:

r. . . ‘ .
. . .<

... .d/C. (a:

 

       

”70%... at:

      

4

‘. A .

.22.... ..4..
affinflj

     

.¢:.-—
....

    

}....;..¢..,

 

 

     

 

.
A; I< . 21.... u
......_:...“.A.... .. 9:2,.

p 1 . I 1
“wk/...... .9 z .

1.. a. up”.

             

          

V . 1..

l‘l.4n .IH‘I lv 7'
..

SI .... (u

         
     

 

             

..l .
......z....,..... ..z

      

 

 

.Vtz

....

     

4....Uu,..,.,/”,.,.

 

   

 

.,.........:..u fury...

    

Dififiiq;

 

        

,..u.2._,. I .z... ...... .151
... ...c/avc. 9.1/3“.

AN

 

  

EBAGHON

1..
111/... I
....rv‘v.

  

ROSSwCULTURAL . ’

 

 

 

 

BETWEEN C

 

  

.?....§....,....n .

 

ABSTRACT

AN EXPLORATORY STUDY OF THE RELATIONSHIP BETWEEN
CROSS-CULTURAL INTERACTION AND THE SOCIAL
VALUES OF "CONCERNED WORLDMINDEDNESS"

HELD BY MULTI-NATIONAL STUDENT
GROUPS AT THE AMERICAN HIGH
SCHOOL IN MEXICO CITY

BY

Rosalind Rosoff Beimler

Purpose

The purpose of this study was to investigate the
role that American overseas schools could play in the
development of the concerned worldminded person that our
interdependent world needs today. It was hypothesized
that the setting of the overseas school could give purpose
and Opportunity for the kind of effective cross-cultural

interaction which is related to concerned worldmindedness.

Review of the Literature

 

The research reviewed in this study supported the
premise that concerned worldmindedness can be the positive
end-goal of cross-cultural interaction and it indicated
the "worldminded" person as being one who has three main
qualities: cpen mindedness, a sense of cultural relativ-

ity, and a concern for all mankind. While the literature

Rosalind Rosoff Beimler

suggests that positive cross-cultural encounters overseas
may promote worldmindedness, it also points out that a
sojourn overseas does not necessarily result in a positive
cross-cultural experience unless the encounter contains
such positive elements as whether there was time enough
for a realistic appreciation of the new culture, a sense
of satisfaction with the range of personal contact with
host nationals, a perception that there is mutual esteem
between host nationals and the visitor's countrymen, and

the openness and integration of the visitor's personality.

Methods of the Study

 

Investigated in this study was the relationship
of the amount of cross-cultural interaction and a valuing
of worldmindedness in students to be found in one overseas
American school: the American High School of Mexico City,
to see if the oft-repeated goal of such a school was in
any way a reality " . . . to provide the kind of cross-
cultural interaction that will foster worldminded students."
The hypothesis was stated as:
THE AMOUNT OF CROSS-CULTURAL INTERACTION EXPERIENCED
BY A STUDENT OF THE AMERICAN HIGH SCHOOL WILL BE
RELATED TO HIS SCORE ON THE SOCIAL VALUES WHICH
REFLECT "CONCERNED WORLDMINDEDNESS" IN HIS PERSONAL
VALUE SYSTEM.
and it was postulated that the amount of cross-cultural
interaction would also be related to the student's length

of stay in the American High School and to his grade level

(age).

Rosalind Rosoff Beimler

A sociometric questionnaire measured the amount of
cross-cultural interaction and the length of stay for 9th
and llth graders. Seven identified social values in the

Rokeach Value Survey measured concerned worldmindedness.

Data Analysis

 

Two Pearson Moment correlations were calculated

for the entire 9th and llth grade populations:

Amount of cross-cultural interaction with degree

of worldmindedness yielded a .745 correlation.

Length of stay in the American School with amount

of cross-cultural interaction yielded a .68 correlation.

Grade level (age) did not prove to be a variable
in the amount of cross-cultural interaction experienced as
tested on a t distribution of thirty random samples at each
grade level.

Twenty random sample Student Interviews indicated
that students felt that the school had broadened their
view of the world, but that as individuals they needed to
be more active in promoting positive cross-cultural

encounters .

Conclusions

 

The data confirm the existence of a significant
relationship between the amount of cross-cultural inter-

action and a sense of worldmindedness in students of the

Rosalind Rosoff Beimler

American High School of Mexico City. In turn, both the
amount of cross-cultural interaction and a valuing of
worldmindedness related significantly to the length of stay

in the school.

Implications for Overseas Schools
Overseas schools need to define their role in pro-
moting positive cross—cultural experiences. They may wish
to take a new look at instruments for measuring cross—
cultural interaction and worldmindedness, and to restudy
the total environment of the school experience they offer
their students. Some suggestions for areas of self study

are given.

Recommendations for Further Study
This study has explored the relationship between
worldmindedness and cross-cultural interaction. Further

research is needed to find out if there is causality

 

implied in the relationship and to answer such questions
as:
1. Is the relationship supported when the study is

replicated in other overseas American Schools?

2. What are the variables that might affect relation-

ships?

3. Is cross-cultural interaction related to person-

ality?

Rosalind Rosoff Beimler

Is it possible that a school in a one-culture
setting could also contain worldminded students
because of factors other than opportunity for

cross-cultural interaction?

When integration is based on differences other
than nationality (i.e., race, status, religion),
will more opportunities for interaction promote

the valuing of different others?

AN EXPLORATORY STUDY OF THE RELATIONSHIP BETWEEN
CROSS-CULTURAL INTERACTION AND THE SOCIAL
VALUES OF "CONCERNED WORLDMINDEDNESS"

HELD BY MULTI~NATIONAL STUDENT
GROUPS AT THE AMERICAN HIGH

SCHOOL IN MEXICO CITY

BY

Rosalind Rosoff Beimler

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1972

%‘ ACKNOWLEDGMENTS

For the successful completion of the dissertation
I owe thanks to many people:

To Dr. Charles J. Patterson, Superintendent of the
American School Foundation of Mexico City, who made my
doctoral program possible and who has promoted and en-
couraged professional growth for everyone with whom he
works.

To my sons Hans and Steven who cheered me on, and
to their grandmother who started me off.

To my secretary Pilar Aguillon who typed and re-
typed with uncomplaining patience.

To my many good friends who read and discussed the
study and kept reassuring me it was interesting and worth-
while.

To Dr. Andrew Porter and Bernice Gutterman who
translated my humanistic concerns into statistical language
and measurable data.

To the young people who made this research possible

and who showed great concern for the problem under study.

ii

I hope the results will justify their cooperation and re-
assure them that people do care about others.

