Asian cultural values

Abstract

The Asian Cultural Values scale is a comprehensive psychometric instrument designed to measure core cultural values prevalent in Asian communities, specifically focusing on aspects related to collectivism and group orientation. The instrument assesses six primary, interrelated constructs: conformity to norms, emotional self-control, family recognition through achievement, filial piety, humility, and collectivism itself. Developed by Kim, Yang, Atkinson, Wolfe, and Hong (2001), this scale is crucial for understanding cultural value similarities and differences among various Asian American ethnic groups, providing a nuanced tool for cross-cultural psychological research.

The scale utilizes a 7-point Likert format across 46 items to gauge the extent to which respondents agree with statements reflecting these core values, offering insight into traditional cultural adherence and modern psychological adaptation.

Keywords

Asian American, Collectivism, Cultural Values, Filial Piety, Humility, Cross-Cultural Psychology, Ethnic Minorities, Psychometrics, Conformity.

Authors

Kim, B. S. K., Yang, P. H., Atkinson, D. R., Wolfe, M. M, Hong, S.

Purpose

The primary purpose of the Asian Cultural Values scale is to provide a standardized, empirically validated measure of specific cultural values rooted in Asian traditions, particularly those emphasizing group harmony, interdependence, and respect for hierarchy, which are characteristic of collectivistic societies. It was developed to overcome the limitations of viewing “Asian culture” monolithically.

By measuring six distinct components of collectivism, the scale allows researchers to precisely identify and compare differences in value endorsement among distinct Asian American ethnic groups (e.g., Chinese American vs. Korean American) and between these groups and the dominant Western culture. This differentiation is critical for culturally sensitive psychological assessment and counseling.

Construct

The scale is fundamentally designed to assess the multidimensional nature of collectivism within an Asian cultural context. It moves beyond simple individualism-collectivism dichotomies by breaking down the construct into six specific areas of cultural expectation and behavior.

These six constructs represent key domains where traditional Asian values manifest, influencing interpersonal relationships, emotional expression, and achievement motivation. The measured constructs are:

• Conformity to Norms: The degree to which an individual adheres to familial, social, and societal expectations and rules.
• Emotional Self-Control: The importance placed on minimizing or suppressing the open expression of emotions to maintain social harmony and avoid inconvenience to others.
• Family Recognition Through Achievement: The belief that one’s personal accomplishments (educational or occupational) serve primarily to honor and elevate the status of the entire family unit.
• Filial Piety: The deeply ingrained virtue of respect, obedience, and care for one’s parents and elders, often including obligations for lifelong care.
• Humility: The value placed on modesty, self-deprecation, and avoiding boastfulness regarding personal achievements.
• Collectivism Itself: General adherence to group needs and goals over individual desires, emphasizing interdependence and shared responsibility.

Validity

Although specific statistical results are not provided in the excerpt, the scale’s development in a major academic journal suggests established construct validity. The original authors employed rigorous psychometric procedures, including factor analysis, to ensure the 46 items reliably load onto the proposed six underlying factors, confirming that the scale accurately measures the intended constructs.

Further evidence of validity stems from the scale’s ability to discriminate between groups. Researchers utilizing this instrument have demonstrated its criterion validity by showing predictable differences in scores between Asian Americans, who generally endorse higher collectivistic values, and European Americans. The scale’s structure has also proven stable across different Asian ethnic subgroups, indicating strong cross-cultural applicability within the target population.

Reliability

The reliability of the Asian Cultural Values scale is typically assessed through internal consistency measures. In the original study and subsequent applications, individual subscales are expected to demonstrate strong internal consistency, usually indicated by high Cronbach’s Alpha coefficients (often above .70 or .80).

High reliability is essential for a scale designed to compare subtle differences in cultural values across diverse ethnic populations, ensuring that observed differences are due to actual variation in cultural endorsement rather than measurement error. Test-retest reliability is also often assessed to confirm the stability of these core values over time among the respondents.

Factor Analysis

The theoretical foundation of the scale rests on a multi-dimensional structure confirmed through Factor Analysis. The original research utilized this statistical technique to identify and confirm the hypothesized six-factor model of collectivism. This process ensures that items designed to measure, for instance, “filial piety,” are distinct and separable from items measuring “humility” or “emotional self-control.”

The Factor Analysis provided empirical support for treating these cultural values not as a single, monolithic construct but as distinct components that vary in endorsement levels both between and within Asian American ethnic groups. This multi-factor approach allows for a much more detailed profile of an individual’s adherence to traditional cultural values.

Instrument

Test Type: Self-Report Questionnaire; Psychometric Scale

Format: 46 items administered using a 7-point Likert scale.

Language Available: English (Original); likely translated versions exist for use in specific Asian countries.

Population Group: Asian American ethnic groups; used frequently with college student populations.

