Abbreviated Multidimensional Acculturation Scale (AMAS-ZABB)

Abstract

The Abbreviated Multidimensional Acculturation Scale (AMAS-ZABB) is a concise, 42-item psychological scale designed to measure the complex process of acculturation among immigrants and ethnic minorities. Developed by Zea, Asner-Self, Birman, and Buki (2003), the scale is structured around a bidimensional framework, assessing both the level of integration into the host culture (e.g., US American culture) and the maintenance of the culture of origin. The AMAS-ZABB captures three primary psychological domains: Identity, Language Competence, and Cultural Competence.

This instrument offers a psychometrically robust alternative to longer acculturation measures, demonstrating high internal consistency across studies. It was initially validated using two distinct samples of Latino/Latina individuals, making it particularly relevant for research involving Hispanic and Latinx populations in the United States, although its structure is adaptable for other cultural groups.

Keywords

Acculturation, Multidimensional Acculturation Scale, AMAS-ZABB, Cultural Identity, Language Competence, Cultural Competence, Latino/Latina, Cross-cultural psychology, Immigration.

Authors

Maria Cecilia Zea, Kathleen K. Asner-Self, Deborah Birman, Lesley P. Buki.

Purpose

The primary purpose of the AMAS-ZABB is to provide a brief yet comprehensive measure of acculturation that reflects the multidimensional and bidimensional nature of cultural adaptation. Prior scales often treated acculturation as a linear process, assuming that increased adherence to the host culture necessitated decreased adherence to the culture of origin. The AMAS-ZABB was developed to empirically validate a model where individuals can simultaneously maintain strong ties to their native heritage while also integrating into the host society.

Specifically, the instrument is intended for researchers and practitioners working with immigrant and minority groups to assess distinct areas of cultural engagement, including psychological identification, linguistic skill, and knowledge of cultural norms and history, thereby offering nuanced insights into adaptation outcomes.

Construct

The AMAS-ZABB measures the construct of multidimensional acculturation, which is conceptualized across three major domains, each assessed for both the US culture and the culture of origin:

• Identity: Reflects the degree to which an individual feels a sense of belonging, pride, and importance related to being a member of the US culture versus their native culture (Items 1-12).
• Language Competence: Assesses the objective and perceived mastery of both the English language and the native language, covering speaking and comprehension skills across various social contexts (Items 13-30).
• Cultural Competence: Measures the individual’s knowledge of the history, heroes, media, and political figures associated with both the US culture and their culture of origin (Items 31-42).

By independently measuring competence and identification with both cultures, the AMAS-ZABB supports the bidimensional model of acculturation, allowing for the identification of different acculturation strategies (e.g., integration, assimilation, separation, marginalization).

Validity

Empirical validation of the AMAS-ZABB was conducted with two distinct Latino/Latina samples, supporting its construct validity. The factor structure aligns with the theoretical framework of multidimensional acculturation, successfully differentiating between the three key domains (Identity, Language, Cultural Competence) and confirming the bidimensional assessment of each domain (US orientation vs. Origin orientation).

The scale’s validity is supported by its ability to predict relevant psychological outcomes related to cultural stress and adaptation, demonstrating that measuring these distinct dimensions provides a more accurate picture of cross-cultural adjustment compared to monolithic measures. The abbreviation process successfully maintained the psychometric properties of the longer original scales from which the items were derived.

Reliability

The AMAS-ZABB demonstrates strong internal consistency, confirming its reliability across different populations studied. The reliability is measured using Cronbach’s alpha coefficients for the individual subscales, which consistently showed high values in the original validation studies.

• In Study 1, the Cronbach’s alpha coefficients for the subscales ranged from .90 to .97.
• In Study 2, the Cronbach’s alpha coefficients for the subscales ranged from .83 to .97.

These high coefficients indicate that the items within each subscale are measuring the same underlying construct with excellent consistency, making the scale a reliable tool for measuring acculturation dimensions.

