revised by Yin et al. (2016), the Revised Multigroup Ethnic Identity Measure (MEIM-R) by Roberts et al. (1999), and Rosenberg’s Self-esteem Scale (Chinese Version) by Wang et al. (1999). The main results indicated that adolescents who perceived more promotion of harmony messages tended to report stronger ethnic identity and higher self-esteem. Adolescents who perceived cultural socialization displayed stronger ethnic identity and higher self-esteem, while the promotion of distrust messages was negatively associated with self-esteem. Multiple-group analysis revealed that the relationships were stable across gender, parental education, but varied significantly across students’ grade. These findings emphasize the important role of positive ethnic socialization messages in adolescents’ ethnic identity and self-esteem. In addition, it is also important that we pay attention to negative ethnic socialization messages and consider their grade when communicating ethnic information with adolescents. Finally, our results are analyzed and notable suggestions are presented for ethnic family education.

Social Support and Religiosity as Contributing Factors to Resilience and Mental Wellbeing in Latino Immigrants: A Community-Based Participatory Research Study.

Latino immigrants are at increased risk for mental disorders due to social/economic disadvantages and stressful conditions associated with migration. Resilience-the ability to recover from stress-may provide protection given its association with lower rates of anxiety and depression. This study examines the relationship between protective factors, resilience, and psychological distress in Latino immigrants. A community-based participatory research study conducted with a Latino agency using in-person surveys to obtain the following data: Brief Resilience Scale, Brief Symptom Inventory, Duke University Religion Index, Multi-group Ethnic Identity measure, and the Interpersonal Support Evaluation List. Linear regression, and mediation analysis was performed using SPSS. There are 128 participants. Resilience was positively related to social support (p = 0.001) and religiosity (p = 0.006); inversely related to psychological distress (p = 0.001); and mediated the relationship between the two (p = 0.006). Promoting social support and religion in Latino communities can improve wellbeing by increasing resilience and reducing distress.

Psychometric properties of the Multi-group Ethnic Identity Measure (MEIM) in a sample of Iranian young adults.

BackgroundThis study examines the factor structure, reliability and test-retest validity of the 12-item Iranian version of the Multigroup Ethnic Identity Measure (MEIM). Additionally, the MEIM’s concurrent validity was tested by investigating the association between ethnic identity and subjective well-being.MethodThe scale was translated into Persian language and was administered to 426 students (193 female) at a major public university in Tehran along with the Positive Affect Negative Affect Schedule, and the Satisfaction with Life Scale.ResultsThe confirmatory factor analysis supported the two-factor first-order commitment, and exploration (consisting of 12 items), and the second-order unidimensional factor structure of general ethnic identity. Moreover, we found evidence for good internal consistency, test re-test reliability, and concurrent validity.ConclusionThe MEIM Persian version was found to be a valid and reliable measure to examine ethnic identity in this Iranian student population, for both males and females. These results support the utility of the Persian version of the MEIM for its use in Middle-Eastern contexts.

Development of Ethnic Identity among American College Students of Asian Indian Descent

Objectives: Ethnic identity is a cultural self-concept associated with formation of social identity and psychological well-being as well as academic performance of diverse population of college- age students. This study was designed to identify factors associated with ethnic identify formation among American college students of the Asian Indian descent. Methods: College students who participated in the Association of Indians and South Asian social networks were surveyed. In addition to demographic, family and culture-related behavior questions, Multigroup Ethnic Identity Measure (MEIM) instrument was used to identify parameters that characterized the development of ethnic identity: total score, search, and affirmation, belonging, and commitment (ABC). Regression model was used to identify factors associated with formation of ethnic identity of the studied youth. Result: Almost all respondents were born in the U.S. from the monoethnical Asian Indian families. The total ethnic identify scores were higher if the participants reported using native language at home, attendance at a religious/cultural Sunday school and dance and/or ethnic music classes, visitation of the parent’s country of origin in addition to the father’s religious and parental membership/leadership in the ethnic/ religious organizations. Participation in dance and or/ethnic music classes and use of native language at home was strongly associated with formation of ethnic identity. Conclusion: Participation in cultural and ethnic events as well as paternal religion and use of native language are major factors that impact exploration and commitment stages of ethnic identity formation that should be addressed in professional psychological counseling of American youth of Asian Indian descent. How to cite this article: Mehrotra N, Mehrotra N, Petrova A. Development of Ethnic Identity among American College Students of Asian Indian Descent. Ind J Youth Adol Health 2020; 7(1): 7-14. DOI: https://doi.org/10.24321/2349.2880.202002