And very eSpecially thanks to my Doctoral Committee
who gave critical appraisal, moral support, and friendship:
Dr. Keith Anderson, Dr. Alice Davis, Dr. Everett Rogers,
and Dr. Charles Blackman. Dr. Blackman, as Chairman of my
Committee, was a patient editor, my security blanket, and

living proof that teaching is caring.

iii

CHAPTER

I.

II.

TABLE OF CONTENTS

THE PROBLEM . . . . . . . .
Introduction . . . . . . .
Purpose . . . .
Potential Significance and Implica-

tions of the Study . . .
Definitions Used in This Study .
Hypothesis and Variables . . .
Procedures . . . . . . . .
Overview . . . . . . . .

REVIEW OF THE LITERATURE . . . .

Introduction . . . .
The Pros and Cons of Education
Abroad . . .

Today' 5 Need for Successful Cross-

Cultural Interaction . . .
Negative and Positive Elements of
Cross-Cultural Interaction and

Overseas Education . . .
Personality, Values and World-

mindedness . . . . . . .
Summary . . . . . . . . .

III. METHODS OF THE STUDY . . . . .

Population 0 O O O O O O 0
Instruments . . . . . . .

Rokeach Value Survey
(Appendix C) . . . .

Questionnaire (Appendix B) .

In Depth Interviews (Appendix

D 0

iv

Page

10
11
12
14
15
16
16
16

23

26

32
45

47
48
49

49
52
54

Data Treatment . . . . . . .

Survey of Questionnaire Items .
Statistical Procedures . . . .

IV. PRESENTATION AND ANALYSIS OF THE

DATA 0 O O O O 0 O O O O
Restatement of Hypothesis and
its Variables . . . . . .
Limitations of the Study . . . .
Nationality . . . . . . .
Calculation of the Data . . . .
Significance of the Data . . . .

Significance of Correlation
Coefficient Between Amount
of Cross-Cultural Interaction
and Worldmindedness (.746) . .

Significance of Correlation
Coefficient Between Number of
Years in American High School
and Cross-Cultural Interaction
(.68) . . . .

Lack of Significant Difference
Between the Amount of Cross-
Cultural Interaction in Ninth
and Eleventh Grade Students .

In-Depth Interviews . . . . .

Sc0pe of the Interviews . . .
Response to Four Basic Questions

Summary of Data Findings . . . .

V. SUMMARY, IMPLICATIONS AND
RECOMMENDATIONS . . . . . . .

Summary . . . . . . . . .
Conclusions . . . . . .
Implications for Overseas Schools .
Recommendations for Further Study .

Page
55
SS
56
59
59
59
59

60
62

62

63

64
64

64
66

74

76

76
82
82
87

BIBLIOGRAPHY . . . . . . . . . .
APPENDICES
Appendix
A. Description of the American School
Foundation of Mexico City . . .
B. Questionnaire . .
C. The Rokeach Value Scale and Data
on Reliability . . . . .
D. Student Interviews . . . .
E. California Authoritarian F Scale .
F. Social Attitudes Questionnaire . .
G. Score Values Between Cross-Cultural

Interaction and Worldmindedness .

vi

Page

90

98
101

103
108
128
131

133

LIST OF TABLES
Table Page

1. American Citizens Serving Abroad and Their
Dependents, 1965 . . . . . . . . . 3

vii

CHAPTER I

THE PROBLEM

Introduction

 

International cooperation and communication are
imperatives in the world today. There are almost no local
problems anymore. "On our globe men and nations are in-
extricably interwoven. No man is an island; no nation is
self sufficient."1 Transportation and communication have
brought us closer in time and space; industrialization
has made us dependent upon others for raw materials and
markets; ideas and people reach everyone for good or for
bad. A political, economic or scientific decision in one
country affects lives in most of the rest of the world.

If American meteorologists deflect an impending tropical
hurricane in the Gulf of Mexico to protect homes in Louis-
iani, they may upset the rainy season in Mexico upon which
farmers depend. Citizens of other countries are concerned
about presidential elections held in the United States

because the candidates' positions as hawks or doves will

 

lLeonard S. Kenworthy, The International Dimension
of Education (Washington, D.C.: ASCD, NBA, 1976).

 

 

affect their own economy and national security. A dema-
gogue in any corner of the globe builds tensions that
envelop the whole world.

Summit meetings of world leaders attest to the
urgency of communication on problems of ecology, war and
weapons, trade and technology, the exchange of artists,
scientists and students. Behind each summit attempt to
communicate with other nations and cultures are hundreds
of staff members on all levels working in multi-national
enterprises, economic development, ecological problem-
solving, common market agreements, multi-lateral defense
programs, joint scientific and educational projects. A
huge task force of technicians, multi-media communicators,
social scientists and educators are needed from all sectors
and all nations. Where will they come from? Who will
prepare peOple able to work effectively with those from
other cultures and other value systems; people who can
cross cultural boundaries with understanding and empathy?

Behind each national commitment to international
cooperation is needed a citizenry willing to support such
programs. The education of a whole nation towards world—
minded outlooks is as vital as is the education of inter-
national service personnel.

The preparation of worldminded people (citizens
and specialized personnel) can be one of the major contri-

butions of overseas American Schools to the world.

Americans living abroad constitute approximately
1 per cent of the total population of the United States.
In 1965 there were an estimated 1,769,000 Americans living
overseas, divided into three general groups: military
personnel and their dependents, government and private
sector civilians, and their dependents.2 Since these last
statistical data were compiled there is good evidence that

these numbers have eXpanded greatly.

TABLE l.--American Citizens Serving Abroad and Their Dependents, 1965.

 

 

 

 

C1v1lians Total
!
UMiliizv t. 0.5. Gov't. Private Total 62:: s
ry Nonmilitary Sector p
Employees 566,000 44,000 302,000 346,000 912,000
Dependents 457,000 54,000 346,000 400,000 857,000
Total 1,023,000 98,000 648,000 746,000 1,769,000

 

Wherever Americans live they demand facilities for
the education of their children. Just as the early
American pioneers who moved westward conquering the
land, digging wells, building bridges and establishing
homes saw the great need for establishing schools and
hiring teachers for their children, so also have the
overseas Americans throughout the world in more recent
years selected school boards, rented or constructed
school facilities, and put their children to the task
of acquiring an education. The American tradition of
family life and of keeping the school near the home and
under local supervision has also prevailed against heavy
odds in every continent of the world.3

 

2Ernest N. Mannino and Forest E. Conner, The
Mission Called O/OS (Washington, D.C.: American Associa-
tIon of Sohool AdmInistrators, 1966), p. 2.

 

31bid., p. 5.

