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TitleAn enquiry into the cultural values of form five students, withspecial reference to certain sociological and educationalissuesfacing Hong Kong adolescents
Author(s) Lee, Gen-hwa, Gennie.;g g— úƒï
.
Citation
Issued Date 1974
URL http://hdl.handle.net/10722/65262
RightsThe author retains all proprietary rights, (such as patent rights)and the right to use in future works.
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AN ENQUIRY INTO THE CULTURAL VALUES OF FORM FIVE STUDENTS ,
WITH SPECIAL REFERENCE TO CERTAIN SOCIOLOGICAL AND
EDUCATIONAL ISSUES FACING HONG KONG ADOLESCENTS
by
GENNIE LEE GEN HWA
M.Phil.
THESIS
APRIL,
1974
UNIVERSITY OF HONG KONG
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ACKNOWLEDGEMENTS
The author wishes to express her gratitude
and indebtedness to her two thesis super visors ,
Professor W.F. Dukes and Professor N.K. Hen ders on,
Dr.
Henderson, Professor of Education and Head of the
Department of Educati on, University of Hong Ko ng,
gave constructive criticism all through the study.
Dr.
D uke s, Professor of Psychology and former Vic e-
Chan cell or, Unive rsity of California at Da vi s, gave
invaluable advice and help in the preliminary stages
of plann ing and org anizing th e data whe n the auth or
spent three mont hs in the spring of 1970 at the Davi s
Campus . He returned to the Chinese Universit y of
Hong Kong in September 1973 and guided the development
of the study to its final form.
Special thanks are extended to the following
persons for their help at vario us stages of the
project; to Miss B.R. Wright and Mrs. M.S . Young wh o
advised on the questionnaire construction in English
and Chinese respecti vely, to the 26 Test Administrat ors
wh o parti cipat ed in the data collec tion and to the
principals, teachers and pupils of the 27 schools
from whic h the samples were colle cted; to Mr. Chui
Wah- Sum and Mr . Tsang Kin-Bun who helped in compi ling
the data; to Dr . E. Turner and Mr s. W.F . Dukes wh o
advised on the statistical method; to Miss Fo k Zar -yu e,
Dr .
A.K. Li and Mr s. M.W. Kao who helped to defi ne
and analyse some of the issues in the study and
finall y to Mis s Milan Chow and Mr s. Selina Shen for
the typing and clerical work.
Acknowledgement is also gratefully made to
the Centre of Asia n Stu die s, Univer sity of Hon g Ko ng
for a rese arch grant which contri buted towards some
of the costs of the study.
G.L.
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T A 3 L E O F C O N T E N T S
PAGE
INTRODUCTION 1
1.1 The Problem 1
1.2 The Two Sys tems :
Anglo-Chin ese vs . Chinese Middle
Schools 2
THE DESIGN AND PROCEDURE 6
2.1 The Sample and Th e Test
Administrators
, . 6
2.2 The Instrume nt 8
FINDINGS OF STUDY 11
3.1 The Conce pts of Val ues and
Attitudes 11
3.2 Val ues and Expect ation s 14
3.3 Gen era l Treatme nt of Statis tics 19
3.4 Rel atio nsh ip 21
3.5 Personal Val ues 26
3.6 Schoo l Values 34
3.7 Cultural Val ues 42
3.8 On Self Concept 50
3.9 Famil y Versus Individu al 56
3.10 Authori ties Versus Peers 60
3.11 Nat ion al and Cultural Ident ity .. 70
3.12 Fest iv als , Rituals and Religions 78
3.13 Food Habi ts and Med ica l Treatm ents 83
3.14 Choice of Spouse 90
SUMMARY AND IMPLICATIONS 93
BIBLIOGRAPHY 114
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LIST OF TABLES
TABLE PAGE
3 . 2 P r o f i l e o f V a l u e s 1 3
3 . 4 , a - b R e l a t i o n s h i p 22
3 . 5 C o m p a r is o n o f V a l u e s : P e r s o n a l V a l u e s . . 30
3 . 5 a S p e c i f i c D i f f e r e n c e s : V a l u e s B etw ee n
A n g l o - C h i n e s e a n d C h i n e s e G r o u p s 31
3 . 6 C o m p a r i s o n o f V a l u e s : S c h o o l V a l u e s . . . . 3 8
3 . 6 a S p e c i f i c D i f f e r e n c e s : V a l u e s W i t h in
C h i n e s e G r o u p 3 9
3 . 7 C o m p a r is o n o f V a l u e s : C u l t u r a l V a l u e s . . 46
3 . 7 a S p e c i f i c D i f f e r e n c e s : V a l u e s W i t h i n
A n g l o - C h i n e s e G r o up 4 7
3 . 8 , a C o m p a r is o n o f A t t i t u d e s : On S e l f
Co n cep t 5 3
3.9 Comparison of Attitu des: Family
Versu s Individual 58
3.10,a-c Comparison of Attitu des: Authority
Figure 63
3 . 1 0 d C o m p a ri so n o f A t t i t u d e s : P e e r G ro up s . . . . 68
3 . 1 1 C o m p a ri so n o f A t t i t u d e s : N a t i o n a l
I d e n t i t y 7 3
3.11a-d
Comparison of Attitu des: Cultural
Identity 74
3.12 Comparison of Creeds and Cus tom s:
Festi vals and Ritual s 81
3.12a Compariso n of Creeds and Cust oms:
Religious Beliefs and Practice 82
3.13 Food Habi ts 85
3 . 1 3 a C o m p a r i s o n o f C r e e d s a n d C u s t o m s :
F o o d H a b i t s 8 7
3 . 1 3 b K e d i c a l R e s o u r c e s 8 8
3 . 1 3 c C o m p a r i s o n o f C r e e d s a n d C u s t o m s :
M e d i c a l T r e a t m e n t 8 9
3 . 1 4 C o m p a r i s on o f V a l u e s : R e l a t i n g t o
Ch o ic e o f Sp o u s e 9 1
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1
I. INTRODUCTION
1.1 Th e Pro bl em
During the past two decades, industrialization
and urbanization have brought about tremendous changes
in the Hon g Kong community . Chang es have occurred not
only in the pattern of livi ng, ho me , wor k, and
recreatio nal conditions but also in the genera l outlook
on life. Problems and conflicts which traditi onally
would be resol ved within the family unit now seem beyond
its control. Such situations call for a readjustment of
human needs and resources. A modification of individual
bel iefs , attitudes and patterns of behaviour is obviously
one basic approach to solving problems formerly handled
in the famil y circle. Schools are among the possible
agents of change in attit udes and beha vio ur. To stud y
the values and attitudes of the youth population whi ch
now comprises half of the four million inhabitants of
Hong Kong is thus a major step towards understanding of
such problems.
In 19 71 , 17 years af ter establishing it as a
goal,
the Hong Kong Government finally achieved universal
primary education. Univer sal secondary education and an
improved school system are the targets for the immediate
fut ure . A repo rt publish ed in 1973 by the Boar d of
Educati on on the propos ed expansi on of seconda ry education
in Hong Kong stated that the overall aim of education
is the efficient development of intellectual, vocational
and inter-personal skills relevant to the individual as
he takes hi s plac e in Hong Ko ng.
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The present study is dedicated to one aspect
of this timely and crucial issue of planning for
improvements in secondary educa tion , namely the cultural
"values of stud ents in the 16-13 year age gr ou p. It aim s
to explore the patterns of va lu es , attitudes, ideals ,
creeds and customs of adolescents in Hong Kong sc hools .
Th e sec ondary schools in Hong Kong are
classified as either Anglo-Chi nese or Chinese Midd le
schoo ls, main ly according to the language of instruction .
One may wel l wonder whether after five years in Ang lo-
Chinese secondary schoo ls, students may have vie w points
and value orientations which are not shared by students
in Chinese Midd le schools. The general problem of this
study is to explore whether there are differences between
the two grou ps, Anglo-Chi nese and Chinese Middle s tudents ,
in their value s and expectations: What prioriti es do
they place on their valu es? How do the groups see
themselves,
their pe ers , teachers and parents? What are
the similarities and differences between the two groups
in their vie ws and values and in the ir creeds and
customs ? Ho w do expressed idea ls relate to alle ged
practices? Delibera te attempts have been made to answer
these specific questions in the following chapters.
1,2 The Two Sy ste ms ; Anglo-Ch inese
vs.
Chinese Middle Schools
In the Anglo-Ch inese sch ool s, English is used
for
teaching all subjects except Chinese Literature and
History,
Chi nese (Cant onese) is the language of
instruction in
the Chinese Midd le schools wit h Engl ish
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3
a s a r e q u i r e d s u b j e c t . I n e a c h s y s t e m t h e p ro gr am m e
r e q u i r e s f i v e y e a r s t o c o m p l e t e ; on e l e a d s t o t h e H ong
Kong C e r t i f i c a t e o f E d u c a t i o n E x a m i n a t i o n i n E n g l i s h ,
t h e o t h e r t o t h e H ong K ong C e r t i f i c a t e o f E d u c a t i o n i n
C h i n e s e . I n 1 9 7 4 , h o w e v e r , t h e two c e r t i f i c a t e s w i l l
b e r e p l a c e d b y a s i n g l e c e r t i f i c a t e , t h u s s i g n a l i n g a
s t e p t o w a r d s t h e u n i f i c a t i o n o f t h e tw o s y s t e m s .