Factor Analysis

The underlying structure of the AMAS-ZABB is defined by three primary factors: Identity, Language Competence, and Cultural Competence. A confirmatory factor analysis (CFA) or exploratory factor analysis (EFA) performed by the authors supported the hypothesized six-factor model (three domains, each split into US and Origin orientation). This factor structure is critical as it validates the scale’s premise that acculturation is not a single, unitary process but rather a collection of independent cultural domains.

Instrument

Test Type: Self-report psychological scale measuring cultural adaptation.

Format: 42 items, utilizing two different 4-point Likert response scales depending on the subscale being assessed.

Language Available: English (Original validation). Often translated for use with specific ethnic groups.

Population Group: Immigrants, ethnic minorities, and individuals navigating two distinct cultural environments.

Age Group: Typically utilized with adolescents and adults who possess the cognitive capacity to reflect on cultural identity and competence.

Population Details: Empirically validated with two distinct Latino/Latina samples.

Test Methodology: Quantitative survey methodology administered via paper-and-pencil or digital format.

Keywords

Psychometrics, Cultural adaptation, Biculturalism, Cronbach’s alpha, Ethnic identity, Cultural knowledge, Migration studies, Psychological assessment.

Authors

Author ORCID Identifier: Information not provided in source content.

Affiliation Email addresses: Information not provided in source content.

Correspondence Address: Information not provided in source content.

Permissions & Fee and Test Year

Test Year: 2003 (Year of original publication and validation).

Permissions and Fees: The scale is published within academic literature and its use is subject to standard copyright permissions of the authors and the publishing journal/textbook. The instrument can be found in the resource listed below, published by Springer: http://www.springer.com/978-1-4419-6696-4

Reference’s

Davis LE and Engel RJ. Measuring Race and Ethnicity. New York, NY: Springer 2011.

Zea, M. C., Asner-Self, K. K., Birman, D., & Buki, L. P. (2003). The abbreviated multidimensional acculturation scale: Empirical validation with two Latino/Latina samples. Cultural Diversity and Ethnic Minority Psychology, 9, 107–126.

Items of the Abbreviated Multidimensional Acculturation Scale (AMAS-ZABB)

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

Instructions: Please mark the number from the scale that best corresponds to your answer.

Items 1-12 Response Scale: 1=Strongly disagree; 2 = Disagree somewhat; 3 = Agree somewhat; 4 = Strongly agree

Identity (US Orientation)

1. I think of myself as being US American.
2. I feel good about being US American.
3. Being US American plays an important part in my life.
4. I feel that I am part of US-American culture.
5. I have a strong sense of being US American.
6. I am proud of being US American.

Identity (Culture of Origin Orientation)

7. I think of myself as being (a member of my culture of origin).
8. I feel good about being (a member of my culture of origin).
9. Being (a member of my culture of origin) plays an important part in my life.
10. I feel that I am part of culture (culture of origin).
11. I have a strong sense of being (culture of origin).
12. I am proud of being (culture of origin).

Items 13-42 Response Scale: 1=Not at all; 2 = A little; 3 = Pretty well; 4 = Extremely well

Language Competence (Mastery of English)

How well do you speak English:

13. at school or work
14. with American friends
15. on the phone
16. with strangers
17. in general

How well do you understand English:

18. on TV or in movies
19. in newspapers and magazines
20. words in songs
21. in general

Language Competence (Mastery of Native Language)

How well, do you speak your native language:

22. with family
23. with friends from the same country as you
24. on the phone
25. with strangers
26. in general

How well do you understand your native language:

27. on TV or in movies
28. in newspapers and magazines
29. words in songs
30. in general

Cultural Competence (US Orientation)

How well do you know:

31. American national heroes
32. popular American TV shows
33. popular American newspapers and magazines
34. popular American actors and actresses
35. American history
36. American political leaders

Cultural Competence (Culture of Origin Orientation)

How well do you know:

37. national heroes from your native culture
38. popular TV shows in your native language
39. popular newspapers and magazines in your native language
40. popular actors and actresses from your native culture
41. history of your native culture
42. political leaders from your native culture