Multigroup Ethnic Identity Measurement invariance across adolescence and diverse ethnic groups

IntroductionEthnic identity is an important protective factor for various ethnic groups and developmental periods. Although existing measures assessing ethnic identity are well known, less is known about the measurement invariance of the Multigroup Ethnic Identity Measure (MEIM) across adolescent ethnic groups. The present study evaluates the factor structure of MEIM (Roberts et al., 1999) and tests the measurement invariance across early and middle adolescence and ethnic background (N = 4940). MethodsData from an ethnic minority sample of youth (54% girls; Mage = 13.88, grades 6th – 12th; 60% African American, 22% multi-ethnic, 8% Latinx, 5% Asian, 5% American Indian) in the United States of America were examined using confirmatory factor analysis (CFA) and multi-group measurement invariance via a structural equation modeling (SEM) framework. Models for invariance were tested using full information maximum likelihood-robust (FIML-R) estimation in Mplus. ResultsCFA supported a three-factor solution (i.e., cognitive clarity, behavioral engagement, and affective pride). The model indicated scalar invariance across early and middle adolescence and partial scalar invariance across the five self-identified racial/ethnic minority groups. There were no grade differences on the ethnic identity factors. Among the racial/ethnic groups, multi-ethnic youth reported the lowest levels on all three ethnic identity factors compared to the other groups. ConclusionsResults of this study point to the validity of using the MEIM for meaningful comparisons of ethnic identity across ethnic groups and across early and middle adolescence. Implications for the interpretation and use of this measure with diverse adolescents are discussed.

Ethnic Identity Status Among University Students in Ethiopia

Ethnic identity is conceptualized as that part of a person’s self-knowledge defined by membership in, and emotional connection to an ethnic group, together with beliefs and emotions related to membership. The development of a strong ethnic identity has also been proven as a basis for positive attitudes toward other groups (Phinney & Devich-Navarro, 1997). Hence, the aim of this study was to examine the status ethnic identity among university students in Ethiopia in light of Phinney’s ethnic identity model. To attain the purpose of the study cross sectional survey research design was employed. A total of 771 participants (484 males and 287 females) were sampled from four government universities in Ethiopia. The adapted measuring scale was the Multigroup Ethnic Identity Measure (Phinney, 1992). The combinations of multistage cluster sampling, stratified simple random sampling, simple random sampling and purposive sampling procedures were employed to select the sample participants. The data were analyzed using descriptive statistical measures (mean, SD, quartile & percentile scores), frequency percentage and chi-square. The findings of the study uncovered that the target group university students in Ethiopia were labelled at ethnic identity search or exploration status. In the ethnic identity search or exploration stage, people begin to learn more about their culture of origin by actively participating in cultural activities and talking to family or friends about issues related to ethnicity (Phinney, 1993). Hence, peers, parents, counseling psychologists, elders, university staffs and management and other concerned bodies should encourage and help to construct their ethnic identity to the achieved status. Keywords: Ethnicity, Identity, Ethnic Identity, University Students DOI: 10.7176/JPCR/49-02 Publication date: June 30th 2020

The Impact of Festival Participation on Ethnic Identity: The Case of Yi Torch Festival

This study examines the impact of ethnic festival participation on community members' ethnic identity. Applying the Multigroup Ethnic Identity Measure (MEIM) in a questionnaire survey administered to the Yi ethnic community members attending a Yi Torch Festival in Sichuan Province, China, the study identifies that the festival attendees' ethnic identity is reflected in two dimensions: ethnic identity commitment and ethnic identity exploration. Independent sample t tests show that there is no difference of ethnic identity commitment between the performers' group and the spectators' group in the festival; however, performers as active participants of the festival score much higher on ethnic identity exploration than spectators. Practical festival management implications are discussed. This study has the following contributions. First, it validated the dimensionality and measurement stability of MEIM, in the context of ethnic festivals. Second, this study extends the application of MEIM from the fields of anthropology and ethnology to festival studies. This is the first study applying MEIM in festival research. It demonstrates the applicability of the MEIM scale in studying ethnic festivals. Lastly, this study expanded the knowledge on the relationship between festival participation and ethnic identity. It evidenced through empirical analysis that active participation in ethnic festivals by ethnic community members can effectively contribute to the ethnic identity of the community members, especially on the exploration dimension of ethnic identity.