Some Americans abroad choose to send their children
to local or international schools, but most find these
unsatisfactory because of language barriers, overtaxed
and inadequate facilities, and important differences in
the philosophy and curriculum of education which make it
hard for their children to adjust to the local conditions
and to keep up with the studies they will need to enter
U.S. colleges later on. As a result, American type schools
have developed wherever even small groups of Americans live
together. Some are church related or company owned, and a
large segment are Department of Defense schools for the
children of military personnel, but a significant group of
American type schools are those "American Sponsored" inde-
pendent schools which are eligible for assistance under
the proqram of the Office of Overseas Schools of the 0.8.
Department of State. Their purpose is twofold: to provide
an education for American children living overseas, and to
demonstrate to foreign nationals the philosophy and methods
of American education. In 1965-66 these schools numbered
121 in 75 countries and they enrolled 25,082 American
children as well as 21,045 children from 96 different
countries. They employed a total of 3,256 teachers and
administrators of whom 1,812 were Americans and 1,444 were

foreign nationals from a total of 56 different countries.4

 

4Ibid., p. 7.

These schools range in size, facilities, programs
and purposes to the point where none can be considered
typical. They vary from a tiny living-room school for 10
pupils in an isolated post to a modern school plant for
2,500 students with a million dollar annual budget. How-
ever, they share some common characteristics:

They are privately controlled, non-profit, non-
sectarian, basically American or binational in
character.

They are controlled by local school boards drawn
from the local parent group, both national and
American.

They are financed primarily by tuition.

The curriculums and methods of instruction are
based upon American patterns, with special attention
to the language, literature and social studies of
the host country.

They provide an opportunity for school systems and
school personnel in the U.S. to broaden their own
horizons and capabilities in international education
at the same time that they contribute to the improve-
ment of overseas schools programs. [This occurs
through such exchanges as the School-to-School Program
sponsored by the State Department which matches an
overseas school with a U.S. city school system for
sharing services and materials, and the contracting
of U.S. consultants and staff members for overseas
work.]

They provide both formal and informal opportuni-
ties to come into contact with the culture and peOple
of the host country.5

Schools in foreign settings with multi-national
student populations provide a laboratory for studying the
problems of cross-cultural interaction and a medium for
educating worldminded citizens. Their student-product

could be a source of international minded youth ready to

 

5These items are taken from a larger list of
characteristics and problems in The Mission Called O/OS,
already cited in footnotes 2, 3 and 41

prepare themselves in institutions of higher learning for
the international task force needed by our society.

Most overseas American schools take pride in the
opportunity they offer for several nationalities to meet
together in the common pursuit of learning. They believe
that cross-cultural interaction among students will develop
a link toward greater international harmony. Their state-
ments of purposes frequently describe as one goal the
enriching experience of cross-cultural communication.

The Superintendent of the American School Founda-
tion in Mexico City who has been acting in that capacity
for over fifteen years, states:

The American School of Mexico, D.F., in 71 years of
educational service, has attempted to provide pro-
grams to instill in youth a responsibility for carry-
ing forward the traditions of American and Mexican
cultures. No factor assumes a greater importance
than the friendship and basic understandings of
solidarity of these two nations.6

George Young surveyed bi-national school directors
in Latin America and reports that they defined their major
objectives to be:

1. To promote friendship between the people of the

United States and the Latin American Countries.

2. To help interpret one culture to the other—~North

American to Latin American and viceversa.

3. To develop a comprehension of and respect for
the ways of life of others.

 

6Charles J. Patterson, "A Comparison of Perform-
ances of Mexican and American Children in a Bi-Cultural
Setting on Measures of Ability, Achievement and Adjust-
ment" (unpublished doctoral dissertation, Michigan State
University, 1960), pp. 1-2.

4. To help provide leaders of intelligence and
character for the countries in which the schools
are located.

5. To foster self—development, self-realization,
and self-improvement among the students.

6. To teach English to Latin American children
and Spanish (or Portuguese) to North American
children.

7. To offer an academic program acceptable to both
the North Americans and nationals using the
schools.

8. To utilize and demonstrate United States methods
of instruction.

9. To provide leadership in developing improved
practices in education in the countries in which
the schools are located.7

In a special message to Congress on February 2,
1966, to introduce the International Education Act, Presi-
dent Lyndon B. Johnson proposed a broad program for
action to add a "world dimension” to the tasks of im-
proving the education and health of people and to building
of "new bridges of international understanding.”

One of his Specific educational proposals was to:

Improve the quality of U.S. schools and colleges
abroad.

We have a potentially rich resource in the Ameri-
can elementary and secondary schools and colleges
overseas assisted by the Department of State and
AID: They should be showcases for excellence in
education.

They should help make overseas service attractive
to our citizens.

 

7George Patrick Young, Jr., "A Study of the Poten-
tial for the Achievement of Better Inter-American Relation-
ships Through North American Schools in Latin America"
(unpublished doctoral dissertation, University of Illinois,
1960), PP. 9-11.

They should provide close contacts with students

and teachers of the host country.

I request additional support to assist those

institutions which meet these standards.

How well do these schools do the job they define
for themselves in this area of cross-cultural inter-
action?

The American High School of Mexico City offers a
good testing ground because it includes at least four
definite national typologies in its student body, all of
whom share a common working language and many opportunities
for interaction. The school provides a learning labora-
tory for testing the reality of cross-cultural interaction
among overseas students and its relationship to the end
goal of worldminded citizens.

The American School is an educational park located
on 15 acres in Mexico City. Its population of 2,400 stu-
dents ranges from Pre Kindergarten to 12th grade in a bi-
lingual, bi-national program which prepares students for
colleges in either the United States or Mexico. The school
program meets standards and requirements of both American
and Mexican school systems and the English and Spanish
curriculums are coordinated in teaching methods and sub-
ject matter so that there is no essential conflict or

repetition. The student body in 1972 was about 50 per cent

American, 40 per cent Mexican and 10 per cent international

 

8David Scanlon, Problem§_and Prospects in Inter-
national Education (New York: Teachers College Press,

I pp. - o

 

community. (A complete description of this school is

given in The Mission Called 0/08 and reprinted in Appendix

 

A of this study.)
The high school student body is made up of:
(1) American students;
(2) students with one Mexican and one American parent;
(3) Mexican students; and
(4) students of other nationalities.

How do these students interact? Are they making
friends and interacting with one another across typologies?
Are they developing values and attitudes that reflect ac-
ceptance of cultural relativity and a sense of concern
for the community of mankind? Is the degree of their

interaction related to their degree of worldmindedness?

