Multigroup Ethnic Identity Measure – Revised (MEIM-R)

Abstract

The Multigroup Ethnic Identity-15 items (MEIM-15) is a widely recognized psychological scale developed primarily by Jean S. Phinney (1992), with specific items contributed by Flewelling et al. (1993). This instrument is designed to measure the developmental status and strength of an individual’s ethnic identity across various ethnocultural groups. The MEIM-15 assesses core components such as ethnic exploration and commitment/affirmation, reflecting the individual’s efforts to learn about their background and their positive feelings toward their heritage. The scale is administered using a 4-point Likert scale and is utilized predominantly with adolescent and young adult populations from diverse backgrounds, aiming to quantify the degree of ethnic pride and positive outlook within a multiracial society.

Keywords

Ethnic identity, Ethnic pride, Multigroup, Phinney, Adolescence, Commitment, Exploration, Psychological scale, Acculturation, Ethnic practices

Authors

Jean S. Phinney, Flewelling et al. (for items 11-15)

Purpose

The primary purpose of the MEIM-15 is to provide a brief, standardized, and cross-culturally applicable measure of ethnic identity status. It was created to overcome limitations of earlier scales that were often specific to a single ethnic group, allowing researchers to study ethnic identity formation universally across diverse populations, including Asian, Black, and Hispanic youth.

The scale aids in understanding how individuals integrate their ethnic background into their overall self-concept. By assessing the level of ethnic exploration and the resultant commitment, the MEIM-15 helps predict positive psychological outcomes, as a higher score is intended to indicate a stronger sense of ethnic pride and a positive outlook on one’s future in a multiracial society.

Construct

The core psychological construct measured by the MEIM-15 is Ethnic Identity, which is conceptualized as a dynamic psychosocial process involving cognitive and affective components. The scale captures two key dimensions:

• Ethnic Identity Exploration: The active process of seeking information, learning about, and experiencing one’s ethnic group’s history, traditions, and customs.
• Ethnic Identity Commitment/Affirmation: The firm and positive sense of belonging, pride, and attachment felt toward one’s ethnic group.

The instrument also touches upon ethnic practices, such as participation in cultural events or social groups specific to one’s heritage. The overall construct reflects the successful resolution of the identity task proposed by Phinney, leading to a secure and affirmed ethnic self-concept.

Validity

The MEIM-15 and its earlier versions have demonstrated strong construct validity across numerous studies. Research consistently shows that the instrument successfully measures the theoretical dimensions of ethnic identity exploration and commitment.

Evidence for convergent validity exists through positive correlations with measures of self-esteem, self-efficacy, and general psychological adjustment. Conversely, discriminant validity is supported by its low correlation with measures of generalized anxiety or depression, suggesting it measures a distinct aspect of identity separate from general psychological distress. The scale is also predictive of positive behavioral outcomes, supporting its criterion validity in diverse populations.

Reliability

The MEIM-15 possesses high internal consistency, which is a hallmark of its reliability. Across various samples of ethnic minority adolescents and young adults, the overall scale typically yields Cronbach’s alpha coefficients in the acceptable to excellent range (often between .80 and .90).

The stability of the measure over time is confirmed by adequate test-retest reliability estimates reported in longitudinal studies, ensuring that the scale provides consistent scores for individuals whose ethnic identity status is theoretically stable. This robust reliability supports the use of the MEIM-15 as a dependable metric in cross-sectional and developmental research.

Factor Analysis

Initial Factor Analysis of the MEIM generally supports a two-factor model corresponding to the theoretical dimensions of Exploration and Commitment/Affirmation. However, due to the high correlation between these two factors, many researchers utilize a single, unitary Ethnic Identity factor score, especially for the 15-item version.

Roberts et al. (1999) examined the structure of ethnic identity in young adolescents and found that while the components are distinct, they often coalesce into a strong general identity factor. The specific 15-item adaptation found in the source material, particularly those items developed by Flewelling et al. which sometimes include racial attitudes, may yield slightly different factor structures requiring careful interpretation based on the specific sample being studied.

Instrument

Test Type: Self-report Psychological scale

Format: 4-point Likert scale ranging from Strongly Agree to Strongly Disagree.

Language Available: English (Widely translated for research purposes).

