Multigroup Ethnic Identity

Abstract

The Multigroup Ethnic Identity Measure (MEIM), developed by Jean S. Phinney in 1992, is a widely utilized psychological scale designed to assess the multidimensional aspects of ethnic identity among adolescents and young adults from various ethnic backgrounds. This assessment evaluates how individuals explore, commit to, and feel about their ethnic heritage, focusing on components such as ethnic identification, practices, and sense of belonging.

Keywords

Multigroup Ethnic Identity Measure, MEIM, ethnic identity, ethnic practices, belonging, ethnic identification, adolescence, young adults, psychometrics

Authors

Jean S. Phinney

Purpose

The primary purpose of the Multigroup Ethnic Identity Measure is to provide a standardized, psychometrically sound instrument for quantifying the degree and manner in which individuals, particularly those from diverse backgrounds, define and relate to their ethnic groups. The scale is crucial for research exploring developmental processes related to identity formation, acculturation, and the psychological adjustment of minority youth.

Specifically, the instrument aims to measure the cognitive, affective, and behavioral components of ethnic identity, allowing researchers to differentiate between active exploration of one’s ethnicity and the resulting feeling of commitment and affirmation towards that group.

Construct

The MEIM measures the construct of ethnic identity, which is understood in this context as the enduring, basic aspect of the self that includes a sense of belonging to an ethnic group and the significance of that membership. Phinney’s model, which underlies the MEIM, conceptualizes ethnic identity as involving two key processes derived from Marcia’s general ego identity framework: ethnic exploration (seeking knowledge and understanding of one’s group) and ethnic commitment (a clear, secure sense of self as a group member).

The assessment focuses on measurable aspects such as ethnic identification, the frequency of ethnic practices, and the emotional attachment or sense of belonging an individual experiences regarding their own ethnic group.

Validity

The original research establishing the MEIM demonstrated robust evidence of construct validity. Phinney (1992) reported that the scale successfully distinguished between different levels of ethnic identity achievement and was appropriately correlated with measures of self-esteem and psychological adjustment, indicating good convergent validity. Furthermore, the scale has been shown to be applicable across diverse ethnic groups, supporting its intended multigroup utility.

Due to its widespread use in cross-cultural and developmental psychology, the MEIM has accumulated substantial criterion-related validity, linking strong ethnic identity scores to positive outcomes such as higher self-efficacy and lower levels of distress among minority youth.

Reliability

The MEIM possesses high internal consistency, a critical measure of reliability. The original validation studies reported high Cronbach’s alpha coefficients, generally exceeding .80 for the total scale, confirming that the items consistently measure the same underlying construct. Test-retest reliability has also been established, indicating that the scale provides stable measurements of ethnic identity over time, particularly throughout adolescence and early adulthood.

Factor Analysis

The Multigroup Ethnic Identity Measure is structured around specific subscales identified through factor analysis, which represent distinct facets of ethnic identity. While the MEIM is often used as a single, unitary measure of ethnic identity strength, the original structure identified specific components. The scoring mechanism detailed in the source content suggests the following distinct subscales:

• Affirmation and Belonging: Measures affective components, including pride, positive feelings, attachment, and a strong sense of belonging to the ethnic group (Items 6, 11, 14, 18, and 20).
• Ethnic Identity Achievement: Measures the cognitive processes of exploration and resolution concerning ethnic identity, reflecting a clear, thought-out understanding of one’s ethnic role (Items 1, 3, 5, 8, 10, 12, and 13). Note that items 8 and 10 are reverse-scored items within this subscale.
• Ethnic Behaviors: Measures the extent of participation in cultural practices and social activities related to one’s own ethnic group (Items 2 and 16).

Instrument

Test Type: Self-report Psychological Scale

Format: 20 items using a 4-point Likert scale (Strongly agree = 4, Somewhat agree = 3, Somewhat disagree = 2, Strongly disagree = 1). Items 8 and 10 are reversed for scoring.

Language Available: English (Original)

Population Group: Diverse ethnic populations

Age Group: Adolescents and young adults (High school and college students)

Population Details: The scale was initially developed and tested across diverse groups, including Asian, Black, and Hispanic students. It was also pilot tested for use in middle schools.

Test Methodology: Respondents indicate their level of agreement with statements concerning their feelings, reactions, and behaviors related to their ethnicity or ethnic group. The total score is calculated by reversing negative items (8 and 10), summing all item responses, and calculating the mean. A higher mean score indicates a stronger level of ethnic identity.

Keywords

MEIM, ethnic exploration, ethnic commitment, Phinney, cultural practices, psychometrics, identity development, multigroup assessment

Authors

Author ORCID Identifier: Not provided in source content.

Affiliation Email addresses: [email protected]

Correspondence Address: Jean S. Phinney, Ph.D., Department of Psychology, California State University, Los Angeles, Los Angeles, CA 90032-8227. Phone: 323 343-2261; FAX: 323 343-2281.

Permissions & Fee and Test Year

The original publication year of the scale is 1992. For permissions regarding use and administration, researchers should contact the author directly via the provided correspondence details.

The instrument is documented in several public domain resources. The full instrument can be found on pages 101-102 of “Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools.” The original PDF can be downloaded here: http://www.cdc.gov/violenceprevention/pdf/YV_Compendium.pdf.

An additional resource document containing the scale is available here: http://files.eric.ed.gov/fulltext/ED486261.pdf.

Reference’s

Phinney, J. (1992). The Multigroup Ethnic Identity Measure: A new scale for use with adolescents and young adults from diverse groups. Journal of Adolescent Research, 7, 156-176.

Items of the Multigroup Ethnic Identity

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

1. I have spent time trying to find out more about my own ethnic group, such as its history, traditions, and customs.
2. I am active in organizations or social groups that include mostly members of my own ethnic group.
3. I have a clear sense of my ethnic background and what it means for me.
4. I like meeting and getting to know people from ethnic groups other than my own.
5. I think a lot about how my life will be affected by the ethnic group I belong to.
6. I am happy that I am a member of the group I belong to.
7. I sometimes feel it would be better if different ethnic groups didn’t try to mix together.
8. I am not very clear about the role of my ethnicity in my life.
9. I often spend time with people from ethnic groups other than my own.
10. I really have not spent much time trying to learn more about the culture and history of my ethnic group.
11. I have a strong sense of belonging to my own ethnic group.
12. I understand pretty well what my ethnic group membership means to me, in terms of how to relate to my own group and other groups.
13. In order to learn more about my ethnic background, I have often talked to other people about my culture.
14. I have a lot of pride in my ethnic group and its accomplishments.
15. I don’t try to become friends with people from other ethnic groups.
16. I participate in cultural practices of my own group, such as special food, music, or customs.
17. I am involved in activities with people from other ethnic groups.
18. I feel a strong attachment towards my own ethnic group.
19. I enjoy being around people from ethnic groups other than my own.
20. I feel good about my cultural or ethnic background.