PUIEOSG

In this study the amount of nonacademic cross-
cultural interaction that occurs among the defined national
typologies of students will be investigated. Whether or
not a relationship exists between the amount of inter-
action that a student has and the relative importance he
gives to values which reflect concerned worldmindedness
will be examined.

Seven social values that indicate a concern for
the common lot of humanity beyond personal interests and
national boundaries will be investigated. It is hypo-

thesized that students with more cross-cultural

10

interaction will rank these seven social values higher in
their personal value systems than will students with less
cross-cultural experiences.

Potential Significance and Implications
of the Study

 

 

The possibility that overseas schools have a
significant role to play in the education of worldminded
peOple will be explored. It is believed that carefully
designed and controlled international and bi-national
school experiences can reduce dissonance and build posi-
tive cross-cultural experiences. If this proves so, then
overseas schools have the obligation to study the cross-
cultural experiences they are offering students to see
what they are indeed doing, and what they should be doing.

The implications for curriculum development are
significant: both the "studied" and the "unstudied"
curriculum need to be analyzed and reconsidered as a re-
sult of what is, or is not, happening to the cross-
cultural interaction of students in overseas schools. The
"studied" curriculum refers to the learning experiences in
the student's school day which are planned, organized and
guided, and the "unstudied" curriculum refers to the un-
planned affective and cognitive learnings which result
from the total school environment. The complete curriculum
of the school would be the sum of the experiences that

pupils undergo within the culture of the school.

11

Definitions Used in This Study

 

Cross-cultural Interaction.--The amount of non-

 

academic interpersonal interaction between students across
national typologies: basically friendships, dates and
after-school socializing. The term will be used in this
study to mean interaction by a student with at least one

nationality different from his own.

Nationality.--The country that a person perceives

 

as "his"; the country with which he has a primary identi-
fication. Some students may identify strongly with two
nationalities, but will be arbitrarily assigned to one

group or another in order to assess interaction.

Rokeach Value.--"an enduring belief that a Specific

 

mode of conduct or end state of existence is personally
and socially preferable to alternative modes of conduct

or end states of existence."9

Value System.--A person's rank ordering of ideals

 

and values in terms of importance in his life.

Concerned Worldmindedness: A high ranking of the

 

pertinent seven social values within the total value

 

9Milton Rokeach, Beliefs, Attitudes and Values

(San Francisco, Calif.: JosseyJBass, Inc.,*1968),
pp. 159-60.

 

12

system of each student, as measured on the Rokeach Value

Survey. (See Appendix C for the complete test and data

on its reliability.)

Hypothesis and Variables

Hypothesis:

The amount of cross-cultural interaction experienced
by a student of the American High School will be
related to his score on the social values which

reflect "concerned worldmindedness” in his personal
value system.

The amount of cross-cultural interactions exper-
ienced by a student will be related to the following
variables:

(1) grade level
(2) length of stay at the American School
(3) concerned worldmindedness

Grade level would appear to be an important
variable because there may be a relationship between age
and interaction.

Grade level will be identified by an item on the
socio-metric questionnaire which will be given to all
9th and llth graders (Appendix B).

Length of stay in the school may be a relevant
variable because it is assumed that cross-cultural trans—
actions take place over time in a bi-national school
setting: the more time, the more interaction. It will

be identified by an item on the same questionnaire.

13

Concerned worldmindedness is the positive end-goal
of cross-cultural interaction, based on the following
assumptions:

1. The tasks of modernization and international co—

Operation now facing the world require the skills

of the "heterOphilous" or "third culture"10 persons

who have broad cross-cultural experiences and Open

value systems.

2. PeOple with cross-cultural understandings and
experiences have greater empathy for other cultures
and work more effectively with foreigners in

national and international tasks.

3. Cultural relativity and variant cultural value
systems must be understood for successful cross-

cultural interaction to take place.

4. Foreign students may bring either favorable or
unfavorable attitudes towards their host countries
back to their own country and to their work during

and after an international exchange experience.

5. There is a significant relationship between
personal friendships made and the development of
an attitude of good will and understanding for

another country.

 

10The first term is Dr. Everett Rogers' and the
second term is Dr. John Useem's. They both express well
the idea of people who are at home with other cultures.

14

Chapter II will review the historical and scien-

tific studies on which these assumptions are based.

Procedures

To collect data, a Value Survey, a questionnaire,
and a random sampling of in-depth interviews will be
used. (These are described in Chapter III and presented
in Appendices B, C and D.) The Value Survey and the
questionnaire will be given to all 9th and llth graders.
A random sampling from these two grades will be given the
in-depth interviews.

The Rokeach Value Survey will be used to measure
the ranking that a student gives to the seven identified
social values from this survey that relate to a sense of
worldmindedness.

The questionnaire is designed to yield data about
the nationalities of students in the study, their amount
of cross-cultural interaction, and the other two variables
to be correlated: grade level and amount of time in the
American High School.

The random sampling of in-depth interviews will
yield students' personal perceptions of their reaponses
to the items corresponding to cross-cultural experiences:
their feelings about dating, working with others, satis-
factions and concerns, parental reactions, and suggestions
for improving the cross-cultural experiences in the

school.

15

In Chapter III the methods of this study are des-
cribed: p0pulation, instruments used, and data treatment.
Appendices B, C, and D reproduce the instruments used.

In Chapter IV the data are analyzed in terms of
the hypothesis and its variables.

In Chapter V a summary of this study and its re-
sults, implications for overseas schools, and recommenda-

tions for future study are presented.

The quality and quantity of cross-cultural inter-
action occurring among students of different nationalities
in the American School of Mexico City will be studied
through the use of the investigative instruments just
described to see if the interaction correlates with world-
mindedness and to suggest what the implications may be
for overseas schools that are interested in promoting

positive cross-cultural experiences.

CHAPTER II
REVIEW OF THE LITERATURE

Introduction

In this chapter literature is reviewed from the
fields of education, sociology, anthrOpology and psychology,
to discover insights relevant to the problems of overseas
education and the development of the worldminded person.
Reviewed are writings about education abroad, elements of
positive and negative cross-cultural interaction, and the
qualities of personality and values needed in a world-

minded person.

The Pros and Cons of Education Abroad
An experience abroad has traditionally seemed a
worthy and enriching experience for the young elite.

The Grand Tour was the last act in an 18th
century gentleman's education. Behind him lay
school years of Greek grammar, Latin hexameters,
gown and chapel routine. Now at last it was
time for Spiritual matriculation, the ultimate
in civilizing experiences, a journey through
Europe to the overwhelming masterpieces of Italy.

In the urbane Augustan Age, to be truly
cultured was an important asset, and who could
call himself cultured who had not done the Grand
Tour? So the English well-to-do packed their
sons off across the Channel to taste the magical
nectar for themselves.

