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Multigroup Ethnic Identity Measure
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About Multigroup Ethnic Identity Measure
Scale Name
Multigroup Ethnic Identity Measure
Author Details
Jean S. Phinney
Translation Availability
English
Background/Description
The Multigroup Ethnic Identity Measure (MEIM), developed by Jean S. Phinney in 1992, is a self-report questionnaire designed to assess aspects of ethnic identity, including ethnic identification, ethnic practices, and sense of belonging. Published in the Journal of Adolescent Research, the MEIM was created to provide a universal measure of ethnic identity applicable across diverse ethnic groups, focusing on high school and college students (ages 14-22) from Asian, Black, and Hispanic backgrounds. It was also pilot-tested in middle schools, extending its relevance to younger adolescents (ages 11-14). The MEIM is grounded in developmental and social identity theories, particularly Erikson’s concept of identity formation and Tajfel’s social identity theory, emphasizing the role of ethnic identity in self-concept and psychological well-being.
The MEIM originally comprised 14 items rated on a 4-point Likert scale (1 = “strongly disagree” to 4 = “strongly agree”), assessing three core components: Affirmation and Belonging (e.g., “I have a strong sense of belonging to my ethnic group”), Ethnic Identity Achievement (e.g., “I have spent time trying to find out more about my ethnic group”), and Ethnic Behaviors or Practices (e.g., “I participate in cultural practices of my ethnic group”). Higher scores (range: 14-56) indicate stronger ethnic identity. A revised 12-item version (MEIM-R, Phinney & Ong, 2007) later refined the scale into two factors: Exploration and Commitment. Validated in multiethnic samples across urban and suburban settings, the MEIM is widely used to explore identity development, acculturation, and their links to mental health and academic outcomes.
Psychologists, educators, and cultural researchers use the MEIM to assess ethnic identity, evaluate diversity programs, and study its impact on resilience, self-esteem, and intergroup relations. Its high internal consistency, cross-cultural applicability, and developmental focus make it a robust tool, though its primary English use and reliance on self-reports may limit accessibility in some contexts.
Administration, Scoring and Interpretation
- Obtain a copy of the MEIM from primary sources, such as Phinney (1992) in Journal of Adolescent Research or Phinney and Ong (2007) for the MEIM-R, or authorized research archives, ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses feelings and behaviors related to their ethnic background to understand identity, emphasizing confidentiality and cultural sensitivity.
- Provide instructions, asking respondents to rate each of the 14 items (or 12 in MEIM-R) based on their agreement with statements about their ethnic identity, using the 4-point scale, typically reflecting current feelings or experiences.
- Approximate time for completion is 5-10 minutes, depending on reading ability and reflection.
- Administer in a classroom, counseling, or research setting, using paper or digital formats, ensuring a private environment to promote honest responses. For younger students or non-English speakers, oral or translated versions may be used.
Reliability and Validity
The MEIM demonstrates strong psychometric properties, as reported by Phinney (1992). Internal consistency is high, with Cronbach’s alpha ranging from 0.81 to 0.90 across high school and college samples (Asian, Black, Hispanic), indicating excellent item cohesion. The MEIM-R (Phinney & Ong, 2007) reports similar reliability (α = 0.76-0.89). Test-retest reliability is not explicitly reported but is inferred to be moderate to high based on longitudinal studies using the MEIM (e.g., r ≈ 0.60-0.80 over months).
Convergent validity is supported by correlations with related constructs, such as self-esteem (r ≈ 0.30-0.50), cultural pride, and acculturation measures, and its association with psychological well-being in minority youth. Discriminant validity is evidenced by weaker correlations with unrelated constructs, such as academic performance (r < 0.30). Criterion validity is demonstrated by its ability to predict positive psychosocial outcomes (e.g., resilience, lower depression) in strong ethnic identity holders and its sensitivity to cultural interventions. Factor analyses confirm a three-factor structure in the original MEIM (Affirmation/Belonging, Achievement, Behaviors) and a two-factor structure in the MEIM-R (Exploration, Commitment), supporting construct validity. These properties affirm the MEIM’s reliability and utility in ethnic identity research across diverse groups.
Available Versions
20-Items
Reference
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.
Phinney, J. S., & Ong, A. D. (2007). Conceptualization and measurement of ethnic identity: Current status and future directions. Journal of counseling Psychology, 54(3), 271.
Important Link
Scale File:
Frequently Asked Questions
What does the MEIM measure?
It measures ethnic identification, practices, and sense of belonging across diverse groups.
Who can use the MEIM?
Psychologists, educators, and researchers studying ethnic identity in adolescents and young adults.
How long does the MEIM take to complete?
It takes about 5-10 minutes.
Is the MEIM specific to certain ethnic groups?
No, it’s designed for diverse groups (Asian, Black, Hispanic), with pilot use in middle schools.
Can the MEIM inform cultural programs?
Yes, it assesses identity for targeted diversity and inclusion initiatives with high reliability.
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