P a t t e r n e d a f t e r t h e s c h o o l s y s t e m i n C h i n a ,
t h e C h i n e s e M i d d l e s c h o o l s e n j o y e d c o m m u n it y s u p p o r t i n
t h e f i r s t h u n d r e d y e a r s o f Hong K o n g ' s h i s t o r y . I n 1 9 5 4,
t h e r e w e r e 10 1 C h i n e s e M i d d l e s c h o o l s an d 12 2 A n g l o -
C h i n e s e s c h o o l s . T he d e c l i n e o f t h e C h i n e s e M i d d le
s c h o o l s w a s n o t e d o n l y i n t h e 1 9 5 0 ' s a s t h e C h i n e s e
g r a d u a l l y r e a l i z e d t h a t t h e y h a d t o m ake H on g K ong t h e i r
p e r m a n e n t hom e a nd s h o u l d p r o b a b l y e d u c a t e t h e i r c h i l d r e n
i n a m o r e W e s t e r n f r a m e w o r k . A l t h o u g h b o t h t y p e s o f
s c h o o l s h a v e o f f e r e d E n g l i s h a nd C h i n e s e , t he A n g l o - C h i n e s e
w i t h g r e a t e r e m p h a si s on E n g l i s h , h a s b ee n i n c r e a s i n g l y
c h o s e n b y t h e c o m m u n i ty a s t h e m e an s o f e d u c a t i n g t h e
y o u n g e r g e n e r a t i o n i n H ong K o n g . I n 1 9 63 , t h e r e w e r e 2 2 3
t h o u s a n d s t u d e n t s i n 2 39 A n g l o - C h i n e s e a nd o n l y 5 7 th o u s a n d
i n 9 6 C h i n e s e M i d d l e s c h o o l s . T he n e a r l y 1 00 p e r c e n t
g r o w t h o f t h e A n g l o - C h i n e s e s c h o o l s i n t h e p a s t t wo
d e c a d e s i n d i c a t e d t h e c o m m u n i t y ' s p r e f e r e n c e f o r t h e
s y s t e m . T he m a t r i c u l a t i o n f i g u r e s o f t h e C h i n e s e
U n i v e r s i t y o f H on g K ong f ro m 1 9 6 9 t o 1 9 73 a l s o i n d i c a t e d
a s t e a d y i n c r e a s e o f s u c c e s s f u l m a t r i c u l a n t s f r om t h e
A n g l o - C h i n e s e s c h o o l s — fr o m 45% t o 6 5 % ( f r o m 7 72 t o
1 6 20 s t u d e n t s ) . T h e U n i v e r s i t y o f H ong Kong a c c e p t s m a in ly
s t u d e n t s who h a ve o b t a i n e d t h e HongK ong C e r t i f i c a t e
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5
too-early age of 11+; and it does away with some of
the envy with which the chosen grammar school elite
is too commonly surrounded. Hong Kong experimentation
and solutions must in any case retain these distinct
merits of the comprehensive type of secondary schools."
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6
II. THE DESIG N AND PROCEDURE
2.1 The Sample and The Tes t Admini strator s
The present sample included 1102 Form V and
Middle V students in 27 secondary grammar schoo ls. 5l6
students were drawn from 17 Anglo-Chi nese and 586 from
10 Chinese Middle schools. Attempt was made to achieve
some degree of representativeness in the subject sample.
23 schools were situated in highly urban ar ea s, 4 in the
rural a re as ; 8 were governm ent sch ools , 12 subsidized and
7 private sch ool s. The re were 559 male and 543 female
students, drawn from 6
boys'
sch ool s, 5 girls' schools
and 16 co-educa tional school s. 12 schools had no
religious affilia tion, 8 were Protestant, 6 Catholi c,
and 1 Confucian.
558 and
544
students wer e in arts and science
streams respectively. As technical schools represented
only 7 % and 1% respec tivel y of the Anglo-Chinese and
Chinese Middle school populatio n, it was decided not to
include them in the sample.
The tests were administered by 26 students
taking the course leading to the Dipl oma/Cer tifi cate in
Educa tion in the autumn of 1969. The Diploma and
Certif icate are both teacher's traini ng courses of the same
standing offered by the Department of Educat ion,
Uni ver sit y of Hon g Kong for graduate s wh o want to obtain
one year (full-time) or two year (part-time) professional
training to teach in local Anglo-Chi nese s chools.
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7
These testers were given one hour of instruction
on how to administ er the tests. Seventeen of them
conducted the tests in the Anglo-C hinese schools where
they were doing their practical teaching. The school
setting was therefore not foreign to them. Sixteen of
them administered the tests in Chinese Middle schools by
form al arrangement with the school hea ds. They therefore
had had no previous contact with the schools or the
students before the testing took pla ce.
V/hile mos t of the tes ter s collected data fro m
a sample of 25 studen ts, a few tested 5 0. All were
asked to tally the data and to return the completed test
papers to the present writer.
The tests were administered during school hours
and completed in a one-hour per iod . Th e students were
allowed to leave the room as soon as they turned in the
test papers. On the who le , the students were very
cooperative duri ng the testing peri od , and most of them
completed the tests w ith in **0 mi nu te s.
Form V and Middle V were the final yea r in
secondary schools. Students at this stage would gear
themselves diligently for the coming school leaving
examination in early summer. The testing wa s, there fore,
scheduled in the
fall,
at the beginning of the school
te rm , so that it wo ul d be less affected by the
pressur e of wo rk on the students and the examination
climate.
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o
2.2 Th e Instrume nt
In the spring of 1969, a pilot study wa s
conducted using 61 items adapted from the "Study of
Secondary School Social Climate" questionnaire printed
in Coleman's The Adolescent Society
(1967).
Two hundred
studen ts in their fifth year (Form V or Middl e V ) of 12
secondary grammar schools answered the questionnaire
(Appendi x l ) . It was administered in an effort to get
prelimi nary information about the interests and attitudes
of second ary school stu dents in the two types of s chool
situations,
namely Anglo-Chinese and Chinese Middle
scho ols, and to discove r any procedural difficulties
so that they could be corrected before the full scale
project was launched.
Partly on the basis of the information provided
by this pilot proj ect, 4 sets of questi onnai res wi th a
total of 96 items, some with sub- item s, were constructed
for the present study . Each item could be answered by
a tick wi th no writ ing involved. Two questionnaires were
in Eng li sh while the other two were in Chinese.
Test A (Appendix
II),
in Eng li sh, consisted of
45 it em s. Designed to sample attitudes toward self,
peer gr oup , authority fi gure s, national and cultural
ide nti ty, it was a modification of the questionnaire used
in the pilot study. The student was required to selec t
one response from a number of alternatives which, except
in three instanc es, vari ed from three to six. Examples
are as follows:—
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Questi on 5: Whe n I start wor k I shall
a) give all my money to parents.
b ) share it with pare nts.
c) keep my money all to myself.
Quest ion2 6: I consider my nati ve country to be
a) Hong Xong,
b) China.
c) Ta iwan.
d) Macao.
e) Other.
T e s t 3 ( A p p e n d ix I I I ) , i n C h i n e s e , ha d 9 i t e m s .
I t w as c o n s t r u c t e d t o m e a s u re t r a d i t i o n a l a n d e m e r ge n t
a t t i t u d e s to w a r d s f r i e n d s , m a r r i a g e , f a m i l y a nd c om m u ni ty
i n g e n e r a l . T h e t e x t w a s i n t h e f or m o f e v e r y d a y C h i n e s e
s a y i n g s , e a c h w i t h a m o r a l o r e t h i c a l t o n e . On s e v e n o f
t h e i t e m s t h e s t u d e n t w as i n s t r u c t e d m e r e l y t o s e l e c t o n e
a l t e r n a t i v e
-
* f ro m 3 t o 5 p r e s e n t e d . T he l a s t t wo
q u e s t i o n s i n v o l v e d r a n k i n g t h e a l t e r n a t i v e s , A s am p le
i t e m i s a s f o l l o w s : —
Q u e s t i o n 1 : I f y o u r f r i e n d ' s hom e i s b e i n g
d e s t r o y e d b y f i r e , y ou w i l l s —
a ) ( t o w a t c h a f i r e f ro m
t h e o p p o s i t e b a n k o f r i v e r — m e a n i n g
l a c k o f c o n c e rn o r i n d i f f e r e n c e . )
b )
(to steer i n a c c o r d a n c e
w i t h t h e w i n d — m e a n i n g b e i n g
o p p o r t u n i s t i c a b o u t i t . )
c ) ( t o t a k e a c t i o n o n l y
a f t e r c a r e f u l c o n s i d e r a t i o n . )
d ) (to s e n d o h a r c o a l t o a
f r i e n d w he n i t s n o w s — m e a n i n g t o
g i v e t i m e l y a i d . )
e ) get aw ay q u i c k l y f o r
f e a r o f i n v o l v e m e n t . )
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10
Test C (Appendix IV) , in En gl i sh, conta in ed 36
items ad ap ted from The Expec ta ti o n ' s Check L i st — Form I I
for Harvard undergra du ates. Essen ti a l l y i t i s an in ventory
of v a l ues, seeking to measure va lu es and expec ta ti on s
regarding one's se l f , schoo l and c u l tu re . The studen t was
asked to check (wi th a minimum of f ive) as many i tems as he
deemed desc ri p t i v e of Something a pup i l in a secondary
school shou ld b e . For example:
—
Item 1 to 5: He or she should
1. be kind,
2.
be
friendly.