16

17

It was by no means only the British who were
drawn by the magnet of Italy. From the Low Countries,
from Scandinavia, from Germany, from France, and
America they came; the solitary adventurers, refu-
gees from society, parties of spinster ladies, fami-
lies,inva1ids and friends, all gravitating inexorably
(and joltingly, over bruising roads) towards the
fountainhead. 1

The countries of Northern EurOpe have built
remarkable civilizations by the cold seas and under
a weak sun. But no reasonable man of Anglo-Saxon
or Germanic stock has ever been wholly satisfied
with his own civilization. Indeed, such periods of
history as have been marked by Teutonic pride in
Teutonic self-sufficiency have been unhappy ones.

The chill oceans need the tempering of the Medi-
terranean. Unless the German or Englishman is
willing to submit, however remotely, to the influence
of the South, there is always the danger of his re-
lapsing into coarseness at best; at worst, brutish-
ness. That is why in the most enlightened phases of
Northern history, no man could be considered culti-
vated if he had not gone out to engage the art,
philoSOphy and manners of the Latin countries.

True, he was able to import the cultural products
of the South: Britain, once an outpost of the Roman
Empire and later a French-speaking kingdom, has
always been in many ways a vassal of Southern culture.
But the venturing forth to experience the sun of
Italy, as well as her architecture and paintings and
statues, or to crumble in the fingers the soil of
French vineyards, this was an education of the flesh
and the spirit at one and the same time . . .12

Dr. Samuel Johnson said: "A man who has not been

if! Italy is always conscious of an inferiority."13

Those who could embark upon the "Grand Tour" after
fiftishing their university studies were thought to have

rounded off their formal education with a cross-cultural

\

llAnthony Burgess and Francis Haskell, eds., The
%%3f the Grand Tour (New York: Crown Pub., 1967) , from
°° jacket. "—

12 13

Ibid., p. 13. Ibid., p. 32.

18

experience that would make them better men. The cultural
experience would enrich their personal and social life,
the political experience would make them better leaders,
the perfection of a second language would give them op-
portunity to interact with the business and political
leaders of their day.

Shelley, the Brownings, Lord Byron, and the Huxleys
lived abroad much of their lives, interacting with a var-
iety of peOples and cultures. Their work reflects their
involvement in a second or third culture. The Brownings
lived in Florence, Shelley died on the beach of Leici,
and Lord Byron died fighting in a Greek liberation move—
ment.

Elite Americans, too, went abroad to round out
their education. They studied medicine, the arts and
languages. Some stayed on to become expatriates and links
between cultures. Henry James, George Santayana, Ernest
Hemingway, T. S. Eliot, Mary Cassett, Whistler, Sargeant
and Berenson contributed to the cross-culturation of
America and Europe. They served as interpreters of
cultures, carriers of trends and information, and creators
of something new built from the culture of the old world.

They were the forerunners of the "third culture"

men, destined to build " . . . the patterns that are

19

created, shared and learned by men of two societies engaged

in linking processes."14

To be sure, a few surly dissenters doubted the
benefits of such an overseas education. Thomas Jefferson
warned:

Let us view the disadvantages of sending a youth to
Europe. To enumerate them all, would require a
volume. I will select a few. If he goes to England,
he learns drinking, horse racing, and boxing. These
are the peculiarities of English education. The fol-
lowing circumstances are common to education in that,
and the other countries of Europe. He acquires a
fondness for European luxury and dissipation, and a
contempt for the simplicity of his own country; he

is fascinated with the privileges of the EurOpean
aristocrats, and sees with abhorrence, the lovely
equality which the poor enjoy with the rich, in his
own country; he contracts a partiality for aristocracy
or monarchy; he forms foreign friendships which will
never be useful to him, and loses the seasons of life
for forming, in his own country, those friendships
which, of all others, are the most faithful and
permanent; he is led, by the strongest of all the
human passions, into a spirit for female intrigue,
destructive of his own and others' happiness, or a
passion for whores, destructive of his health, and

in both cases, learns to consider fidelity to the
marriage bed as an ungentlemanly practice and
inconsistent with happiness; he recollects the volup—
tuary dress and arts of the European women, and pities
and despises the chaste affections and simplicity of
those of his own country; he retains, through life, a
fond recollection and a hankering after those places
which were scenes of his first pleasures and his
first connections; he returns to his own country, a
foreigner, unacquainted with the practices of
domestic economy, necessary to preserve him from
ruin, Speaking and writing his native tongue as a
foreigner, and therefore unqualified to obtain those
distinctions, which eloquence of the pen and tongue
ensures in a free country; for I would observe to
you, that what is called style in writing or speaking

 

l4John Useem, "Work Patterns of Americans in Indiafl'
Annals of the American Academy of Political and Social
Science, CCCLXVIII (November,1966), pp, 146-56.

 

 

20

is formed very early in life, while the imagination
is warm, and impressions are permanent. I am of the
Opinion, that there never was an instance Of a man's
writing or Speaking his native tongue with elegance,
who passed from fifteen to twenty years of age out
of the country where it was Spoken. Thus, no
instance exists of a person's writing two languages
perfectly. That will always appear to be his native
language, which was most familiar to him in his
youth. It appears to me, then, that an American,
coming to Europe for education loses in his knowledge,
in his morals, in his health, in his habits, and in
his happiness. I had entertained only doubts on
this head before I came to Europe: what I see and
hear, since I came here, proves more than I had

even suSpected. Cast your eye over America: who
are the men of most learning, of most eloquence,
most beloved by their countrymen and most trusted
and promoted by them? They are those who have been
educated among them, and whose manners, morals, and
habits, are perfectly homogeneous with those of the
country.

And in 1873 Birdsay Grant Northrop collected Opin-
ions from four eminent educators, including such univer-
sity presidents as Mark Hopkins and Charles Eliot. They
all agreed that there were perils in a foreign education.
They listed twenty-two reasons why Americans should stay
home to study. Most felt that American studies were
better for American youth; they built character and
practical culture, not fashion and cultural snobbishness.
German studies were described as cultural, not practical,
repressive, deferent to rank, submissive to authority,

despotic and aristocratic; the State being the central

 

15Saul K. Padover, ed., Thomas Jefferson on
Democracy (New York: The New American Library of World
Literature, 1946), pp. 91-92, quoting Thomas Jefferson in
a letter to Bannister, Jr., 1785.