Population Group: Diverse ethnic groups (Multigroup).

Age Group: Adolescents and Young Adults.

Population Details: Targeted primarily at High school and college students (Asian, Black, Hispanic). It was also pilot tested successfully in middle schools, confirming its suitability for younger adolescents.

Test Methodology: Respondents are asked to rate 15 statements regarding their ethnic group membership. Items 1-5, 7, 8, 10, and 13-15 are scored positively (4=Strongly Agree). Items 6, 9, 11, and 12 are reverse coded. Scores are averaged to produce a final score between 1 and 4, where a higher score signifies a more realized and positive ethnic identity.

Keywords

Ethnic identity exploration, Ethnic identity commitment, Multiracial society, Psychometrics, Adolescent development, Self-concept, Phinney scale, Cultural practices

Authors

Author ORCID Identifier: Not available

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

Permissions & Fee and Test Year

The scale was initially published in 1992 (Phinney). Items 11-15 were introduced by Flewelling et al. in 1993. The MEIM is frequently used in academic research without requiring a fee, but researchers should always confirm permissions with the corresponding author, Jean S. Phinney.

The instrument’s specific iteration related to African-American ethnic pride can be found on pages 103-104 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 is available here: http://files.eric.ed.gov/fulltext/ED486261.pdf.

Reference’s

• Phinney, J. S. (1992). The Multigroup Ethnic Identity Measure: A new scale for use with diverse groups. Journal of Adolescent Research, 7(2), 156-176.

• Flewelling, R. L., et al. (1993). (Developer of items 11-15, referenced in source material).

• Roberts, R., Phinney, J., Masse, L., Chen, Y., Roberts, C., & Romero, A. (1999). The structure of ethnic identity in young adolescents from diverse ethnocultural groups. Journal of Early Adolescence, 19, 301-322.

Items of the Multigroup Ethnic Identity-15 items

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

Likert Scale Items (General MEIM Core and Flewelling Additions):

1. I have spent time trying to find out more about my 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 think a lot about how my life will be affected by my ethnic group membership.
5. I am happy that I am a member of the group I belong to.
6. I have a strong sense of belonging to my own ethnic group.
7. I understand pretty well what my ethnic group membership means to me.
8. In order to learn more about my ethnic background‚ I have often talked to other people about my ethnic group.
9. I have a lot of pride in my ethnic group.
10. I participate in cultural practices of my own group‚ such as special food‚ music‚ or customs.
11. I feel a strong attachment towards my own ethnic group.
12. I feel good about my cultural or ethnic background.

Demographic/Background Items (Items 13-15, developed by Flewelling et al., 1993):

13- My ethnicity is

• (1) Asian or Asian American‚ including Chinese‚ Japanese‚ and others
• (2) Black or African American
• (3) Hispanic or Latino‚ including Mexican American‚ Central American‚ and others
• (4) White‚ Caucasian‚ Anglo‚ European American; not Hispanic
• (5) American Indian/Native American
• (6) Mixed; Parents are from two different groups
• (7) Other (write in): ___________________________

14- My father’s ethnicity is (use numbers above)

15- My mother’s ethnicity is (use numbers above)

Additional Items from a Specific African-American Adaptation (Source Context):

1. I have spent time trying to find out more about my own ethnic group‚ such as its history‚ traditions‚ and customs.
2. I have a clear sense of my ethnic background and what it means for me.
3. I like meeting and getting to know people from ethnic groups other than my own.
4. I think a lot about how my life will be affected by the ethnic group I belong to.
5. I am happy that I am a member of the group I belong to.
6. I sometimes feel it would be better if different ethnic groups didn’t try to mix together.
7. In order to learn more about my ethnic background‚ I have often talked to other people about my African-American culture.
8. I have a lot of pride in my ethnic group and its accomplishments.
9. I don’t try to become friends with people from other ethnic groups.
10. I feel good about my cultural or ethnic background.
11. I feel anger towards many white people.
12. It is so hard for African-Americans to succeed in this country that I sometimes wonder what is the use in even trying.
13. Whites are usually fair to people regardless of race.
14. I have a strong commitment to improve life in my ethnic community.
15. African-Americans have the opportunity to succeed in this society.