3. be tolerant.
4. be
obedient.
5.
be
independent.
Each respondent completed
4
copies
of the
check
list: first for his expectations of himse lf; second for his
perceived expectations
of his parent(s);
third
of his
teacher(s);
and fourth, of his close friends in school
(peers).
Test D (Appendix V , in C hines e, with six major
items,
concerned creeds and custo ms, pertaining to
festivals,
rit ual s, religion, medical treatment
and
food
habits.
For
each i tem,
the
student mad e choices from check
lists ranging from 7-15 aub-items, in only one of which
(medical treatment)
was the
respo nse limited
to a
single
choice. For
example, regarding ritual s,
the
student
was
asked about an cest ors' birthdays and/or dea thda ys, birthda y
celebrations, new born celebrations, wedding ceremonies,
funeral ri tuals, adoption ceremonies, visits
to
sick
relatives and visits to sick friends . He was to indicate
which of these he and his fami ly observed t ogeth er, whic h
only
his
family observed
and
whic h only
he
observed.
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11
III.
FINDINGS OF STU DY
3.1 Th e Concepts of Value s and Attitu des
In most general terms, the concepts of attitudes
and values concern the individu al's orientati on toward
aspect s of his persona l and imper sonal environ ment and
toward hi mse lf. The terms attit udes and values are used
interc hange ably in this study. Val ues are things or
compl ex events in wh ic h people are interested — things
that they wa nt , desire to be or bec ome , wors hip , enjoy
or fee l to be obligatory. Value s are meani ngful ,
affectively invested pattern principles that guide human
action.
Th e co ncept of attitude is most f reque ntly
formulated in terms of a "state of readiness for m otive
arousal"
or a "readiness to act" in a given consistent
manner toward a specified class of stimuli. Attitud es
are further elaborated as having cogniti ve, affective and
conative compo nent s. Since many revi ews of this concept
are availa ble in the literature (e.g. Al lp ort , 1935 ;
Green 1954) further elaboration o f the various view points
does not seem appropriate in this discussion.
The concept of values ha s been well developed
in the field of phi loso phy. But in its formulat ion there
is reasoaable convergence of psychological, anthropological
and sociological poin ts of view. Lewin (1944) spoke of
values as influencing and guiding behaviour, determining
which
aspects of the phenomeno logical world have positive
or negative val ence . Similarly, Erikson
(1950)
in
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12
d i s c u s s i n g h i s S i g h t S t a g e s of Man t r e a t e d v a l u e s a s
i n t e r n a l i z e d a g e n t s . M o r r i s ( 1 9 6 8 ) p o s t u l a t e d t h r e e
b a s i c d i m e n s i o n s o f v a l u e a nd s e v e n l i f e - o r i e n t a t i o n s
( p a t t e r n e d hum an v a l u e s ) . He a l s o l i s t e d t h i r t e e n
c o n c e p t i o n s o f g oo d l i f e o r p o s s i b l e w ay s t o l i v e .
F ro m t h e s o c i o l o g i c a l p o i n t o f v i e w , W i l l i a m s
( 1 9 5 8 ) d e s c r i b e d a v a l u e a s a n y a s p e c t o f a s i t u a t i o n ,
e v e n t , o r o b j e c t t h a t i s i n v e s t e d w i t h a p r e f e r e n t i a l
i n t e r e s t a s b e i n g ' g o o d ' , ' b a d ' , ' d e s i r a b l e ' , a n d t h e
l i k e .
V a l u e s a r e n o t c o n c r e t e g o a l s o f a c t i o n , b u t
r a t h e r t h e c r i t e r i o n b y w h i ch g o a l s a r e c h o s e n . K in g
( 1 9 6 1 ) c o n s i d e r e d , fro m t h e c o n c e p t u a l p o i n t o f v i e w ,
t h a t v a l u e s a r e a p r o m i n e n t p a r t o f c u l t u r e a s w e l l a s
m e a n i n g fu l c o n s t r u c t s in p e r s o n a l i t y . T h u s , t h e y h av e
g e n e r a l a p p l i c a b i l i t y to an u n d e r s t a n d i n g of t h e s o c i a l
m i l i e u a n d t h e b e h a v i o u r o f g r o u p s a s w e l l a s t h e a c t i o n s
o f i n d i v i d u a l s . V a l u e s m ay b e t h o u g h t of a s o r d e r i n g
m e c h a n i s m s , o r a s l o n g - t e r m c om m i tm e n ts t o a c t i o n w h i c h
o p e r a t e t o s e t g o a l s a n d d e t e r m i n e c h o i c e s .
T he a n t h r o p o l o g i s t , L i n to n ( 1 9 6 4 ) , t r e a t e d a l l
s h a r e d v a l u e s a s c u l t u r a l v a l u e s , A v a l u e may b e d e f i n e d
a s a n e l e m e n t , common t o a s e r i e s o f s i t u a t i o n s , w h i c h
i s c a p a b l e o f e v o k i n g a c o v e r t i - es p o n se i n t h e i n d i v i d u a l .
An a t t i t u d e may b e d e f i n e d a s t h e c o v e r t r e s p o n s e e v o k ed
b y s u c h a n e l e m e n t . T h e c o n t e n t o f s u c h r e s p o n s e s s e e m s
t o b e l a r g e l y e m o t i o n a l b u t m ay i n c l u d e o t h e r t y p e s o f
r e s p o n s e s u ch a s a n t i c i p a t i o n s . T he v a l u e a nd a t t i t u d e
t o g e t h e r fo rm a s t i m u l u s - r e s p o n s e c o n f i g u r a t i o n w h ic h
w i l l b e r e f e r r e d t o a s a v a l u e - a t t i t u d e s y s t e m .
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13
C u l t u r a l v a l u e s v a r y am ong c u l t u r e s an d w i t h i n
a g i v e n c u l t u r e ; y e t c e r t a i n p e r s i s t e n t l i f e p r o b l e m s h a ve
h a d t o b e f a c e d b y a l l hum an s o c i e t i e s . I n a t t e m p t i n g t o
a n a l y z e t h e s e , F l o r e n c e K l u c k h o l n ( 19 5 4) i d e n t i f i e d f i v e
p r o b le m s a s c r u c i a l t o a l l s o c i e t i e s , n a m e l y , how t h e i r
m em be rs v i e w : ( l ) hum an n a t u r e ; ( 2 ) t h e i r r e l a t i o n s h i p t o
n a t u r e ; ( 3 ) t h e i r o r i e n t a t i o n t o t i m e ; (4 ) t h e i r
o r i e n t a t i o n t o a c t i v i t y ; ( 5 ) t h e i r r e l a t i o n s h i p t o o t h e r s .
A l t h o u g h t h e s e p r o b l e m s c an b e s o l v e d i n a w i d e v a r i e t y
o f w a y s , X l u c k h o l n h y p o t h e s i z e d t h a t t h e r e w a s a l i m i t t o
t h e n um b e r o f s o l u t i o n s p o s s i b l e . W i t h i n a n y g i v e n
s o c i e t y a t a n y g i v e n t i m e , n um e ro us v a r i a n t s o l u t i o n s a r e
a v a i l a b l e , b u t a c t u a l b e h a v i o u r i s i n f l u e n c e d p r i m a r i l y
b y t h e d o m i n a n t c o n c e p t i o n o f t h e a n s w e r s to t h e s e
q u e s t i o n s . T h e se g e n e r a l i z e d an d o r g a n i z e d c o n c e p t i o n s ,
i n f l u e n c i n g b e h a v i o u r , 'o f n a t u r e , o f m a n ' s p l a c e i n i t ,
o f m a n ' s r e l a t i o n t o m a n, a n d o f t h e d e s i r a b l e a n d n o n -
d e s i r a b l e a s t h e y r e l a t e t o m a n - e n v i r o n m e n t a n d i n t e rh u m a n
r e l a t i o n s m ay b e t er m ed a v a l u e o r i e n t a t i o n ( C l yd e
K l u c k h o h n , 1 95 1 ) .
