Familial Ethnic Socialization (FES)

Abstract

The Familial Ethnic Socialization (FES) scale is a 12-item instrument developed by Umaña-Taylor and Fine (2004) designed to measure the extent to which family members transmit ethnic and cultural knowledge, values, and practices to youth. This scale is fundamental in research concerning ethnic socialization and ethnic identity development, particularly among minority and immigrant populations. The FES distinguishes between two dimensions of socialization: Overt FES, which involves direct and explicit communication about heritage, and Covert FES, which encompasses implicit cultural modeling and environmental exposure.

Keywords

Familial Ethnic Socialization, FES, ethnic identity, cultural transmission, socialization, Mexican-origin, family influence, psychometrics.

Authors

Umaña-Taylor, A. J., Fine, M. A.

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Purpose

The primary purpose of the Familial Ethnic Socialization (FES) scale is to quantify the specific behaviors, attitudes, and environmental cues employed by families to instill a sense of ethnic heritage and cultural competence in their children. It provides researchers with a standardized measure to assess the role of the family unit as the primary transmitter of ethnic culture, which is crucial for understanding how youth navigate issues of identity in diverse societies.

The scale was initially developed to examine the processes through which parents influence the ethnic identity formation of their Mexican-origin adolescent children living in the United States. By differentiating between overt and covert forms of socialization, the scale allows for a nuanced investigation into which specific parental strategies are most effective in fostering positive ethnic identity outcomes.

Construct

The FES scale measures the construct of Familial Ethnic Socialization, defined as the processes and mechanisms through which parents and family members communicate meaning and relevance regarding their shared ethnic or cultural background to younger generations. This construct is recognized as a critical component of human development, particularly for individuals belonging to groups facing cultural adaptation or discrimination.

The construct is empirically divided into two distinct factors:

• Overt FES (Explicit Socialization): This factor captures direct, intentional communications regarding ethnicity, such as teaching history, discussing cultural values, encouraging respect for beliefs, and emphasizing the importance of ethnic knowledge. (Items 1, 2, 6, 7, 9).
• Covert FES (Implicit Socialization): This factor captures indirect, behavioral, or environmental methods of cultural transmission, such as participating in cultural activities, decorating the home with ethnic items, listening to ethnic music, and associating primarily with others from the same ethnic background. (Items 3, 4, 5, 8, 10, 11, 12).

Validity

The validity of the FES scale was established through rigorous psychometric testing in the foundational studies (Umaña-Taylor & Fine, 2004; Umaña-Taylor, Yazedjian & Bámaca-Gómez, 2004). Evidence of construct validity was demonstrated through the significant relationships found between FES scores and measures of ethnic identity exploration and resolution. Higher levels of familial ethnic socialization, particularly the overt dimension, are typically associated with more developed and secure ethnic identity statuses among adolescents.

Reliability

The reliability of the FES scale, measured primarily through internal consistency, has been consistently reported as high across various samples of ethnic minority youth. The original development studies indicated strong internal consistency (Cronbach’s alpha) for the overall 12-item scale, as well as for the derived Overt and Covert subscales, suggesting that the items reliably measure their respective facets of ethnic socialization.

Factor Analysis

Confirmatory and exploratory factor analyses conducted during the development of the instrument supported a two-factor structure. This factor structure effectively separates the 12 items into the theoretically distinct dimensions of Overt and Covert Familial Ethnic Socialization. This clear empirical separation justifies the use of two subscale scores rather than a single total score, allowing researchers to precisely identify which specific modes of parental communication—direct teaching versus implicit modeling—are relevant to different developmental outcomes.

Instrument

Test Type: Self-report questionnaire, Likert-type scale.

Format: 12 items rated on a five-point scale.

Language Available: Primarily English; often translated into Spanish for studies involving Mexican-origin populations.

Population Group: Ethnic minority families, particularly those of immigrant or non-dominant cultural backgrounds.

Age Group: Adolescents and emerging adults (typically 12 to 21 years old).

Population Details: Originally validated using samples of Mexican-origin adolescents residing in the United States.

Test Methodology: Respondents indicate the frequency or extent to which their family engages in specific behaviors related to ethnic culture. Point values are assigned as follows: 1 = Not at all to 5 = Very much. The scale yields two subscale scores (Overt FES and Covert FES).

Keywords

Cultural values, adolescent development, identity formation, parental practices, cultural heritage, ethnic identity status, adolescents.

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Authors

Author ORCID Identifier: Not publicly available in source material.

Affiliation Email addresses: Not publicly available in source material.

Correspondence Address: Not publicly available in source material.

Permissions & Fee and Test Year

The FES scale was developed in 2004. While specific fee information is not provided, the instrument has been widely used in academic research. The instrument can be found in Latino Families and Youth: A Compendium of Assessment Tools, pages 147-148. The original PDF can be downloaded here: http://www.codajic.org/sites/www.codajic.org/files/Binder-orpinas%20meassurement.pdf. Additional access links are available here: http://www.paho.org/hq/index.php?option=com_docman&task=doc_view&gid=23171&Itemid

Reference’s

Umaña-Taylor‚ A. J. & Fine‚ M. A. (2004). Examining ethnic identity among Mexican-origin adolescents living in the United States. Hispanic Journal of Behavioral Sciences‚ 26‚ 36-59.

Umaña-Taylor‚ A. J.‚ Yazedjian‚ A. & Bámaca-Gómez‚ M. Y. (2004). Developing the Ethnic Identity Scale using Eriksonian and social identity perspectives. Identity: An International Journal of Theory and Research‚ 4‚ 9-38.

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Items of the Familial Ethnic Socialization (FES)

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

1. My family teaches me about my ethnic/cultural background. (Overt FES)
2. My family encourages me to respect the cultural values and beliefs of our ethnic/cultural background. (Overt FES)
3. My family participates in activities that are specific to my ethnic group. (Covert FES)
4. Our home is decorated with things that reflect my ethnic/cultural background. (Covert FES)
5. The people who my family hangs out with the most are people who share the same ethnic background as my family. (Covert FES)
6. My family teaches me about the values and beliefs of our ethnic/cultural background. (Overt FES)
7. My family talks about how important it is to know about my ethnic/cultural background. (Overt FES)
8. My family celebrates holidays that are specific to my ethnic/cultural background. (Covert FES)
9. My family teaches me about the history of my ethnic/cultural background. (Overt FES)
10. My family listens to music sung or played by artists from my ethnic/cultural background. (Covert FES)
11. My family attends things such as concerts‚ plays‚ festivals‚ or other events that represent my ethnic/cultural background. (Covert FES)
12. My family feels a strong attachment to our ethnic/cultural background. (Covert FES)