Multidimensional Model of Racial Identity
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
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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Content (worth a maximum of 50% of the total points) |
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30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
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10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
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10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
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7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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