W e s t b y - G i b s o n ( 1 96 5 ) i n d i s c u s s i n g v a l u e
o r i e n t a t i o n s s t a t e d T he d o m in a n t an d v a r i a n t v a l u e
o r i e n t a t i o n s b o t h b e tw e e n a nd w i t h i n c u l t u r e s c an b e
v i e w e d s y s t e m a t i c a l l y , y e t t h e y a r e d y n a m i c . As t h e
p r e s e n t g e n e r a t i o n o f O r i e n t a l - A m e r i c a n s , f o r e x a m p l e ,
m ove s aw ay f ro m t h e t r a d i t i o n a l p a t t e r n o f l i n e a l f a m i l i a l
r e l a t i o n s h i p s t o m ore i n d i v i d u a l i s t i c o n e s , d i s o r g a n i
z a t i o n r e s u l t s . C o m m u ni t i e s w i t h l a r g o p o p u l a t i o n s
o f C h i n e s e - A m e r i c a n s , h i t h e r t o re no wn ed
f o r t h e i r
l a c k o f d e l i n q u e n c y , a r e c o n f r o n t e d f o r t h e f i r s t
t i m e w i t h a n i n c i d e n c e o f d e l i n q u e n c y a m o n g
C h i n e s e - A m e r i c a n a d o l e s c e n t s . I n s uc h s i t u a t i o n s
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older family memb er s, often perplexed and unable to
understand the breakdow n in traditional modes of c onduct,
deplore the actions of the younger generation which no
longer reveres its ancestors and respects its eld ers ".
This no tion appe ared to apply cl osely also to the Ho ng
Kong situation.
3.2 Valu es and Expecta tions
The thirty six value items in the Expectati ons
Tes t (Test C) ma y, as in the following col umns , be
categorized into one of three spheres:—
Personal Value s Educational Val ues Cultural Values
kindness
friendliness
independence
honesty
civic-mindedness
sociability
individuality
striving for
excellence
creativity
c u r i o s i t y a n d
i n q u i s i t i v e n e s s
w r i t i n g s k i l l
s t r e n g t h i n E n g l i s h
k n o w i n g n o t d o i n g
n e w i d e a s
e x t r a - c u r r i c u l a r
a c t i v i t i e s
u n i v e r s i t y
e d u c a t i o n
g o o d m a n n e r s a n d b a l a n c e of w o r k
a p p e a r a n c e a nd l e i s u r e
r e s p o n s i b i l i t y b e i n g a s c i e n t i s t
b e i n g a t e a s e g e t t i n g g oo d g r a d e s
w i t h o p p o s i t e s e x
r e s p e c t f o r w e s t e r n i n f l u e n c e
p r i v a c y o f e t h e r s
t o l e r a n c e
o b e d i e n c e
f a m i l y - m i n d e d n e s s
d i l i g e n c e
s t r e n g t h i n C h i n e s e
c a u t i o n i n
f r i e n d s h i p
b e i n g a h u m a n i s t
r e s p e c t f o r C h i n e s e
t r a d i t i o n
b i - c u l t u r a l
i n f l u e n c e s
o r i e n t a t i o n t o
n a t u r e
o r i e n t a t i o n t o p a s t
o r i e n t a t i o n t o
f u t u r e
As m e n t io n e d p r e v i o u s l y , t h e d i r e c t i o n s w e r e t o c h e c k
a s m any i t e m s a s t h e s t u d e n t c o n s i d e r e d d e s c r i p t i v e o f
h i s own v a l u e s , b e i n g s u r e t o c h e c k a t l e a s t f i v e i t e m s
o f t h e 3 6 .
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15
After completing this che ck-li st, they were
asked to complete a second one wi th the same val ue
items repeated. Thi s time, they were told to check
what ito nst hey considered would describe their paren ts'
expectatio ns. The same items and procedures wer e
repea ted two more ti mes , one for their estimates of
their teac hers' expecta tions , and the other for their
estimates of their peers ' expectati ons. The test thus
yielded four sets of data for each gr oup, Angl o-
Chinese and Chinese Middl e: their expectations for
self (Se) , their perceptions of parents ' (P a) ,
teachers' (Te) and peers' (Pe) expectations.
Perceived Values
One wa y of understanding behaviour is from
the internal frame of reference of the individual
him sel f. Learning the student's peroeived value s of
his pare nts, teachers and peers yields an important
varia ble of the self. The student's perception of his
parent would not be identical to the parents' own
rati ng nor woul d teachers and peer s necessarily agree
wi th the students'pe rceptions. Some modicum of
consistency between the actual and the perceived might
be expected. These three gro ups , parents , teachers
and peers are the significant others who teach the
child (student) through their behaviour in his
presence and the feelings and attitudes they express .
The child learns roles and socialized behavior through
a combin ation of tech niq ues , but the direct ions of
development depend basicall y on the directions of
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16
othe rs and the devel opment of a self (sikin 1961).
Lewin's theory (1935) on phenomenological personality
cited an example of a moth er who threat ened her child
by using the power of the polic eman. The mother knew
very well it was only a threat but hoped that, thereby,
the
child would perceive the policeman as a punishing
agent and refrain from bad behaviour . Furth ermore ,
his attitude towards policeman would also be affected.
Therefore, the perceived values of the parents, teachers
and peers are a reflection of the student s' own values
and important for the understanding of self.
Traditional and Emergent Values
Twenty six teachers-in-training were asked
to judge wheth er the
36
val ue items wer e tradi tional
or emerg ent. Traditi onal values were defined as
those practiced by grandparents' generation which are
still being observed today. Emergent values denote
those adopted in the past two decades and apparently
gaining acceptance among young peopl e. As a resul t,
15 items were deemed to be emergent (each item recei ved
18 to 26 vot es ) and 19 were consid ered tradi tiona l.
Two
items (being a scientis t or a hu ma ni st) were
inde term inat e, each having received a similar number
of che ck s, 12 for emergen t and 14 for tradi tio nal .
However, for the convenience of classification, being
a humanist was included among the traditional values
while
being a scientist was added to the emergent
values.
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17
Important and Unimportan t Values
The degree of importance attached to each
value was classified according to the proportion of the
total group of 1102 students which checked that item.
Thus, 11 items which were checked by
50-80%
of the
subject s wer e considered to be of hig h or moat i mpor tance ;
21 items checked by
20-48%
of the group are deemed to
be of medium importance; only 4 items received so few
checks, 4-15% , that they were considered unimportant
or of low val ue . The followi ng chart shows the number
and percentage of respon ses to each item by the total
sample.
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T
a
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3
P
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http://important/http://important/http://important/http://important/http://important/http://important/http://important/http://important/http://important/http://important/
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19
3.3 General Treatm ent of Statistics
Some unanticipated difficulties arose when
analysi s of these data was attemp ted. Despite the fact
that A C constituted slightly less than 47$ of the total
sample of subjects
(516/1102),
in each of the four sets of
value data , their responses comprised more than hal f
the tot al . Of the total 15,533 checks (res ponses) under
the Se condition 8201 or appro xima tely 53% of these were
made by A C , and sim ila rly for the other three sets of
data: 55 $ of Pa , 55$ of T e , and 5 4 % of Pe. This
unbalanced condition, in whi ch 53 $ or more of the
responses came from approximately 4 7 % of the resp onder s,
made the simple Chi-squared statistic inappl icable , for
as one would expect and as preli minar y analysi s co nfi rmed ,
the Angl o-Ch ines e appear ed to value most of the items
more hi gh ly than did the Chinese. Since this seems to
be more a result of the mor e numero us res ponses of the
AC group than an accurate reflection of the relative
value s of these group s, a different appro ach was con
sidered necess ary — one in whi ch expectancies are
computed not against the 47/53 (AC/c) subject split but
against the
53/47, 55/45,
etc. AC/C response distrib ution.
The logic is somewhat like that employed in the Al lp ort -
Ver non (1960) treatment of val ues in whi ch the person is
treated as a univ erse, and his specific values are
measured in relat ion to his total value -sph ere. In the
present i nsta nce, responses of each group to a given
val ue are weight ed in reference to the total resp onse
frequ ency of that group bef ore be in g compared to the
responses in the other group. For example, "Obedience"
is checked by 294 AC and 280 C. But the 29 4, part of a
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2 0
p o o l o f 8201 r e s p o n s e s , i s , r e l a t i v e l y s l i g h t l y l e s s
t h a n t h e 2 8 0 w h i c h i s f r o m a p o o l o f o n l y 7 3 3 2
( 4 . 5 1 %
v s . 4 . 5 1 % ) . T he C h i - s q u a r e h e r e w o u l d , c o n s e q u e n t l y b e
d e t e r m i n e d b y : ( l ) a d d i n g t h e tw o o b t a i n e d f r e q u e n c i e s
2 8 0 a n d 2 9 4 ; ( 2 ) c o m p u t i n g t h e e x p e c t e d f r e q u e n c i e s b y
t a k i n g 5 3 a n d 4 7 p e r c e n t o f t h e s u m . T h e e x p e c t e d
f r e q u e n c y i n t h e g r o u p w i t h t h e s m a l l e r N ( A C ), 3 0 3 , i s
t h u s l a r g e r t h a n t h a t i n t h e o t h e r ( c ) , 2 69 s i n c e i t i s
b a s e d on t o t a l f r e q u e n c y o f r e s p o n s e . C h i - s q u a r e d f o r
t h i s i t e m i s
A s i m i l a r p r o c e d u r e w as f o l l o w e d i n a s s e s s i n g t h e
d i f f e r e n c e i n e a c h o f t h e v a l u e s u n d e r a l l f o u r
c o n d i t i o n s ( S e , P a , T e , P e ) .
