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Tyrimu analizuojamas pataisyto Daugiargupio etninio tapatumo instrumento (Multigroup Ethnic Identity Measure (MEIM)) faktorinis stabilumas skirtingose etninėse grupėse. Metodika. Taikant MEIM ir savęs vertinimo klausimyną buvo ištirti 1979 baltieji ir ne baltieji įvairios etninės kilmės vidurinės mokyklos mokiniai, besimokantys Vidurio vakarų regiono mokyklose, JAV. Rezultatai, išvados. Tyrimo rezultatai atkleidė, jog MEIM matuojama etninio tapatumo struktūra skiriasi skirtingose etninėse grupėse. Tiriančioji faktorinė analizė pasiūlė dviejų faktorių sprendimą, kurį sudarė devyni teiginiai. Tarpgrupinės tiriančiosios faktorinės analizės modelis patvirtino tikėtiną tokio sprendimo tinkamumą abiem tiriamųjų grupėms. Nustatyti skirtingų etninių grupių ir lyčių tapatumo skirtumai. Etninis tapatumas buvo teigiamai susijęs su savęs vertinimu. Nauja devynių teiginių skalė, gauta šiame tyrime – MEIM-S – rekomenduojama mokyklų psichologams kaip etninio tapatumo matavimo instrumentas, tinkamas etniškai nevienalytėms grupėms tirti. The present study examined the factorial invariance of a revised version of the Multigroup Ethnic Identity Measure (MEIM) across diverse ethnic groups. Material and Methods. White and non-White ethnically diverse high school adolescents (N = 1979) from the Midwestern USA completed the MEIM and a self-esteem measure. Results, conclusions. The results showed that this version of the MEIM did not measure ethnic identity similarly across ethnic groups. An exploratory factor analysis (EFA) yielded a nine-item, two-factor solution. Further multiple-group analyses with the EFA-generated model showed a tenable fit across both groups. Differences in ethnic identity related to ethnic group and gender were found. Additionally, ethnic identity was related positively to self-esteem. The new nine-item scale generated in this study, referred to as the MEIM-S, may provide school psychologists with an instrument that can be used to measure ethnic identity successfully with ethnically diverse populations.

The communication process and management style of African-American women managers in corporations has been a subject that has seemed to evade scholarly studies for many years. African-American woman in corporations have not been studied as a single entity. They have always been grouped by gender or by race and few have examined the traditions and history that allow African-American women to function productively in a corporation. There are specific traits African-American women possess and specific challenges they face in corporate environment that can be attributed to their cultural background. These challenges may not only come from Caucasians but they may come from people of color, of both genders, within the organization. Issues of race, gender, class, color and ethnicity are complex variables that may exist in individual cases. There are also other variables of communication that can be examined such as non-verbal as well as gender based traits that would include Caucasian females in a study. For the purposes of this study, I will explore only why African-American women managers have a difficult time communicating verbally with their superiors within the corporation and how that has affected their professional lives. I will examine this statement through an analysis of research and interviews with African-American women managers in corporations to see if their culture, traditions and history, affect their communication process, their power base and management style.