 

 

21

figure, not the individual. "Political freedom favors
individual independence and manliness. Our youth should
therefore be educated as Americans, well grounded in
American ideas and principles."16
Typical comments were:
The class of person described as cosmopolitan is
an unhappy, useless and sterile breed . . . a hybrid
class, neither EurOpeans nor Americans, ill adapted
to practical duties in either hemisphere.
American teachers show more tact and skill in
stimulating and controlling American boys.
The lecture room system is ill adopted to
ordinary students, however profitable to advanced
scholars.
The discipline in EurOpean schools is essentially
arbitrary and despotic.17
Today, on the personal dimension, cross-cultural
interaction more than ever seems a positive experience,
no longer limited to a small elite. Travel helps establish
one's own self identity; one's image of self as a person
and as a national. Contact with peOple of another culture
is a way to discover oneself. Travel creates all sorts
of Opportunities for people to act out their self-images
and in so doing, to confirm or modify them. It permits

them to escape from an uncongenial home environment, to

OOpe with and test their independent adulthood, to enhance

 

16Stuart Fraser, The Evils Of a Foreign Education
(Nashville, Tenn.: InternatiOnal Center, George Peabody
College of Teachers, 1966), p. 4.

 

17Ibid., p. 7.

22

their status, and to satisfy instinctual impulses far from

inhibiting home norms.18

People tend to return to their own country more
identified with national norms. They change from a
parochial to a national level reference group. Having
Others identify them by nationality,--not by their local

affiliation,--they see themselves as "Americans" or

“Indians,“ and not as Chicagoans or Delhians.19

In the Peace Corps,

. . . young men and women tested and stretched them-
selves in complex, self-revealing, and often painful
adventure in human relationships which led to an

acute emotional awareness of their American-ness . . .
They were quintessential Americans in exemplifying
the dominant values of American culture: personal
independence, achievement and mission.

John Useem reports that the foreign trained Indians
he interviewed felt that their experience abroad had
enhanced their personal development by:

a. gain in self confidence: they overcame feelings
of inferiority and dependence upon their fami-
lies. They interacted with strangers with greater
ease and felt securer in their work.

b. an enlarged vision of life: they saw the common
unity of man, became sensitive to opinions held
by others, understanding of other values and life
styles, though not always endorsing of them.

 

18Thiel de Sola Pool, "Effects of Cross National
Contact on National and International Images," in Inter-
national Behavior, ed. by Herbert C. Kelman (New YorK:
Holt, Rinéhart and Winston, 1965), pp. 106-28.

 

19Ibid.

20Lawrence Fuchs, Those Peculiar Americans (New
York: Meredith Press, 1967), p. 37.

 

23

c. improved method of thinking: they developed a
new spirit of inquiry.

d. improved method of working: they gained practical
experience with experts in model professional
Situations.

e. democratic ways of acting in personal relations
as they moved across social hierarchies more
than ever in their lives.

f. discovering their own country as part of them-
selves. They critically examined their country
and its culture, becoming more nationalistic,
politically oriented, and less provincial.21

Todayfs Need for Successful
Cross-Cultural InteractiOn

 

 

In this century the social need for cross-cultural
interaction is imperative. No longer is it a small
elite that benefits from overseas education and contact,
nor is the goal only personal fulfillment. "The world is
our world, and 'our' is just 'we' never mind 'the

others.”22

"How peOples of diverse races, culture, languages,
religions, ideologies and political loyalties can share
an ever-shrinking planet has become the major unsolved
problem confronting the human race in the twentieth

century."23

 

21John Useem and Ruth Useem, The Western Educated
Man in India (New York: The Dryden Press, 1955), p. 32.

 

 

22C. A. O. VanNieuwenhuijze, Cross-Cultural
Studies (The Hague: Mouton CO., 19631} P. 6.

 

23Ina Corinne Brown, UnderstandingOther Cultures
(EnglewOOd Cliffs, N.J.: Prentice-Hall, Inc., 1963),
p. 162.

 

24

The exchange of social and technological knowledge
in national and international enterprises requires the

kind of person who can fit his specialized tasks into an

alien context. His international tasks require a pro-
fessionally competent person with a sense Of service to
the common humanity of mankind, and an understanding of
cultural relativity.
The sweep of human history clearly shows increased
integration of activities and outlooks among what
were once disparate societies and peoples. This
burgeoning interdependency with its concomitant move-
ment of persons across national and cultural boundaries
creates a need for fundamental knowledge about the
nature of evolving commonalities and conflicts, the
inter-relationships among persons involved, and the
kinds of social selves and model personalities
developed by human beings within this context.24
We need to define the qualities required of a
person who can successfully carry on the business of cross-
cultural tasks in our interrelated world. We can look at
past overseas experiences to see what has been successful
and what has failed, and what qualities those who succeeded

had. In The Overseas Americans, Harlan Cleveland and his

 

co-authors suggest that recruiters for overseas work look
for people who are:

--resourceful and creative

--intellectually curious

--environmentally mobile: who early in life have
been exposed to many kinds of peOple at different
levels Of society

 

24John Useem, "The Job: Stresses & Resources Of
Americans at Work on the Third Culture" (paper prepared
for the 22nd Annual Meeting of the Society for Applied
Anthropology, New York, May 31, 1963).

25
--institution builders with a sense of mission
--empathetic25
They believe international colleges will train
such peOple through foreign study programs, languages,
and overseas work-internships.
Margaret Mead analyzes successful international
personnel as having:
--technical competency
--organizational skills
--communication skills
--adaptability
--social displacement from family
--empathy
--a non-authoritarian personality26
She suggests that cross-cultural Situations require
flexibility in symmetry relationships. One needs to
recognize and manage situations which each culture role-
plays differently:
(I) the role of host and guest
(2) the role of giver and receiver
(3) the role of superior and subordinate
(4) the role Of dominance and submission
and these roles must be defined with regards to the cul-
ture in which one has been reared, the system of the

country in which one is working, and the cultural style

of the agency for which one is working.

 

25Harlan Cleveland, G. J. Mangone, and J. V. Adams,
The Overseas Americans (New York: McGraw-Hill Book CO.,
Inc., 1960):

 

26Margaret Mead, The Selectiog_of Personnel for
International Service, ed. by Mottram Torre (Geneva,
Switzerland} World Federation for Mental Health, 1963).

 

 

26

Mead also defines other relevant variables which
require a spirit of cultural relativity, flexibility and
empathy to handle successfully in a new culture:

(1) the role of women

(2) deference to age

(3) relative physical size

(4) the language style of oratory vs. simple statement

(5) face-saving devices

(6) frankness vs. circumlocution

Negativgand Positive Elements ofCross—Cultural
Interaction and Overseas Education

Cross-cultural education may be defined as the
reciprocal process of learning and adjustment that occurs
when individuals sojourn for educational purposes in a
society that is culturally foreign to them.27

Do cross-cultural educational experiences always
produce the kind of culturally relativistic worldminded
person that our international tasks require and that our
bi-national schools believe is an end product of their
institutions? What happens when students face a new

culture? What are some of the elements that make for

positive or negative cross-cultural experience?