1. Anglo-Chinese
2.
self
3. parent
4.
teacher
5. peer
6. Anglo-Chinese/Chinese
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3 . 4 R e l a t i o n s h i p
21
T he d e g r e e o f r e l a t i o n s h i p b e t w e en A n g l o - C h i n e s 3
a nd C h i n e s e s t u d e n t s ' r e s p o n s e s t o t h e v a l u e i n v e n t o r y
( T e s t C) w a s a s s e s s e d b y u s i n g a v a r i a t i o n o f
S t e p h e n s o n ' s m e th od ( 19 5 3) o f c o r r e l a t i n g p e r s o n s i n s t e a d
o f t e s t s . I n t h i s i n s t a n c e , t h e 36 v a l u e s w e r e t r e a t e d
a s p e r s o n s ; A n g l o - C h i n e s e w a s o ne T e s t s i t u a t i o n , a n d
C h i n e s e w a s t h e o t h e r . T h e f r e q u e n c y w i t h w h i c h o n e
g r o u p c h e c k e d a g i v e n v a l u e c o n s t i t u t e d a s c o r e . F o r
e x a m p l e , t h e f i r s t i t e m ( b e k i n d ) w a s c h e c k e d b y 37 8
A n g l o - C h i n e s e a n d 3 8 3 C h i n e s e ; i t e m tw o ( b e f r i e n d l y )
h y 4 55 a n d 4 6 2 r e s p e c t i v e l y . T h u s , i n c o m p u t i n g t h e
c o e f f i c i e n t o f c o r r e l a t i o n , X w as 3 7 8 , X w as 4 5 5 , Y
w a s 3 8 3 a n d Y w a s 4 6 2 , e t c . ( s e e T a b l e 3 . 4 ) .
T he b a s i c c o r r e l a t i o n , t h a t b e tw e e n t h e s e l f
r a t i n g s o f A n g l o - C h i n e s e a n d C h i n e s e s t u d e n t s i s i m
p r e s s i v e l y h i g h ( r = 0 . 8 8 , P < 0 . 0 1 ) . T he tw o g r o u p s
a l s o p e r c e i v e d t h e i r p a r e n t s , t e a c h e r s a nd p e e r s s i m i l a r l y
a s i n d i c a t e d b y r ' s o f 0 . 9 0 , 0 . 8 2 a nd 0 . 8 2 r e s p e c t i v e l y .
( P < 0 . 0 1 i n e a c h i n s t a n c e ) .
B o t h g r o u p s h a d a h i g h r e l a t i o n s h i p b e t w e e n
t h e i r p e r c e p t i o n o f t h e m s e l v e s a nd o f t h e i r p e e r s
( A C: r = 0 . 9 2 a n d Cs r = O . 8 7 ) .
T h e C h i n e s e g r o u p , w i t h r = 0 . 8 0 a n d r = 0 . 8 5
b e tw e e n s e l f - r a t i n g a nd p e r c e i v e d p a r e n t s ' a nd t e a c h e r s '
e x p e c t a t i o n s , h a d a g r e a t e r t e n d e n c y t o c o n fo r m t o w h a t
i t b e l i e v e s a u t h o r i t y f i g u r e s e x p e c t t h a n d i d t h e A n g l o -
C h i n o s e g r o u p , w i t h r = 0 . 7 0 a n d r = 0 . 7 3 . T h e s u b j e c t s
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22
i n t h e sa m p le f ro m t h e C h i n e s e s c h o o l s , m o r e o v e r , p e r c e i v -
t h e i r p e e r s a s h a v i n g v a l u e s m ore l i k e t h o s e o f t h e i r
p a r e n t s a nd t e a c h e r s ( r
a
0 . 7 7 a n d r = O . 8 3 ) t h a n d i d
t h o s e i n A n g l o - C h i n e s e s a m p l e ( r = 0 . 5 9 an d r = O . 7 5 ) .
F u r t h e r m o r e , t h e p a r e n t s a nd t e a c h e r s o f t h e C h i n e s e g r o u j
w e r e b e l i e v e d t o a g r e e m ore a b o u t t h e i r e x p e c t a t i o n s o f
t h e y o u n g e r g e n e r a t i o n ( r = 0 . 8 0 ) t h a n t h e i r c o u n t e r p a r t s
i n t h e A n g l o - C h i n e s e g r o u p ( r = O . 6 0 ) .
A l t h o u g h b o t h g r o u p s w e r e , a s a w h o l e , v e r y
2
m uch a l i k e , th e X t e s t of m any i n d i v i d u a l i t e m s
d e m o n s t r a t e d s i g n i f i c a n t d i f f e r e n c e s . I t w as on t h e
b a s i s o f t h e s e f i n d i n g s t h a t t h e d a t a i n t h e f o l l o w i n g
c h a p t e r s w e re d i s c u s s e d an d a n a l y z ed i n d e t a i l .
T a b l e
3.k
Relationship
Similarities
Relationship Between AC -C
for 36 Values
AC - C r*
Se - Se 0. 88
Pa - Pa O.90
Te - Te 0.82
Pe - Pe 0.82
Relationship Withi n AC r*
Se - Pa 0.70
Se - Te 0.73
Se ~ Pe 0.92
Pa - Te 0.60
Pa - Pe 0.59
Te - Pe 0.75
Rel ati onship iJithin C r*
Se - Pa 0.80
Se - Te 0.85
Se - Pe 0.87
Pa - Te 0.80
Pa - Pe 0.77
Te - Pe 0.83
r* of 0.^2 sign ificant at one per cent level
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2 3
I n o r d e r t o a s s e s s p o s s i b l e d i f f e r e n c e s b e tw e en
t h e AC a n d C a l o n g a n e m e r g e n t - t r a d i t i o n a l d i m e n s i o n , t h e
f r e q u e n c y o f r e s p o n s e t o e a c h o f t h e v a l u e s r e l a t i v e t o t h e
g r o u p t o t a l ( o r p e r c e n t ) w as t r e a t e d a s a s c o r e . A c c o r d i n g
t o t h e h y p o t h e s i s u n d e r e x a m i n a t i o n , on e w o u l d e x p e c t t h e
AC t o s c o r e h i g h e r o n t h e e m e r g e n t v a l u e s , l o w e r on t h e
t r a d i t i o n a l , t h a n t h e C h i n e s e , D i f f e r e n c e s c o r e s w e r e ,
t h e r e f o r e , o b t a i n e d b y s u b t r a c t i n g t h e C h i n e s e s c o r e f o r
e a c h o f t h e 1 5 e m e r g e n t v a l u e s f r om t h a t o f t h e A n g l o -
C h i n e s e , a n d v i c e v e r s a ( A n g l o - C h i n e s e s u b t r a c t e d f ro m
C h i n e s e ) f o r t h e 19 t r a d i t i o n a l v a l u e s .
F o r e x a m p l e , 3 12 A n g l o - C h i n e s e a n d 2 1 6 C h i n e s e
c h e c k I n d e p e n d e n c e ( a n e m e r g e n t v a l u e ) , i n p e r c e n t t h e s e
a r e 3«S 0 a nd 2 ,9 5 » r e s p e c t i v e l y . O b e d ie n c e ( a t r a d i t i o n a l
v a l u e ) i s c h e c k e d b y 2 9 4 A n g l o - C h i n e s e a n d b y 2 8 0 C h i n e s e
o r 3 . 5 8 a nd 3 . 8 2 p e r c e n t r e s p e c t i v e l y . T he d i f f e r e n c e
s c o r e s a r e : f o r I n d e p e n d e n c e 3 . 8 0 - 2 , 9 5 o r + 0 , 9 5 ; f o r
- O bed ien ce - , 3 . 8 2 - 3 . 5 8 o r + 0 . 2 4 .
T he m ean o f t h e s e 3 4 d i f f e r e n c e s c o r e s t h u s
p r o v i d e a m e a su re o f r e l a t i v e d i f f e r e n c e i n v a l u e
o r i e n t a t i o n a l o n g t h e e m e r g e n t - t r a d i t i o n a l d i m e n s i o n ,
( s e e T a b l e s 3 , 4 a - b ) .
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24
• Md.
* S E
t
T a b l e 3.4a
R e l a t i o n s h i p
D i f f e r e n c e s i n E m e r g e n t T r a d i t i o n a l V a l u e s
S e l f
+ 0 . 2 6 5 '
0 . 1 1 ^
2 . 3 6
P a r e n t s
+ 0 . 0 0 6 > J
0 . 1
2 %
0 . 1 5
T e a c h e r s
+ 0 . 4 1
1
/ .
0 . 1 4> '
2 . 9 3
P e e r s
+ 0 . 3 7 ' / ^
0.185?
