Please rate (between 1 and 5) how much you agree with each ...



Please rate (between 1 and 5) how much you agree with each of the following items.

1 = Not at all 5 = Very much

|1. My family teaches me about my ethnic/cultural background. | |1 |2 |3 |4 |5 |

| | | | | | | |

|2. My family encourages me to respect the cultural values and beliefs of our ethnic/cultural | |1 |2 |3 |4 |5 |

|background. | | | | | | |

| | | | | | | |

|3. My family participates in activities that are specific to my ethnic group. | |1 |2 |3 |4 |5 |

| | | | | | | |

|4. Our home is decorated with things that reflect my ethnic/cultural background. | |1 |2 |3 |4 |5 |

| | | | | | | |

|5. The people who my family hangs out with the most are people who share the same ethnic | |1 |2 |3 |4 |5 |

|background as my family. | | | | | | |

| | | | | | | |

|6. My family teaches me about the values and beliefs of our ethnic/cultural background. | |1 |2 |3 |4 |5 |

| | | | | | | |

|7. My family talks about how important it is to know about my ethnic/cultural background. | |1 |2 |3 |4 |5 |

| | | | | | | |

|8. My family celebrates holidays that are specific to my ethnic/cultural background. | |1 |2 |3 |4 |5 |

| | | | | | | |

|9. My family teaches me about the history of my ethnic/cultural background. | |1 |2 |3 |4 |5 |

| | | | | | | |

|10. My family listens to music sung or played by artists from my ethnic/cultural background. | |1 |2 |3 |4 |5 |

| | | | | | | |

|11. My family attends things such as concerts, plays, festivals, or other events that | |1 |2 |3 |4 |5 |

|represent my ethnic/cultural background. | | | | | | |

| | | | | | | |

|12. My family feels a strong attachment to our ethnic/cultural background. | |1 |2 |3 |4 |5 |

Items tapping Covert FES: 3, 4, 5, 8, 10, 11, 12

Items tapping Overt FES: 1, 2, 6, 7, 9

Familial Ethnic Socialization. A revised version of the Familial Ethnic Socialization Measure (FESM) (Umaña-Taylor, 2001) was used to assess the degree to which participants perceived that their families socialized them with respect to their ethnicity. The 12 items (e.g., “My family teaches me about our family’s ethnic/cultural background” and “Our home is decorated with things that reflect my ethnic/cultural background”) were rated on a 5-point Likert scale, with end points of not at all true (1) and very much (5) and end points of not at all (1) and very often (5). Responses were coded so that higher scores indicated higher levels of familial ethnic socialization. The original version, consisting of 9 items, obtained a coefficient alpha of .82 with a sample of Mexican-origin adolescents (Umaña-Taylor & Fine, 2004). The 12-item revised version has obtained alpha coefficients ranging from .92 to .94 with ethnically diverse samples (Umaña-Taylor, Yazedjian, & Bámaca-Gómez, 2004).

Umaña-Taylor, A. J. (2001). Ethnic identity development among Mexican-origin Latino adolescents living in the U.S. Unpublished doctoral dissertation, University of Missouri, Columbia.

Umaña-Taylor, A. J. & Fine, M. A. (2004). Examining a model of ethnic identity development among Mexican-origin adolescents living in the U.S. 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.

Additional References:

Umaña-Taylor, A. J., Alfaro, E. C., Bámaca, M. Y., & Guimond, A. (2009). The central role of familial ethnic socialization in Latino adolescents’ cultural orientation. Journal of Marriage and Family, 71, 46-60.

Schwartz, S. J., Zamboanga, B. L., Rodriguez, L.& Wang, S. C. (2007). The Structure of Cultural Identity in an Ethnically Diverse Sample of Emerging Adults. Basic and Applied Social Psychology, 29, 159-173

Supple, A. J., Ghazarian, S. R., Frabutt, J. M., Plunkett, S. W., & Sands, T. (2006). Contextual influences on Latino adolescent ethnic identity and academic outcomes. Child Development, 77, 1427-1433.

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