 

27Brewster M. Smith, ed., "Attitudes and Adjust-

ment in Cross-Cultural Contact," Journal of Social
Issues, XII, No. 1 (1956), p. 3.

27

28

H. P. Smith in his 1953 study found that stu-

dents with a short experience abroad did not make any
great changes in attitudes towards the new culture. There
seems to be a "J curve" of adjustment in which a negative
dip occurs after the euforia of the exotic and before a
more realistic and positive attitude towards the new
culture takes place. If people return too soon, the dip
has no time to be corrected. Lambert lists several stages

of adjustment along the "J curve":

Going native: a romantic identity with all things
foreign.

The enthusiast: everything new is wonderful and
better than home.

The cornucopia role: the U.S. is seen as "used" and
unappreciated by host nationals.

COping with difficulties and language: things go
wrong.

Nationality and status: one's nationality is seen
as much valued or as not valued at all.

Anti-host reaction: all nationals are seen as
incompetent, insincere.

Enclaving: one seeks to live in the golden ghettos
with one's own people.

Recovery: a realistic balance of understanding and
appreciation is achieved.29

Dr. Luis Feder in a Study of Americans in Mexico
agrees with the first two steps in the "J curve": short
visits gave visitors the glow of excitement over the
exotic qualities of Mexico, longer visits brought a dis-

illusioned dip. But he believes that seldom does the long

 

28Quoted in When Peoples Speak to Peoples, ed. by
Harold E. Snyder (Washington, D.C.: American Council on
Education, 1953).

29Richard Lambert, "Some Minor Pathologies in the
American Presence in India," Annals of the American
Academy of Political and SociaI Science, CCCLXVIII
(Noyember, 1966), pp. 157:70}

 

 

28

term resident abroad arrives at real acceptance of the
new culture. He gives a psychoanalytic interpretation:
” . . . a phenomenology that could be outlined in the
following chronological sequence takes place: idealiza-
tion, contact, illusion and disillusion, followed by
techniques to handle the idealization effects of illusion
and disillusion."3o
The long term resident abroad must cling to his
own culture which represents his parents, and hence his
own identity. "To defend one's own Object is psycho-
logically equivalent to holding on to one's mother. To

31 Rejection

renounce it is equivalent to losing her."
of the new culture becomes the equivalent of a vote of
loyalty to one's own culture.

De Sola Pool notes that the "J curve" of favorable-
ness of attitude towards the host country is finally
affected by what happens when the traveler returns home.

If he is made to feel that his experience has enhanced
his status at home, he will be more favorable towards the

country he visited.32

 

3oLuis Feder, "Psychogenesis and PhenomenolOgy of
the Encounter," Proceedings of the Third World Congress
Of Psychiatry (Canada), pp.346-5l.

 

3lIbid., p. 343.

32Ithiel De Sola Pool, "Effects of Cross National
and International Images," in International_Behavior,
ed. by Herbert C. Kelman (New YorE: HOlt, Rinehart and
Winston, 1965), pp. 106-29.

 

29

Anita L. Mishler reports that foreign students
return with a more complex and differentiated view of the
host country, not always favorable. The perceived relative
status position of the host nation and his own will make
a difference, as will the amount of similarity in cultural
mores such as status and friendship norms, food, language,
and degree of ”westernization" of the new country.33

Many foreign visitors approach a new culture from
the point of view of their own. They tend to find what
will implement the values they already hold. They reject
conflictive values and confirm the stereotypes they
brought with them. They learn only what their own culture

34 Such pe0ple usually bring

has prepared them to learn.
to the encounter the dogmatic authoritarianism that is
part of their personality.

Studies show that the authoritarian personality,
as measured on the California F scale (see Appendix E),
has problems working and living abroad. He needs support-
ive in-groups, stereotypes, prejudices. Only a cross-

cultural therapy experience might prepare him for suc-

cessful work or study abroad. Group therapy, role-playing,

 

33Anita L. Mishler, "Personal Contact in Inter-
national Exchanges," in International Behavior, ed. by
Herbert C. Kelman (New York: Holt, Rinehart and
Winston, 1965), p. 550.

 

34Jeanne Watson and Ronald Lippett, "Cross

Cultural Experience as a Source of Attitude Change,"
Journal of Conflict Resolution, II (1958), pp. 61-66.

30

and a trusting dependency of one group upon another, are
some of the techniques suggested for the ethnocentric
personality.35
The foreign student's self image is at stake
among strangers. His nationality represents a new status
for him on which he is being judged. It becomes a quality
attached to him and used to identify him. His image of
his host country will depend on how he perceives that his
host rate his own nationality. A sense Of equality is
important to his acceptance of the other culture.36
Satisfaction with an overseas study experience
also correlates with academic satisfaction, and the range
and volume of contact with host nationals.37
The variety and closeness of friendship is most
important in relation to satisfaction with an overseas
experience. The higher the score on a continuum of
"intimacy" with host nationals, the higher the acceptance

of the host country.38

 

35Otto Klineberg, The Human Dimension in Inter-
national Relations (New York: HOIt, Rinehart and
Winston, 1964).

36Richard T. Morris, "National Status and Atti-
tudes of Foreign Students," The Two Way Mirror
(University of Minnesota Press, 1960).

37

 

 

 

Ibid.

 

38 .
Hopson, Selltig and Cook, "Effects of Situa-

tional Factors on Personal Interaction Between Foreign

Students and Americans," Journal of Social Issues, XII
(1956), PP. 33-44.

31

There is an association between having two or more
close friends belonging to the new culture, and liking the
culture. In a study made of American students abroad the
ability to speak the new language and the consequent
amount of personal interaction which occurred seemed to
correlate with positive reactions to the new country. The
older student had professional contacts to a greater
degree than the younger one, who sometimes had never been
away from home previously, and felt unhappy about the
impersonality of life as a stranger. The younger student's
self-estrangement would sometimes make him seek his own
kind and, hence, reinforce his alienation.39

In all the negative cases cited, the "J curve"
seems to be an important factor. Time is needed to get
over the barriers of language, estrangement, stereotypes,
conflictive values and the lack of personal interaction.

"Cross-cultural education should be of the kind
that would increase the probability of broadening the
basis of an individual's self-esteem, reality testing,
self-knowledge and range of compassionate concern for

others."40

 

9Jeanne Gullahorn and John Gullahorn, "American
Students Abroad," The Annals of the American Academy of
Political and Social Science, CCCLXVIII (November, 1966),
pp. 43-59.