2 . 0 6
( t o f 2 . 5 5 a n d
1.65,
s i g n i f i c a n t
a t one and
f i v e
p e r c e n t l e v e l s , r e s p e c t i v e l y
—
o n e - t a i l e d t e s t )
Md - .06
SE = .14
t = .43
Sel f- Peers
Md - .03
3E .08
t = .38
Self -P arents
Md + .59
SE .13
t = 4.51
Teachers-Peers
Md + .04
SE = 1.51
t = .03
+ .08
. 1 3
.06
+ .09
.14
.06
+ .37
.15
2.47
+ .06
1.57
.04
( t of2.58 and 1
#
96, si g n i f i c a n t a t one and f ive
per cent l ev el s, respec ti vel y •— two -t ai l ed test )
*
Md =
M ean d i f f e r e n c e
*
SS =
S t a n d a r d e r r o r
Gelf-Teachers
Within
AC
Within
C
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T
a
b
l
e
3
.
4
b
R
e
l
a
t
i
o
n
s
h
i
p
—
—
S
c
o
r
e
(
R
a
t
i
o
o
f
m
e
a
n
v
a
l
u
e
s
o
f
1
9
t
r
a
d
i
t
i
o
n
a
l
t
m
e
a
n
v
a
l
u
e
s
o
f
1
e
m
e
r
g
e
n
t
v
a
l
u
e
s
)
A
C
T
e
=
0
.
9
8
A
C
P
e
=
0
.
9
6
A
C
S
e
l
f
=
0
.
9
4
C
S
e
l
f
=
0
.
7
8
C
T
e
0
.
7
4
C
P
e
0
.
7
3
A
C
P
a
=
0
.
6
0
C
P
a
0
.
5
9
2
5
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3.5 Personal Values
26
Simil aritie s between AC and C grou ps:—
(see Tabl e 3.5)
Both groups considered hones ty, friendl iness;
kindness and responsibility among the most important
values.
Civic- mindcdno ss, striving for excellence,
having acceptable manners and appearanc e, being at ease
wit h opposite s ex, sociabil ity, privacy were all deemed
to be important val ues ,
3oth groups perceived their parents as holding
hon esty , kxndness, friendliness and responsibility to be
the most desirable values.
Both saw their teachers as valuing most highly
hone sty, friendliness, kindness and responsibility
i
with
indep enden ce, being at ease with opposite sex and
respecting the privacy of others as important.
Similarly for the perception of their peers :
fri endl ine ss, hone sty, kindness are believed to be mos t
important values; sociability, striving for excellence,
civ ic- min dedness are also important.
Specif ic differences between AC and C groups: —
(see Tabl e 3.5a)
In the self-r ati ngs, AC placed significantly
more value on independence than C wh il e the latter
regarded friendliness and honesty as relatively more
important than did AC.
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27
In their perception of pare nts' va lu es, AC
rated significantly higher sociability, striving for
excel lenc e, having acceptable manners and appear ance,
accepting responsibility and respecting privacy of others
while G emphasized kindness and civic-mindedness more.
In their perception of teachers ' val ues ,
AC checked significantly more often sociability,
individuality, striving for excellence, having acceptable
manners and appearance and respecting privacy of others.
C significantly more often noted kindness and honesty.
In their perception of peer s' val ues , AC
placed significantly more importance on being
individualistic accepting responsibility and respecting
priva cy of others. C checked friendliness more ofte n.
Similarities within AC
groups:
—
(see Tabl e 3.5)
The student s perceived that they and their
parents agreed that hones ty, kindness and responsibility
are most important val ues . Socia bili ty, individual ity,
striving for exc ell ence, having acceptable manners and
appe aran ce, respecting privacy of others were also
important val ues.
The stu dents perceived that they and their
teachers regarded honesty, kindness, responsibility
as the most important val ues . Civi c-mind edness ,
sociability, individuality, striving for excellence,
having acceptable manners and app eara nce, being at ease
wi th opposite sex wer e important.
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23
The st udents perceived that they and their peers
considered frie ndli ness , hones ty, kindness and responsi
bili ty were most important. Sociabili ty, independence,
indivi duality, striving for excel lenc e, having acceptable
manners and appe ara nce, being at ease with opposite sex,
respecting the priv acy of others wer e also important
va1ues.
Specific differences within AC groups:—
(see Table 3.6a)
Between the perception of themselves and of
parents, the students valued independence, civic-mindedness,
bein g at ease wit h opposit e sex and friendline ss more
whil e the parents were more for striving for excellence.
Between the student s' self-concept and th eir
perception of teac hers , the students placed more value on
inde pende nce, being at ease with opposite sex, respect for
privacy of others, and fr iendli ness, while teachers were
more for striving for excellence.
Between students and their perception of pee rs ,
the students beli eved independence to be of greater
importance.
Similari ties with in C groups:—
(see Tab le 3.5)
The stu dents perceiv ed th at they and their
paren ts regarded kindness and hones ty as most i mportant.
Independence, ci vic-mindedness, striving for excellence,
having acceptable manners and appearance were also
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29
T he s t u d e n t s p e r c e i v e d t h a t t h e y a n d t h e i r
t e a c h e r s d ee m ed h o n e s t y a n d k i n d n e s s a s m o s t i m p o r t a n t ,
i n d e p e n d e n c e , c i v i c - m i n d e d n e s s , s o c i a b i l i t y , s t r i v i n g T o r
e x c e l l e n c e , h a v i n g a c c e p t a b l e m a n n er s an d a p p e a r a n c e
i m p o r t a n t .
T he s t u d e n t s p e r c e i v e d t h a t t h e y a n d t h e i r
p e e r s c o n s i d e r e d f r i e n d l i n e s s , h o n e s t y a nd k i n d n e s s m o st
i m p o r t a n t . I n d e p e n d e n c e , c i v i c - m i n d e d n e s s , s o c i a b i l i t y ,
i n d i v i d u a l i t y , s t r i v i n g f o r e x c e l l e n c e , a c c e p t a b l e
m a n n e r s a n d a p p e a r a n c e a n d e a s e w i t h t h e o p p o s i t e s e x
a r e i m p o r t a n t t o b o t h .
S p e c i f i c d i f f e r e n c e s w i t h i n C g ro u ps :—
( s e e T a b l e 3 . 7 a )
3 e t w e e n s t u d e n t s ' v i e w o f t h e m s e l v e s a nd t h e i r
p e r c e p t i o n o f p a r e n t s , s t u d e n t s v a l u e d s o c i a b i l i t y ,
i n d i v i d u a l i t y , - b e i n g a t e a s e w i t h o p p o s i t e s e x , r e s p e c t
f o r t h e p r i v a c y o f. o t h e r s a n d f r i e n d l i n e s s m o r e . T h e y
p e r c e i v e d t h e i r p a r e n t s a s p l a c i n g s i g n i f i c a n t l y mo re
v a l u e o n k i n d n e s s .
B e t w e e n t h e p e r c e p t i o n o f t h e m s e l v e s a n d o f
t e a c h e r s , t h e s t u d e n t s p l a c e d g r e a t e r v a l u e on i n d e p e n d e n c e ,
i n d i v i d u a l i t y , b e i n g a t e a s e w i t h o p p o s i t e s e x a nd
r e s p e c t f o r p r i v a c y .
B etw ee n s t u d e n t s a nd p e e r s , r e s p o n s i b i l i t y
w as v a l u e d m ore b y s t u d e n t s .
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Table 3.5
Comparison of Values
(n indicates positive responses)
Personal Val ues
* kind ness
* fri endl i ness
i ndependence
*
ho nest y
ci vi c-
mi ndedness
sociability-
i ndi vi dual i ty
excellence
manners and
appearance
* respon sibil ity
opposite sex
pri vacy
Se
AC
n
378
455
312
446
227
281
176
119
296
319
263
282
If
C
n
383
462
216
452
182
234
123
123
223
303
212
213
Parents
AC
n
369
332
206
409
148
222
109
178
313
322
145
220
C
n
407
295
154
396
202
139
72
107
188
211
85
95
Teach ers
AC
n
317
351
217
384
244
280
180
172
268
318
181
194
C
n
38O
377
144
426
172
186
69
107
172
223
112
110
Peers
AC
n
386
437
245
435
209
297
187
141
275
307
276
221
c
n
385
497
175
474
179
219
92
115
199
124
163
151
* most important values
30
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31
T a b l e 3 . 5 a
S p e c i f i c D i f f e r e n c e s ;
V a l u e s B e t w e e n A n g l o - C h i n e 3 e a n d C h i n e s e G r o u p s
AC significantly more
traditional
x
2
cautious in 4.72*
friendship
C significantly mor
traditional
friendliness
honesty
diligence
write well
strength in
Chinese
^.knowing and not
doing
e
X
2
4.07*
3.39*
8.32**
4.57*
32.82**
6.53*
** X > 6.64 signi ficant at one per cent level
* X >
3*84
signi ficant at five per cent level
•£ *
unimportant value
AC - C: self
AC significantly
emergent
independence
creativity-
more C signifi cantly more
extra-cur ricular
activities
o acceptance of
Western influence
emergent
2 2
7.5*+** &be
a scientist
9,99**
39.62**
27.42**
5. SO*
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T a b l e 3 . 5 a ( c o n t . )
AC — C : p a r e n t s
AC s i g n i f i c a n t l y m ore C s i g n i f i c a n t l y m ore
e m e r g e n t „ e m e r g e n t
?
c r e a t i v i t y 0 . 9 2 * * c i v i c - m i n d e d n e s s 2 1.8 2*-
;
s o c i a b i l i t y
5*66*
c u r i o s i t y 9 . 3 7 * *
e x t r a - c u r r i c u l a r 1 0 , 6 7 * *
a c t i v i t i e s
AC significantly
emergent
creativity
sociability
curiosity
extra-curricula
activities
at ease with
opposite sex
AC significantly
traditional
cautious in
friendship
striving for
excellence
acceptable
manners and
appearance
being a humanis
responsibility
pr iva cy
mc
:r
ire
0.92**
5.66*
9.37**
10.67**
6.00*
more
it
1.13**
5.95*
10.74**
6.64**
6.51*
27.71**
C significantly more
emergent
civic-mindedness
C significantly more
traditional
kindness
,r2
21.82**
X
2
17.21**
p
* * X >6.6k s i g n i f i c a n t a t o n e p e r c e n t l e v e l
p
* X > 3 . 8 4 s i g n i f i c a n t a t f i v e p e r c e n t l e v e l
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33
Table 3,5a cont .)
