Multi-group Ethnic Identity Measure

Jean S. Phinney
1992

Description of Measure

Purpose
To assess ethnic identity using adolescent self-report.

Conceptual Organization
Development of this measure was originally grounded in Erikson’s theories of identity formation and
modeled on the Objective Measure of Ego Identity Status (Adams et al., 1987). Four general aspects of
ethnic identity are assessed, including: positive ethnic attitudes and sense of belonging; ethnic identity of
achievement; ethnic behaviors or practices; and other-group orientation, which allow the measure to be
used across ethnic groups. Ethnic identity is conceptualized as a continuous variable.

Materials
Paper forms and pencil, or other self-administration format

Time Required
1-3 minutes

Administration Method
Either interviewer or self- administered.

Training

Training needs are minimal.

Scoring

Respondents are asked to indicate the degree to which they agree with item statements (1 = strongly
disagree to 4 = strongly agree). Subscales include Affirmation and Belonging; Ethnic Identity
Achievement; Ethnic Behaviors; and Other Group Orientation. A two-factor structure - ethnic identity
and other-group orientation - is also reported by the author.

Score Interpretation
Higher scores indicate higher levels of ethnic identity achievement.

Psychometric Support

Reliability
The author reports Cronbach alphas for the subscales range between .69 and .81 in a high school sample,
and between .74 and .90 for a college sample. The alphas were the highest for the 14-item scale (.81 for
the high school sample and .90 for the college sample). The Ethnic practices and behaviors subscale was
not assessed because it is comprised of only two items. The Other Group Orientation scale had alphas of
.71 and .74 for high school and college students respectively (Phinney, 1992)
LONGSCAN Use

Data Point
Age 12

Respondent
Youth respondent (we need to make a decision across all Age 12 MM write-ups – are we going to use
Child or Youth? I think it best that we be consistent. The Interview is called a Child interview – we
didn’t use the word youth on the interview cover until Age 14.

Mnemonic and Version

MEIA
MEIS is the scored dataset.

Rationale
Ethnic identity is considered to be a significant predictor of development, particularly for minority
children. The Multi-group Ethnic Identity Measure was well known and developed for use across ethnic
groups.

Administration and Scoring Notes

A-CASI administration

Scoring Modifications
Given LONGSCAN modifications to the measure only 2 of the 4 subscales can be scored:

Affirmation & Belonging (items 4, 6, 10, 12, and 14)

Other Group Orientation (items 3, 5, 7, 9, 11, and 13)

Several items from the Ethnic Identity Achievement subscale, and neither of the Ethnic Behavior items,
were administered. The total score as specified by the author cannot be utilized due to these and other
missing items.

Additionally, LONGSCAN simplified the wording of items 8, 10, and 12, and the response set was
presented in reverse order compared to the original measure.

Results

Descriptive Statistics
Table 1 displays the frequencies for the ethnic group that 12 year-old participants feel they “most” belong
to, by child’s gender and study site. A majority of children (57%) felt their ethnicity was African
American; 21% Caucasian; 6% Hispanic; 7% Native American; 1% Asian; and 9% reported their ethnicity
as “mixed”.
Table 1. Frequencies for the ethnic group that children feel they “most” belong to by demographics
Ethnic group child feels they MOST belong to…
African Native
American Caucasian Hispanic American Asian Mixed Race
N % % % % % %
Overall 864 56.6 20.7 6.2 6.7 1.2 8.6

Gender
Male 430 56.5 19.5 6.7 7.0 1.2 9.1
Female 434 56.7 21.9 5.8 6.4 1.1 8.1

Study Site
EA 183 89.1 5.5 0.0 3.3 0.0 2.2
MW 123 62.0 9.8 8.9 4.9 1.6 13.0
SO 160 65.6 30.6 0.0 2.5 0.0 1.2
SW 224 42.9 25.0 15.2 6.7 2.2 8.0
NW 174 28.2 29.9 5.2 15.5 1.7 19.5

Table 2 displays the descriptive statistics for multi-group ethnicity mean scores (i.e., affirmation &
belonging and other group orientation), by child’s gender and study site. Girls reported higher mean
scores for both mean scores when compared to boys.

Table 2. Descriptive Statistics for Multi-group Ethnicity Mean Scores by demographics

Affirmation & Other Group
Belonging Orientation
N M SD N M SD
Overall 844 3.18 (0.51) 856 3.15 (0.49)

Gender
Male 420 3.17 (0.53) 422 3.10 (0.48)
Female 424 3.19 (0.49) 434 3.18 (0.49)

Ethnicity (from table 1)

African American 478 3.22 (0.53) 480 3.12 (0.51)
Caucasian 173 3.08 (0.44) 175 3.14 (0.49)
Hispanic 52 3.21 (0.54) 51 3.22 (0.43)
Native American 58 3.24 (0.44) 58 3.18 (0.46)
Asian 9 3.20 (0.45) 9 3.27 (0.46)
Mixed Race 67 3.06 (0.53) 73 3.27 (0.40)

Study Site
EA 181 3.22 (0.51) 180 3.02 (0.52)
MW 118 3.19 (0.50) 121 3.10 (0.47)
SO 160 3.19 (0.46) 163 3.10 (0.44)
SW 216 3.14 (0.54) 220 3.24 (0.49)
NW 169 3.16 (0.53) 172 3.21 (0.47)

Reliability
Internal consistency for the Multi-group Ethnicity Mean Scores using the LONGSCAN sample was good
(Affirmation & Belonging = .77 and Other Group Orientation = .73).
Publisher Information

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

References and Bibliography

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

Phinney, J. S. (1992). Ethnic identity in adolescence: process, context and outcome. In G.R. Adams, T.P.
Gullotta, and Montemayor, R. (Eds.) Adolescent Identity Formation (pp.145-172). Newbury Park,
California: Safe Publications, Inc.

Johnson, R. & Schneider, M. (1997). Ethnic Identity Literature Review and Measurement
Recommendations. Unpublished report, LONGSCAN.