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1992). The current version has 12 items that are scored on a likert scale from (1) strongly

disagree to (5) strongly agree. Higher scores indicated a more achieved ethnic identity

(J. S. Phinney, personal communication, November 13, 2001).

 Results of an exploratory factor analysis with 200 middle school students

indicated two primary factors: (a) affirmation, belonging and commitment, and

(b) exploration and behaviors (Roberts et al., 1999). The correlations between these two

factors ranged from 0.70-0.75. This provides evidence that both factors are part of one

overarching construct and that the questionnaire can be used as a single measure of

ethnic identity. The factorial structure was weaker for the European American students.

 Roberts and colleagues (1999) conducted the most recent and relevant study that

provided evidence of reliability and validity for early adolescents. They surveyed 5,423

middle-school students from several ethnic backgrounds. Cronbach's alpha was between

0.81-0.89 across ethnic groups for the 12-item survey. The MEIM was positively

correlated with coping (r=.23, p<.001), general mastery (r=. 19, p<.001), self-esteem

(r=.20, p<.001), and optimism (r=. 19, p<.001). It was inversely associated with

loneliness (r=-.09, p<.001), and depression (r=-.09, p<.001). The strongest relationship

that helped to provide validation for this measure was the relationship between the

MEIM scores and the salience of ethnic identity (r=.48, p<.001). Although these

correlations are low to moderate, they help to provide evidence for convergent and

divergent validation of the MEIM.

Mentoring Items

 The first question used to assess the presence of a mentor was "Other than your

parents or whoever raises you, is there an adult in your life (a mentor or positive role-

model) who you go to for support and guidance?" (Rhodes et al., 1992, p. 449). This