AC - C: Teachers
AC si gn i f i c a n tl y more
emergent
c rea t iv i ty
s o c i ab i l i t y
ind iv id ua l i ty
extra-c ur r ic u l ar
a c t i v i t i e s
at case with
opposite
sex
2 3 . 4 3 * *
4 . 7 7 *
2 9 . 3 0 * *
47 .15**
5.24*
C s i g n i f i c a n t l y
e m e r g e n
t
NONE
n o r e
** X
6.64
significant at
one
per cent level
*
X 3.84 significant at five per cent level
AC significantly more
traditional
striving for
excellence
acceptable manners
and appearance
getting good grades
privacy
bi-culturally
oriented
2
4.94
5.9&*
25. 44
9.32
5.11*
C significantly
traditional
kindness
honesty
strength in
Chinese
more
v
2
24.86**
18.24
46.55
AC s i g n i f i c a n t l y m o re
e m e r g e n t
c r e a t i v i t y
i n d i v i d u a l i t y
c u r i o s i t y
n e w i d e a s
e x t r a - c u r r i c u l a r
a c t i v i t i e s
AC s i g n i f i c a n t l y m o r e
t r a d i t i o n a l
r e s p o n s i b i l i t y
p r i v a c y
, 2
18 .57**
1 3 . 1 8 * *
7 . 6 5 * *
2 1 . 0 4 * *
35 .50**
r
2
5 0 . 4 6 * *
4 . 1 1 *
C s i g n i f i c a n t l y m o r e
e m e r g e n t
NONE
C s i g n i f i c a n t l y m o r e
t r a d i t i o n a l „
f r i e n d l i n e s s 1 9 . 0 5 * *
s t r o n g in C h i n e s e 2 3 . 6 5 * *
A3 - C: P e e r s
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3 . 6 S c h o o l V a l u e s
S i m i l a r i t i e s b e t w e e n AC a nd C g r o u ps : —
( s e e T a b l e 3 . 6 )
T h e s t u d e n t s r a t e d new i d e a s an d b a l a n c e o f
w o r k a nd l e i s u r e a s m o st i m p o r t a n t . C u r i o s i t y , w r i t i n g
s k i l l , s t r e n g t h i n E n g l i s h , r e c e i v i n g a u n i v e r s i t y -
e d u c a t i o n a n d g e t t i n g goo d g r a d e s w e re i m p o r t a n t .
T lie s t u d e n t s p e r c e i v e d t h a t t h e i r p a r e n t s
d eem ed g e t t i n g go od g r a d e s , r e c e i v i n g u n i v e r s i t y -
e d u c a t i o n , w r i t i n g w e l l , h a v i n g s t r e n g t h i n E n g l i s h an d
b e i n g a s c i e n t i s t i m p o r t a n t .
T he s t u d e n t s p e r c e i v e d t h a t t h e i r t e a c h e r s
v a l u e d w r i t i n g s k i l l a nd new i d e a s a s t h e m o s t i m p o r t a n t
s c h o o l v a l u e s . B e in g c u r i o u s and i n q u i s i t i v e , g e t t i n g
a u n i v e r s i t y e d u c a t i o n a n d b e i n g a s c i e n t i s t w e r e a l s o
i m p o r t a n t .
T he s t u d e n t s p e r c e i v e d t h a t t h e i r p e e r s
d eem ed b a l a n c i n g w o rk a nd l e i s u r e , r e c e i v i n g a u n i v e r s i t y
e d u c a t i o n , g e t t i n g go o d g r a d e s , w r i t i n g w e l l a nd h a v i n g
s t r e n g t h i n E n g l i s h i m p o r t a n t .
S p e c i f i c d i f f e r e n c e s b e t w e e n AC a n d C g r o u p s ; - -
( s e e T a b l e 3 . 5 a )
I n t h e s t u d e n t s ' p e r c e p t i o n o f t h e m s e l v e s , AC,
m ore t h a n C , v a l u e d c r e a t i v i t y , e x t r a
c u r r i c u l a r a c t i v i t i e s an d a c c e p t a n c e o f W e s t e r n i n f l u e n c e
w h i l e C s t r e s s e d more w r i t i n g s k i l l , b e i n g a s c i e n t i s t
a n d k n o w in g r a t h e r t h a n d o i n g .
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I n t h e i r p e r c e p t i o n of t h e p a r e n t s
1
g r o u p s ,
AC saw th em a s e m p h a s iz i n g s i g n i f i c a n t l y m ore c r e a t i v i t y ,
i n q u i s i t i v e n e s s an d p a r t i c i p a t i o n i n e x t r a - c u r r i c u l a r
a c t i v i t i e s .
I n t h e i r p e r c e p t i o n o f t h e t e a c h e r s ' g r o u p s ,
AC r e s p o n d e d s i g n i f i c a n t l y m ore o f t e n t o b e i n g c r e a t i v e ,
g e t t i n g g oo d g r a d e s a n d e m p h a s iz i n g e x t r a - c u r r i c u l a r
a c t i v i t i e s .
I n t h e i r p e r c e p t i o n o f t h e p e e r s
1
g r o u p s ,
AC c he clce d s i g n i f i c a n t l y m ore o f t e n c r e a t i v i t y ,
i n q u i s i t i v e n e s s , a c c e p t a n c e of new i d e a s , a nd e m p h as is
on e x t r a - c u r r i c u l a r a c t i v i t i e s .
S i m i l a r i t i e s w i t h i n AC g r o u p : —
( s e e T a b l e 3 . 6 )
T he s t u d e n t s an d t h e i r p e r c e p t i o n of p a r e n t s
a g r e e d t h a t b a l a n c i n g w o r t a nd l e i s u r e , r e c e i v i n g a
u n i v e r s i t y e d u c a t i o n , h a v i n g s t r e n g t h in E n g l i s h a nd
w r i t i n g s k i l l a r e i m p o r t a n t s c h o o l v a l u e s .
T he s t u d e n t s a nd t h e i r p e r c e p t i o n o f t e a c h e r s '
v a l u e s c o n s i d e r e d new i d e a s t o b e m o s t i m p o r t a n t .
C r e a t i v i t y , e x t r a - c u r r i c u l a r a c t i v i t i e s , u n i v e r s i t y
e d u c a t i o n , b a l a n c e o f w o r k a n d l e i s u r e w e r e a l s o
i m p o r t a n t .
T he s t u d e n t s a n d t h e i r p e r c e p t i o n of p e e r s
r e g a r d e d b a l a n c e o f w o r k a n d l e i s u r e , c r e a t i v i t y ,
i n q u i s i t i v e n e s s , s k i l l i n w r i t i n g , s t r e n g t h i n E n g l i s h ,
e x t r a - c u r r i c u l a r a c t i v i t i e s , u n i v e r s i t y e d u c a t i o n ,
g oo d g r a d e s a l l a s i m p o r t a n t .
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36
Specific differences within AC groups:—
(see Table 3.5a)
Between the students and their peroei ved va lues
of parents, the students significantly more often valued
creativity, inquisitiveness, acceptance of new ideas and
emphasis on extra-curricular activi ties. The parents
were perceived si gnificantly more as valuing univers ity
education and good grades.
Betw een the students and their perceived values
of teac hers , the students signi ficantly more often checked
inquis itivenes s, acceptance of Western influence and
emphasis on knowing and not doing while the teachers were
seen significantly more as valuing writing skil l.
Between the students and their peroeived values
of pee rs , the peer s were seen as signifi cantly mo re
likely to accept Western influence.
Similarities within C groups:—
(see Table 3.6)
The students and their perceived parents'
valu es agreed that new ide as, university edu catio n,
writin g skill and strength in Engli sh were important ,
The students and their perceived teachers
1
values deemed new ideas as most important. Receivi ng a
university educ ati on, getting good grades, being
creat ive, having strength in Eng li sh, participating
in extra-curricular activities wer ea ll important.
