Additional Performance Site - Harvard University
The U.S. is made up of people of various ethnicities. Ethnicity refers to cultural traditions, beliefs, and behaviors that are passed down through generations. Some examples of the ethnicities that people may identify with are Mexican, Cuban, Nicaraguan, Chinese, Taiwanese, Filipino, Jamaican, African American, Haitian, Italian, Irish, and German. In addition, some people may identify with more than one ethnicity. When you are answering the following questions, we’d like you to think about what YOU consider your ethnicity to be.
Please write what you consider to be your ethnicity here __________________________________ and refer to this ethnicity as you answer the questions below.
| |Does not |Describes me a |Describes me |Describes me very|
| |describe me at |little |well |well |
| |all | | | |
|1. My feelings about my ethnicity are mostly negative. |1 |2 |3 |4 |
|2. I have not participated in any activities that would teach me about my |1 |2 |3 |4 |
|ethnicity. | | | | |
|3. I am clear about what my ethnicity means to me. |1 |2 |3 |4 |
|4. I have experienced things that reflect my ethnicity, such as eating food,|1 |2 |3 |4 |
|listening to music, and watching movies. | | | | |
|5. I have attended events that have helped me learn more about my ethnicity |1 |2 |3 |4 |
|6. I have read books/magazines/newspapers or other materials that have |1 |2 |3 |4 |
|taught me about my ethnicity. | | | | |
|7. I feel negatively about my ethnicity. |1 |2 |3 |4 |
|8. I have participated in activities that have exposed me to my ethnicity |1 |2 |3 |4 |
|9. I wish I were of a different ethnicity |1 |2 |3 |4 |
|10. I am not happy with my ethnicity. |1 |2 |3 |4 |
|11. I have learned about my ethnicity by doing things such as reading |1 |2 |3 |4 |
|(books, magazines, newspapers), searching the internet, or keeping up with | | | | |
|current events. | | | | |
|12. I understand how I feel about my ethnicity. |1 |2 |3 |4 |
|13. If I could choose, I would prefer to be of a different ethnicity. |1 |2 |3 |4 |
|14. I know what my ethnicity means to me. |1 |2 |3 |4 |
|15. I have participated in activities that have taught me about my |1 |2 |3 |4 |
|ethnicity. | | | | |
|16. I dislike my ethnicity. |1 |2 |3 |4 |
|17. I have a clear sense of what my ethnicity means to me. |1 |2 |3 |4 |
|Ethnic Identity Scale Scoring |
|1. My feelings about my ethnicity are mostly negative (-A). |
| |
|2. I have not participated in any activities that would teach me about my ethnicity (-E). |
| |
|3. I am clear about what my ethnicity means to me (+R). |
| |
|4. I have experienced things that reflect my ethnicity, such as eating food, listening to music, and watching movies (+E). |
| |
|5. I have attended events that have helped me learn more about my ethnicity (+E). |
| |
|6. I have read books/magazines/newspapers or other materials that have taught me about my ethnicity (+E). |
| |
|7. I feel negatively about my ethnicity (-A). |
| |
|8. I have participated in activities that have exposed me to my ethnicity (+E). |
| |
|9. I wish I were of a different ethnicity (-A). |
| |
|10. I am not happy with my ethnicity (-A). |
| |
|11. I have learned about my ethnicity by doing things such as reading (books, magazines, newspapers), searching the internet, or keeping up with|
|current events (+E). |
| |
|12. I understand how I feel about my ethnicity (+R). |
| |
|13. If I could choose, I would prefer to be of a different ethnicity (-A). |
| |
|14. I know what my ethnicity means to me (+R). |
| |
|15. I have participated in activities that have taught me about my ethnicity (+E). |
| |
|16. I dislike my ethnicity (-A). |
| |
|17. I have a clear sense of what my ethnicity means to me (+R). |
Note. Response options are: Does not describe me at all (1), Describes me a little (2), Describes me well (3), and Describes me very well (4). The notation after each item indicates the relevant subscale (i.e., A = affirmation, E = exploration, and R = resolution); + indicates a positively worded item; - indicates a negatively worded item. Negatively worded items should be reverse scored so that higher scores indicate higher levels of affirmation, exploration, and resolution.
Ethnic identity. Ethnic identity was assessed with the 17-item Ethnic Identity Scale (Umaña-Taylor et al., 2004), which includes three subscales that measure exploration (7 items), resolution (4 items), and affirmation (6 items). Items were scored on a 4-point Likert scale, with end points of Does not describe me at all (1) to Describes me very well (4). Sample items included “I have attended events that have helped me learn more about my ethnicity” (exploration), “I have a clear sense of what my ethnicity means to me” (resolution), and “I wish I were of a different ethnicity” (affirmation, reverse scored). The subscales of the EIS have obtained moderately strong coefficient alphas ranging from .84 to .89 with ethnically diverse samples (Umaña-Taylor, Yazedjian, & Bámaca-Gómez, 2004). With a predominantly Mexican-origin adolescent sample, coefficient alphas from a longitudinal study ranged from .82 to .88 for exploration, .83 to .88 for resolution, and .71 to .75 for affirmation (Umaña-Taylor, Vargas-Chanes, Garcia, & Gonzales-Backen, 2008).
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.
Umaña-Taylor, A. J., Vargas-Chanes, D., Garcia, C. D., & Gonzales-Backen, M. (2008). An examination of Latino adolescents’ ethnic identity, coping with discrimination, and self-esteem. Journal of Early Adolescence, 28, 16-50.
Additional references:
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.
Umaña-Taylor, A. J., Gonzales-Backen, M., A., & Guimond, A. (2009). Latino adolescents’ ethnic identity: Is there a developmental progression and does growth in ethnic identity predict growth in self-esteem? Child Development, 80, 391-405.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- this course will introduce students to the ods usf
- answers to chapters 1 2 3 4 5 6 7 8 9 end of chapter
- fordham college
- argument analysis and evidence in academic writing in
- multicultural counseling
- film analysis paper due 4 11 by 5pm
- cultural anthropology 102 fullerton college
- treatment plan goals objectives
- additional performance site harvard university
Related searches
- harvard university annual budget
- harvard university financial statements 2018
- harvard university medical school
- harvard university operating budget
- harvard university annual report
- harvard university school of medicine
- harvard university med school requirements
- harvard university medical articles
- harvard university cost calculator
- harvard university citation pdf
- harvard university sign
- harvard university 2020 2021