The purpose of this study was to validate the Multigroup Ethnic Identity Measure (MEIM) on a sample of Afro-Caribbean college students. Participants were drawn from a larger national study on culture and identity collected at 26 universities from across the United States. Students included in this sample were either born in a Caribbean country, or had one or both parents from a Caribbean country. The students completed various measures of culture and identity. The ones utilized in this study were ethnic identity (Multigroup Ethnic Identity Measure), self-esteem (Rosenberg Self-Esteem Scale) and depression (Center for Epidemiologic Studies Depression Scale). Analyses were conducted using the Statistics Package for the Social Sciences and AMOS (SPSS for Windows Version 16.0.2, 2008). A confirmatory factor analysis was utilized in order to confirm the hypothesized factor structure of the MEIM with this sample in terms of goodness of fit. Correlations to determine the internal reliability and construct validity of the MEIM and multivariate analysis of variance to determine group differences within the sample were conducted. Additionally, criterion validity was examined between the MEIM and measures of self-esteem and depression. The results of this study indicate that the MEIM is a two factor structure for Afro-Caribbean college students. The results suggested adequate to good internal item consistency on all measures utilized with this sample. With regard to concurrent validity, the relationship between self-esteem and ethnic identity in this sample wasn't as remarkable and supportive of past research where there has been a more distinct and robust relationship. There was a statistically significant positive correlation with the affirmation subscale and depression. This was not true for the total MEIM measure and the exploration subscale. Ethnic identity does not have the same relationship with self-esteem and depression as it has in previously studied Black/African American and minority populations in the United States.

This study was designed to examine the experiences of a small group of Black males in a college of aeronautical science, a major traditionally dominated by White males. The study also considered the differences in how African American males and Caribbean black males perceived and acted upon the same experiences. Through a social learning theoretical approach, the study examined the relevant factors, processes, and experiences involved in these Black males' choice of aeronautical science as a major and piloting as a career. Eleven (11) persisters and 4 non-persisters participated in the study, which centered around a premier aeronautical university in the southeastern part of the United States. Questions guiding the study were: (1) What experiences have been influential in a small group of Black males' selection of aeronautical science as a major, piloting as a career? (2) What factors outside of and previous to the collegial environment contribute to (and detract from) persistence in pursuit of completion of a major in piloting? (3) What factors in the collegial and occupational environment contribute to persistence in a major in piloting? (4) How do patterns of persistence compare for these Black males at a college of aeronautical science? Qualitative methodology included both individual in-depth interviews and small focus groups. Participants were recruited through both purposive and snowball samplings as well as volunteering. Criteria for persisters were Black male former aviation students who had already graduated with an aeronautical science degree and pursuing a career as a pilot or Black male students currently enrolled as juniors and seniors, in good academic standing. Non-persisters in this study were Black males who left their aeronautical science major prior to completion. Findings clearly indicated that a number of factors, such as family, individual, social, and environmental, influenced this small group of Black males' persistence in aeronautical science. Additionally, this study attempted to ascertain the differences and similarities in perceptions and experiences among African American and Caribbean black males. The Caribbean black males in this study did not perceive their race as having a negative impact on their persistence, whereas most of the African American male participants felt their race was a contributing factor to their non-persistence. This study provided the groundwork for the development of a conceptual model of academic persistence with implications for recruiting, retaining, and graduating Black males from a college of aeronautical science. / Ph. D.