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37
The students and their perceived p eers'
valu es considered creativi ty, writi ng skil l, university
educ atio n, balance of wo rk and leisure important.
Specific differences with in C grou ps: —
(see Table 3.7a)
Between students and their perceived parents'
values,
the students placed significantly more emphasis
on inqui sitive ness, acceptance of new ide as, emphasis
on extra-curricul ar acti vities and balan ce of wor k
and leisure. The parents were significantly more often
bel ieve d to value good grades and being a scientist.
Between the students and their perceived
teachers' val ues , the teac hers' values wer e seen as
significantly high er on strength in Engl ish , writing
skil l and acceptance of Western i nfl uenc e.
Between the students and their perceived
peers'
val ue s, the students felt themselves to value
mo re inquisi tiveness and openness to new ideas whi le
the peers were more seen as valui ng acceptance of Western
influence and getting good grades.
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30
Table 3.6
Comparison of Values
(n indicates positive responses)
School Values
creativity-
curiosity and.
inquisitiveness
writing skill
strength in
English
^ knowing not
doing
new ideas
extra-curricular
activities
university
education
balance work and
leisure
being a scientist
getting good
grades
Western influence
Sel
AC
n
304
215
175
200
38
323
286
226
313
69
171
29
Lf
C
n
144
181
194
169
58
298
147
229
276
100
128
10
Paren
AC
n
175
131
206
177
43
176
129
273
275
102
293
22
its
C
n
97
68
195
166
32
201
63
222
192
119
227
13
Teacl
AC
n
303
137
331
313
77
311
290
261
308
141
274
44
lers
C
n
154
133
338
217
68
257
112
241
214
138
131
35
Pet
AC
n
265
167
151
182
52
260
252
185
281
86
183
63
jrs
C
n
145
99
173
184
56
136
109
196
203
111
171
37
most important values
unimportant values
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39
Table
3.6a
Specific Differences;
Values Within Chinese Group
S e l f s i g n i f i c a n t l y
e m e r g e n t
s o c i a b i l i t y
i n d i v i d u a l i t y
c u r i o s i t y
n e w i d e a s
e x t r a - c u r r i c u l a r
a c t i v i t i e s
b a l a n c e w o r k and
l e i s u r e
a t e a s e w i t h .
o p p o s i t e sex
f u t u r e o r i e n t e d
S e l f s i g n i f i c a n t l y
t r a d i t i o n a l
f r i e n d l i n e s s
s t r e n g t h
i n
C h i n e s e
r e s p o n s i b i l i t y
p r i v a c y
b i - c u l t u r a l l y
o r i e n t e d
m o r e
x
2
11.39**
6.32*
3k.9k**
6.55*
22.58**
4.35*
35.94**
8.84**
m o r e
x
2
15.22**
5.50*
5.08*
28.26**
9,45**
P a r e n t s s i g n i f i c a n t l y
e m e r g e n t
c i v i c - m i n d e d n e s s
^ b e i n g a s c i e n t i s t
P a r e n t s s i g n i f i c a n t l y
t r a d i t i o n a l
f a m i l y - m i n d e d n e s s
k i n d n e s s
g e t t i n g g oo d g r a d e s
/2 i p a s t o r i e n t e d
m o r e
X
2
6.6\>**
5. S3*
m c r ;
x
2
75.32**
9.20**
44.27**
3.93*
C; Self - Parent
p
* *
X > 6,6k si g n i f i c a n t at one per cent level
p
* X > 3. 8 4 si gn i f i c ant at fi ve per cent l evel
unimportant va lues
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40
Tabl e 3.6a (c on t. )
C: Self - Teacher
Self significantly
emergent
independence
individuality
at ease with
opposite
sex
future oriented
Self significantly
traditional
more
x
2
6.69**
9.65**
19.33**
9.24**
more
x
2
family-mindedness 28.79**
cautious
in
friendship
responsibility
privacy
bi-culturally
oriented
respecting
Chinese
tradition
5.10*
4.21*
20.09**
21,4o**
37.67**
Teachers significant
emergent
strength
in
English
•a being
a
scientist
£i acceptance
of
Western influence
Teachers significant
traditional
obedience
write well
ly more
x
2
13.11**
10.97**
16.27**
ly more
,
r
2
8.05**
57.77**
* * X >6 . 64 s ig ni f i ca nt
* X
2
>3 . 8 4 s ign i f ica n t
•£* unimportant va lues
a t one per cent l ev el
a t f i ve per cent l evel
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41
Tab le 3.6a (cont.)
C: Celf — Peers
C: Parents — Teachers
o
X 6 . 6 4 s i g n i f i c a n t a t o ne p e r c e n t l e v e l
X 3 . 8 4 s i g n i f i c a n t a t f i v e p e r c e n t l e v e l
Self significantly
emergent
curiosity
new ideas
Self significantly
traditional
obedience
strength, in
Chinese
re
spon s
ib
i li
ty
more
„2
12.50**
37.39**
more
respecting Chinese
traditions
x
2
5.11*
7.93**
49.53**
12.34**
Peers significantly
emergent
acceptance of
western influence
Peers significantly
traditional
getting good
grades
more
,2
17.96**
more
-,2
-i -
14.21**
Parents significantly
emergent
NONE
more Teachers signifi cantly more
emergen t
creativity
sociability
curiosity
strength in
English
extra-curricu
activities
lar
,,2
10.37*
17.33**
^.39*"
10.5
3**
Parents signiflean
traditional
family-
mindedness
getting,
goc
grades
respecting
tradition
»d
tly
Chinese
more
„2
71.82**
29.65**
30.05**
Teachers significantly more
traditional
0
7,
write well
32.21**
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3 . 7 C u l t u r a l V a l u e s
42
S i m i l a r i t i e s b e t w e e n AC a n d C g r ou p s :—
( s e e T a b l e 3 . 7 )
T h e tw o g r o u p s of s t u d e n t s a g r e e d t h a t
d i l i g e n c e , o b e d i e n c e , a c c e p ta n c e o f b i - c u l t u r a l i n f l u e n c e ,
a n d l o o k i n g t o w a r d t h e f u t u r e a r e m o st i m p o r t a n t v a l u e s .
R e s p e c t i n g C h in e se t r a d i t i o n , t o l e r a n c e , f a m i l y - m i n d e d n e s
s ,
h u m a ni sm w e re i m p o r t a n t .
B o th g r o up s p e r c e i v e d t h e i r p a r e n t s a s h o l d i n g
d i l i g e n c e , f a m i l y - m i n d e d n e s s a nd o b e d i e n c e a s t h e m o s t
i m p o r t a n t v a l u e s . C a u t i o n i n f o rm i n g f r i e n d s h i p s ,
h a v i n g s t r e n g t h i n C h i n e s e , r e s p e c t i n g C h in es e t r a d i t i o n ,
t o l e r a n c e , n a t u r e o r i e n t a t i o n , a c c e p t a n c e o f b i - c u l t u r a l
i n f l u e n c e , h u m an is m , b e i n g o r i e n t e d t o t h e f u t u r e
w e r e a l s o v a l u e d .
B o th g r o up s b e l i e v e d t h a t t h e i r t e a c h e r s
d ee me d d i l i g e n c e a nd o b e d i e n c e m o s t i m p o r t a n t .
T o l e r a n c e , a c c e p ta n c e o f b i - c u l t u r a l i n f l u e n c e , n a t u r e
o r i e n t a t i o n , c a u t i o n i n f or m i ng f r i e n d s h i p s , r e s p e c t
f o r C h i n e s e t r a d i t i o n , f a m i l y -m i n d e d n e s s a nd l o o k i n g t o
t h e f u t u r e w er e i m p o r t a n t .
B o t h g r o u p s p e r c e i v e d t h a t t h e i r p e e r s r e g a r d e d
b e i n g h a r d w o r k i n g a s m o s t i m p o r t a n t . C a u t i o n i n fo r m i n g
f r i e n d s h i p s , t o l e r a n c e , a c c e p t a n c e o f b i - c u l t u r a l
i n f l u e n c e , f u t u r e o r i e n t a t i o n , o b e d i e n c e , hu m an ism an d
f a m i l y - m i n d e d n e s s w er e a l s o i m p o r t a n t .
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43
Sign ifi cant differences between AC and C groups:—
(see Tab le 3.5a)
In self-r atings , AC placed significantly more
value on caution in forming friendships whil e C
significantly more often stressed diligence and having
strength in Chinese,
In their perception of par ent s, AC significantly
more often checked caution in forming friendships and
being humanistic.
In their perception of teac hers, AC believ ed
them to be significantly more bi-cultu rally oriented
whi le C saw more emp hasi s on having strength in Chi nese ,
In their perception of peers , C made a
signi ficantl y high er estimate of the value of having
strength in Chinese,
Similarities within AC groups:—
(see Tabl e 3.7)
Students agree d wit h their perception of
parents , regarding dili gence and obedien ce as most
important val ues. For both group s, caution in making
fri ends , respect for Chinese traditi on, tolerance and
nature o
