The Multidimensional Inventory of Black Identity-teen (MIBI-t) is designed to assess the three crosssituationally stable dimensions (Centrality, Regard, and Ideology) of the Multidimensional Model of Racial Identity (MMRI; Sellers, Smith, Shelton, Rowley, & Chavous, 1998) within teenagers. Adolescent responses (N = 489) to the MIBI-t were subjected to several analyses to evaluate the psychometric character of the measure. Findings indicated that the MIBI-t represents a valid framework for African American adolescents, that its internal structure is consistent with the conceptual framework of the MMRI, and support its construct validity. Findings also indicate model invariance across grade level and gender, as well as suggest evidence of predictive validity. Further information about the MIBI-t and the full set of items are presented. KeywordsRacial Identity; Ethnic Identity; Measurement Identity Development African American; Black; SelfConcept An increasing body of psychological literature has focused on how African Americans define what their racial group membership means to them (Burlew, Bellow, & Lovett, 2000;Cross, 1971Cross, , 1991Cross, Parham, & Helms, 1998;Helms, 1990;Milliones, 1976Milliones, , 1980Sellers, Smith, Shelton, Rowley, & Chavous, 1998). Several models and measures of racial identity within African Americans have been proposed (e. g., Cross, 1971Cross, , 1991Parham & Helms, 1981;. However, their general focus has been on two periods of the life course, childhood and emerging adulthood, overlooking, for the most part, the developmental periods of early and middle adolescence (Phinney, 1990). Consequently, theoretical conceptualizations of African American racial identity during early and middle adolescence as well as empirical tools for assessing African American racial identity during these developmental periods are rare. To address this oversight, the current study presents a new measure of racial identity specifically for African American adolescents: The Multidimensional Inventory of Black Identity-teen (MIBI-t). This measure consists of 7 subscales representing the three cross-situationally stable dimensions (Centrality, Regard, and Correspondence should be addressed to Krista Scottham, Department of Psychology, Pettingill Hall, Bates College, Lewiston, ME, 04240. Please send all correspondence to the first author via phone at (207) 786-6088, or kscottha@bates.edu. NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptIdeology) of the Multidimensional Model of Racial Identity (MMRI; . Information supporting the reliability and validity of this new measure is presented. The Multidimensional Model of Racial Identity (MMRI)The MMRI is grounded in identity theory (Stryker, 1987), which argues that each individual has a number of hierarchically ordered identities (e. g., racial, gendered, and vocational), and that within this hierarchy one identity can be more important to an individual than another. Building on this, the MMRI asserts that the d...

Although the identity formation model is widely used to assess adolescent ethnic identity development, the model propositions have rarely been tested. The existence of the identity statuses (diffuse, foreclosed, moratorium, achieved), the proposed developmental trajectories, and whether youth in the achieved status report higher levels of psychological well-being were examined among a longitudinal sample of 224 African American adolescents, aged 11-17. Cluster analyses were used to create 4 identity statuses consistent with the theoretical model at both time points. The findings indicate that some adolescents progressed, while others regressed or remained constant across time periods. Lastly, the results generally support the assumption that individuals in the achieved status had the highest levels of psychological well-being at both time periods.

Historically, racial identity research has focused on either the process by which identity develops or the content of the identities that individuals hold. This paper investigates the nexus of these approaches. Specifically, cluster analysis was used to locate 204 African American college students in one of four statuses of development outlined by Phinney (1989) and examine movement across clusters over time. Mean differences in the content of individuals' racial Centrality, racial Regard, and racial Ideology beliefs across clusters at both time points were then assessed. Results indicate some relationship between process and content such that higher levels of development are associated with higher levels of identification with and more positive attitudes toward one's racial group.

The relationship between female African American primary caregivers’ racial identity and their racial socialization emphases was examined. Three components of racial identity were evaluated: (1) the importance of race to the self-concept (centrality); (2) affective feelings towards group membership (private regard); and, (3) perceptions of how group members are perceived by nonmembers (public regard). Latent class cluster analysis was used to identify racial identity profiles, or dominant combinations of racial centrality, private regard, and public regard among a sample of 208 female African American primary caregivers. Mean differences in the content of caregivers’ socialization emphases by profile group were then assessed. Findings indicated that caregivers’ with different identity profiles emphasized different messages. These findings and their implications are discussed.

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