scholarly journals Evaluating the invariance of the Multigroup Ethnic Identity Measure across foreign-born, second-generation and later-generation college students in the United States.

2016 ◽  
Vol 22 (3) ◽  
pp. 460-465 ◽  
Author(s):  
Stevie C. Y. Yap ◽  
M. Brent Donnellan ◽  
Seth J. Schwartz ◽  
Byron L. Zamboanga ◽  
Su Yeong Kim ◽  
...  
Keyword(s):  
United States ◽  
College Students ◽  
Ethnic Identity ◽  
Second Generation ◽  
The United States ◽  
Foreign Born ◽  
Multigroup Ethnic Identity Measure

Psychometric Properties of the Abbreviated Multidimensional Acculturation Scale and the Multigroup Ethnic Identity Measure With Japanese Sojourners

Assessment ◽  
2016 ◽  
Vol 24 (1) ◽  
pp. 104-114 ◽  
Author(s):  
Makoto Miyoshi ◽  
Kimberly Asner-Self ◽  
Sheng Yanyan ◽  
Jennifer M. Koran
Keyword(s):  
United States ◽  
Ethnic Identity ◽  
Construct Validity ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Japanese Version ◽  
The United States ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Multigroup Ethnic Identity Measure

The current study examined psychometric properties of the Japanese version of Abbreviated Multidimensional Acculturation Scale (AMAS-ZABB-JP) and the 20-item Multigroup Ethnic Identity Measure (MEIM-JP) with 273 Japanese sojourners and immigrants to the United States. The theoretical six-factor structure for the AMAS-JP and two-factor structure for the MEIM-JP was consistent with the literature. The subscales of the AMAS and MEIM showed expected patterns of correlation with each other and with additional variables (i.e., number of years in the United States), providing evidence for construct validity. Cronbach’s alpha reflected high levels of reliability for both scales. Despite strong psychometric findings, there were translational and cultural-based findings that suggest the need for further research.

“You Are Not Like Me!”

2017 ◽  
Author(s):  
Onoso Imoagene
Keyword(s):  
United States ◽  
Ethnic Identity ◽  
Identity Formation ◽  
Cultural Differences ◽  
Second Generation ◽  
The United States ◽  
Assimilation Theory ◽  
Segmented Assimilation ◽  
Key Factor

Chapter 2 shows how the proximal host is a crucial actor influencing how the second generation of Nigerian ancestry identify. How the presence of the proximal host affects identity formation among the black second generation is generally overlooked in segmented assimilation theory and is a key factor emphasized in beyond racialization theory. The chapter details how relations with the proximal host in childhood, particularly feelings of rejection and exclusion based on perceived physical and cultural differences, laid the foundation for developing a distinct ethnicity in adulthood. I discuss the responses of the proximal hosts in the United States and Britain to the Nigerian second generation when they were young. What was viewed as discriminatory responses by members of the proximal host by the Nigerian second generation fostered a feeling of being black but different among the Nigerian second generation. The tense relations between proximal hosts and the African second generation required the young Nigerian second generation to start the process of defining what being black meant to them and defining a diasporic ethnic identity differentiating them from their proximal hosts.

Differentials in the Ability to Convert Education into Income: The Case of the European Ethnics

1977 ◽  
Vol 11 (2) ◽  
pp. 215-231 ◽  
Author(s):  
Walter T. Martin ◽  
Dudley L. Poston
Keyword(s):  
United States ◽  
Educational Attainment ◽  
Second Generation ◽  
The United States ◽  
Foreign Born ◽  
2Nd Generation ◽  
Second Generation Immigrants ◽  
Generation Male ◽  
Empirical Analyses

This paper investigates the extent to which European immigrant groups to the United States differentially convert their educational attainment into income. Particular attention is given to variations among 1st generation immigrants and three types of second generation immigrants. We find that 2nd generation male immigrants with foreign-born fathers and native-born mothers are best able to convert their education into income. Empirical analyses reported are based on data drawn from a public use sample of the 1970 U.S. Census of Population.

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