Multidimensional Model Of Racial Identity

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Multidimensional Model Of Racial Identity

Multidimensional Model of Racial Identity.
Sellers, R. M., Rowley, S. A., Chavous, T. M., Shelton, J. N., & Smith, M. A. (1997). Multidimensional Inventory of Black Identity: A preliminary investigation of reliability and construct validity. Journal of Personality and Social Psychology, 73(4), 805.
One of the topics that have attracted the attention of different stakeholders for a long time now is that of interest. One of the races discussed is that of being a black American. It is defined as the process of being black.one of the most useful model in strengthening the above definition is BRID model. In an examination of the performance of black American students, ratio identity and ideology were examined to determine their effect on the performance of the group.
The sample was drawn from three colleges in which white students are the majority and four universities in which Blacks are the majority. The sampling issues used to select the group of individuals are varied. Age sex, the income average of the families in which they came from, the level of their education and the schools were some of the considerations in the selection. They were then explained for the purpose of the research, and they signed consent sheets, after which the research process kicked off. The MIBI was consequently used to access the identity of the students selected, after that An African consciousness scale was also used to test if the students were aware of their African Identity (Cokley, K. O., & Helm, K. 2001).  The above two methods had an array of questions to be answered with answers that were on a given scale.
Some of the strength of the sampling issues, some of which assisted in drawing a conclusion in the research include the variety of the sample. Individuals are varied not only by their gender but also age, and factors that would give them different experiences such as the schools the studied is one of the weakness, however, is that there was no fair distribution in the sample of the categories chosen (Cokley, K. O., & Helm, K. 2001). Hence the results are bound to be biased as a consequence of a biased sample size.
Today, in different universities and colleges, there is a difference in the assimilation of students of African, as compared to whites.
References
Cokley, K. O., & Helm, K. (2001). Testing the construct validity of scores on the Multidimensional Inventory of Black Identity. Measurement and Evaluation in Counseling and Development, 34(2), 80.

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