Beverly J. Vandiver

Validating the Cross Racial Identity Scale

Validation work on the Cross Racial Identity Scale (CRIS; B. J. Vandiver et al., 2000) is described in 2 studies using African American college students. In Study 1, an exploratory factor analysis supported the presence of 6 CRIS subscales. In Study 2, confirmatory factor analysis provided support for a 2-factor higher order model of the 6 CRIS subscales and the nigrescence model. Correlational analyses between the CRIS and the Multidimensional Inventory of Black Identity (R. M. Sellers, M. A. Smith, J. N. Shelton, S. A. J. Rowley, & T. M. Chavous, 1998). supported the convergent validity of the CRIS. CRIS subscale scores were not meaningfully linked to social desirability or personality traits but were differentially linked to self-esteem.

Gender Role Attitudes, Religion, and Spirituality as Predictors of Domestic Violence Attitudes in White College Students

In this study we investigated gender role attitudes, religion, and spirituality as predictors of beliefs about violence against women in a sample of 316 White college students. Results indicated that gender role attitudes were the best overall predictor of domestic violence beliefs. Spirituality also contributed to the models for men and women. Implications and intervention strategies to address dating violence among college students are discussed.

Generalizing Nigrescence Profiles Cluster Analyses of Cross Racial Identity Scale (CRIS) Scores in Three Independent Samples

The two studies in this article examine the interpretability and generalizability of nigrescence profiles based on Cross Racial Identity Scale scores across different educational contexts. Study 1 participants (N = 333) came from a predominantly White institution (PWI) and were grouped into six clusters labeled Afrocentric, multiculturalist, assimilated, immersion, low race salience, and miseducated variant. The two samples in Study 2 consisted of students from PWIs (N = 314) and from historically Black colleges and universities (HBCUs;N = 306), respectively. Both PWI and HBCU participants were grouped into five clusters. Four of the six original clusters (assimilated, immersion, low race salience, and miseducated variant) replicated in both samples, and one (multiculturalists) replicated only in the PWI sample. The results indicate that there are generalizable racial identity profiles in the Black population. The authors discuss the implications of the findings.

Multigroup Ethnic Identity Measure Scores in a Sample of Adolescents From Zimbabwe

This study examined the structural validity of scores on the 20-item Multigroup Ethnic Identity Measure (MEIM; Phinney, 1992) in a group of 196 students attending secondary school in Zimbabwe. MEIM scores yielded 2 factors (Ethnic Identity, or EI, and Other Group Orientation, or OGO) as in previous studies, with the EI factor being more viable. Factor analysis of the 14 EI items resulted in a single factor, in contrast to findings of previous studies. The authors suggested that the OGO factor may be less viable in majority groups, that the EI items may best be explained by a single factor, and that the MEIM would benefit from more scale development work.

White racial identity attitude development: A psychometric examination of two instruments

The purpose of this investigation was to provide an independent examination of the psychometric properties of the White Racial Identity Attitude Scale (WRIAS; J. E. Helms & R. T. Carter, 1990) and the Oklahoma Racial Attitude Scale-Preliminary Form (ORAS-P; S. Choney & J. Behrens, 1996). After completing both inventories, 387 students in introductory education and psychology classes from a Midwest university were split randomly into 2 groups: Sample 1 (n = 199) was used for exploratory factor analysis, and Sample 2 (n = 188) for confirmatory factor analysis. Four factors reflecting attitudes were identified: Degree of Racial Comfort (Factor 1), Attitudes Toward Racial Equality (Factor 2), Attitudes of Racial Curiosity (Factor 3), and Unachieved Racial Attitudes (Factor 4). Each instrument was represented by 3 of the 4 factors. The WRIAS and ORAS-P overlapped on Factors 1 and 2, the WRIAS loaded only on Factor 3, and the ORAS-P loaded only on Factor 4. Recommendations are made for future investigations.

Reliability and Structural Validity of Cross Racial Identity Scale Scores in a Sample of African American Adults

In this article, the authors examine the internal consistency and structural validity of scores on the Cross Racial Identity Scale (CRIS; Vandiver et al., 2000; Worrell, Vandiver, & Cross, 2000) in a sample of 105 adults. Exploratory factor analyses provided support for the six-factor structure of the CRIS. Reliability estimates for the scores were in the high to moderate range, and subscale inter-correlations were low. The authors conclude that the evidence supporting the CRIS is strong and recommend that the examination of CRIS scores be extended into other areas of construct validity.

The Reliability and Validity of Scores on the Almost Perfect Scale–Revised With Academically Talented Middle School Students

The psychometric properties of the Almost Perfect Scale–Revised (APS-R, Slaney, Mobley, Rice, Trippi, & Ashby, 1999) scores were examined in this study. The APS-R consists of three subscales measuring adaptive (high standards, order) and maladaptive (discrepancy) perfectionism. Participants consisted of 342 academically talented middle school students from an academic summer school. Reliability estimates of APS-R subscale scores were in the moderate to high range. The three subscales emerged on exploratory factor analyses; however, confirmatory analyses indicated that the goodness-of-fit indices were just below the criteria for acceptability. The best fit was found for the Slaney et al.s three-factor model. Correlations between APS-R subscales and grade-point average, an organization variable, and future goal completion provided convergent and divergent validity support for the three scores. The authors concluded that the validation of another perfectionism subscale in an academically talented sample prepares the field for longitudinal studies of perfectionism.

Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement

The purpose of this study was to investigate the validity of the WISC-III (Wechsler, 1991) Full Scale IQ (FSIQ) scores in predicting later academic achievement given significant variability among any of the four WISC-III factor scores. Taken from an archival data set, the sample was composed of 6- to 13-year-old students who were twice evaluated for special education eligibility over approximately a 3-year retest interval. Participants were separated into two groups based on the presence or absence of significant factor score variability and then matched across groups on disability, FSIQ, age, sex, and ethnicity. The results of hierarchical multiple regression analyses indicated that the Full Scale IQ was a valid predictor of academic achievement scores even in the presence of significant factor score variability.

African American Evaluations of Black English and Standard American English

AfricanAmerican undergraduates evaluated two language guises: BlackEnglish and Standard American English. The speaker in these guises described activities in a weekend (informal) and in a business (formal) setting. Based on their scores on the African Self-Consciousness Scale, 55 respondents were categorized as having either a low or high commitment to an African American identity. Results showed that persons without a committed Black identity evaluated Black English as lower on status than those with a committed Black identity. Black English was not perceived as reflecting higher social solidarity.

(Re)Examining Racial Identity Attitude Differences Across Gender, Community Type, and Socioeconomic Status Among African American College Students

The purpose of this study was to examine the relation between (a) racial identity attitudes and (b) individual and contextual variables. The authors used the Cross Racial Identity Scale, which is based on the expanded nigrescence model, to assess racial identity attitudes in a sample of African American college students attending a predominantly White university in the northeastern region of the United States. One-way multivariate analyses of variance revealed statistically significant differences in racial identity attitudes across gender and community type (i.e., suburban vs. urban), but not across socioeconomic status. Male students had higher internalization Afrocentric scores than did female students, whereas female students had higher internalization multicultural-inclusive scores than did male students. Students from suburban communities had higher pre-encounter assimilation and miseducation scores than did students from urban communities.