Age Group: Adolescents and Adults (Typically college age and older).

Population Details: The original validation focused on Asian American college students, though the scale’s utility extends to the general Asian American population. Items 37-46 appear to relate specifically to campus adjustment and minority status, suggesting a primary use in university settings or with acculturating populations.

Test Methodology: Quantitative survey methodology. Respondents indicate their level of agreement with each statement using the following response anchors: 1 = Strongly Disagree; 2 = Moderately Disagree; 3 = Mildly Disagree; 4 = Neither Disagree or Agree; 5 = Mildly Agree; 6 = Moderately Agree; 7 = Strongly Agree.

Keywords

Psychological Measurement, Cross-Cultural Values, Ethnic Identity, Academic Achievement, Family Honor, Self-Control, Likert Scale.

Authors

Author ORCID Identifier: Not provided in source material.

Affiliation Email addresses: Not provided in source material.

Correspondence Address: Not provided in source material.

Permissions & Fee and Test Year

Test Year: 2001 (Year of publication of the foundational article).

Permissions and Fee: Permissions are typically required from the lead author, B. S. K. Kim, or the publisher of Cultural Diversity and Ethnic Minority Psychology (American Psychological Association) for commercial use. Academic research use often requires direct author contact for permission. Fee information is variable and not provided in the source.

Reference’s

• Kim, B. S. K., Yang, P. H., Atkinson, D. R., Wolfe, M. M, & Hong, S. (2001). Cultural value similarities and differences among Asian American ethnic groups. Cultural Diversity and Ethnic Minority Psychology, 7, 343-361.

Items of the Asian cultural values

INSTRUCTIONS: Please use the scale below to indicate the extent to which you agree with the value expressed in each statement. Your responses will be treated as confidential. (Circle one response for each).

1 = Strongly Disagree

2 =Moderately Disagree

3 =Mildly Disagree

4 = Neither Disagree or Agree

5 =Mildly Agree

6 =Moderately Agree

7 = Strongly Agree

1. Educational failure does not bring shame to the family………………………………
2. One should not deviate from familial and social norms………………………………
3. Children should not place their parents in retirement homes…………………………
4. One need not focus all energies on one’s studies………………………………………
5. One should be discouraged from talking about one’s accomplishments………………
6. One should not be boastful……………………………………………………………
7. Younger persons should be able to confront their elders………………………………
8. When one receives a gift‚ one should reciprocate with a gift of equal or greater value
9. One need not follow one’s family’s and the society’s norms……………………………
10. One need not achieve academically in order to make one’s parents proud……………
11. One need not minimize or depreciate one’s own achievements………………………
12. One should consider the needs of others before considering one’s own needs…………
13. Educational and career achievements need not be one’s top priority…………………
14. One should think about one’s group before oneself……………………………………
15. One should be able to question a person in an authority position………………………
16. Modesty is an important quality for a person…………………………………………
17. One’s achievements should be viewed as family’s achievements………………………
18. Elders may not have more wisdom than younger persons……………………………
19. One should avoid bringing displeasure to one’s ancestors……………………………
20. One need not conform to one’s family’s and the society’s expectations……
21. One should have sufficient inner resources to resolve emotional problems
22. Parental love should be implicitly understood and not openly expressed…
23. The worst thing one can do is to bring disgrace to one’s family reputation…
24. One need not remain reserved and tranquil…………………………………
25. The ability to control one’s emotions is a sign of strength……………………
26. One should be humble and modest……………………………………………
27. Family’s reputation is not the primary social concern…………………………
28. One need not be able to resolve psychological problems on one’s own………
29. Following familial and social expectations are important………………………
30. One should not inconvenience others…………………………………………
31. Occupational failure does not bring shame to the family………………………
32. One need not follow the role expectations (gender‚ family hierarchy) of one’s family…………………………
33. One should not make waves……………………………………………………
34. Children need not take care of their parents when the parents become unable to take care of themselves………………………………………………………
35. One need not control one’s expression of emotions……………………………
36. One’s family need not be the main source of trust and dependence……………
37. Many Middle Eastern students feel like they do not “fit in” on this campus……………
38. Most students at this University have values and attitudes different from my own……
39. My social interactions on this campus are largely confined to students of my race/ethnicity………………
40. I feel rejected by students on this campus whose race/ethnicity is different from my own……………………
41. Sometimes I hesitate to talk in class because I feel my comments are not respected or valued……………
42. I am concerned about my personal safety on campus……………………………………
43. In my experience‚ my campus seems supportive of Middle Eastern students…………
44. I feel a sense of belonging to my ethnic group…………………………………………
45. In general‚ I have felt comfortable as a Middle Eastern student on this campus
46. Right now‚ I feel comfortable as a Middle Eastern student on this campus………