40George V. Coehlo, "Impacts of Studying Abroad,”
Journal of Social Issues, XVIII, No. l (1962), pp. 1-90.

32

The situation in which nationals of two countries
interact should be so structured that the one finds him-
self taking friendly action towards the other so that he
is likely to define the other as someone to whom he has
been friendly and be ready to change his attitude accord-
ingly. "It is the joint occurrence of friendly behavior
toward the other and genuinely new information about him

that makes favorable attitude change possible."41

Personality, Values and Worldmindedness

 

Thus far a definition of cross-cultural experience
and the positive and negative aspects of such encounters
have been the focus of attention. What of the "worldé
minded person" that hOpefully results from a good over-
seas school experience? What concerns do bi—lingual
schools have with him? How is worldmindedness defined
and measured? What kind of a person is worldminded?

In the preliminary analysis of data from Carl
Bentz's study of Administrators of American Schools in
Mexico and Central America, he found that overseas schools
gave little emphasis to international understanding as
one of their purposes, until their affiliation with the

Southern Association of Colleges and Schools and with

 

41Herbert G. Kelman, "Changing Attitudes Through
International Activities," Journal of Social Issues,
XVIII, No. l (1962), p. 86.

 

33

M30 about 15 years ago.42 Neither was the social and
economic development of Latin American countries of great
concern to the United States Government until the Alliance
for Progress in 1962 when Officials began to see these
overseas schools as vehicles to promote their inter-
national goals . . . "showcases for democracy"43 . . .
and a way to entice technicians and employees to work
abroad by offering good schools to their children. Milton
Eisenhower referred to bi-national schools after a trip
to Latin America, "I came home and felt and said that I
thought those institutions were doing more to promote
genuine understanding among the people of this hemisphere
than any other effort in which the United States was
engaged, even in a small way."44
Historically, the American Schools came into being

primarily to provide a "U.S. type" educational program for

the children of U.S. citizens residing in Mexico. Ever

 

42Carl Bentz, "Administrators of American Schools
in Mexico and Central America" (unpublished doctoral
dissertation, Michigan State University, 1971).

43Lyndon B. Johnson, "President's Message to
Congress on International Education," Washington, D.C.,
February 2, 1966, quoted in David Scanlon's Problems and
Prospects of International Education (New York: TeaEherS'
College Press, COlumbia University, 1968).

44Milton Eisenhower, "Minutes Of the First General
Conference of American Sponsored Bi-National Schools in
Latin America," (Washington, D.C.: Inter-American
Council of Education, April 10, 1957), p. 38.

34

since the first American School was founded (in Mexico
City in 1888) this has been a major purpose of these
schools. However, in order to most fully achieve this
purpose, to fulfill their total responsibilities to the
children of resident U.S. citizens, and to maximize the
Opportunities for outstanding education that their loca-
tion permits, the schools soon realized they must provide
a bi-national, cross-cultural educational experience for
their students. To accomplish this, the schools expanded
their programs and facilities to include the children of
Mexican Nationals. Today these schools enroll an average
of 27 per cent U.S. children, 65 per cent Mexican and

8 per cent from other nationalities.

Out of this unique social-educational environment
there developed a philosoPhy of international education
which has brought rewarding results to both cultures.

”The schools provide a superior 'two way window' through
which peOple of each culture may know and understand the
other; thus, the schools serve as ambassadors of good will
between the two nations."45

A 1966 bulletin of the American Association of
School Administrators speaks about the American School of
Mexico City: "In the years since its founding, the school

has broadened its Objectives to include the advancement

 

4S"Capabilities, Accomplishments, Possibilities
of American Schools in Mexico," Education on Latin
American Series #2 (East Lansing: Michigan State Univer-
sity, 1962). '

35

of mutual understanding between the people of Mexico and
the people of the U.S. through the provision of bi-national,
cross-cultural, educational experiences for its students

and through the demonstration of modern instructional
methods and democratically organized school administra-
tion."46

However, there is some concern that the bi-national

schools are not fulfilling their goals in international
education. Paul Orr reports that many of the objectives
attributed to the bi-national schools do not necessarily
affect the pattern of school Operations. Many are basically
American, not bi-national.

It is estimated that three hundred and fifty non-
public bi-national U.S. related schools are Operating
in Latin America. In addition to transmission of
knowledge, these schools also provide a means (1) to
foster international relations and in the cross-
cultural setting, (2) to conduct research on basic
educational problems.

Unfortunately, most of the schools inadequately
represent U.S. education. Few are conducted as
laboratories for cross-cultural research and/or
experimentation.

Martin Meyer echoes this concern: "Indeed, while

everyone talks internationalism, the trend of the last

half decade has been toward the Americanization of

 

46Ernest Mannino and Forest E. Conner, eds., The
Mission Called O/OS (Washington, D.C.: American Assoc1a-
tion of ScfiOol Administrators, 1966), pp. 31-32.

 

47Paul Orr, "Bi-National Schools in Latin America,"
(unpublished doctoral dissertation, Michigan State
University, 1964), p. 19.

36

international schools which formerly educated a wider
sample of mankind's children . . . to the extent that the
State Department ignores or even encourages the tendency
of American parents to demand purely American schools, the
Opportunity to create multinational schools on an American
base will be lost."48
Thomas Gleason defines worldmindedness as the mani-

festation of.a group of attitudes and assumptions on the
part of overseas experienced youth which reflect certain
qualities of open-mindedness concerning national identities
and cultural values. He defined it operationally as a
point score on the following five items on a survey ques-
tionnaire given to college students who have lived overseas:

1. Where would you like to establish your home?

2. Where would you like your children to spend their

teen years?

3. In what places of the world do you feel most at

home?
4. Are any of your friends foreign students?
5. Is one of them your best friend?

Answers which indicated areas outside the U.S. and
foreign friends, scored to indicate the "worldminded"

student.

 

48Martin Meyer, Di loma (New York: Twentieth
Century Fund, 1968), pp. , , 26.

 

v.. ..m M...

 

37

. . . the individual who is worldminded reports
feeling 'at home' both in the U.S. and abroad, would live
abroad with his own family and has foreign students who
are personal friends."49

There is some question whether these responses
merely measure cross-cultural interaction or also world—
minded attitudes and values. The former would seem more
likely, since it is not certain that cross-cultural inter-
action alone assures a personal value system which re-
flects social compassion and concern for all humanity.
In fact, this is the hypothesis under investigation in this
present study.

Donald L. Sampson and Howard Smith developed a
scale to measure worldminded attitudes in 1955. They

felt that the existant scales (those by Ferguson, Lentz,

Likert gt 31.) measured the dimension of nationalism-
internationalism, rather than worldmindedness.

. . . as we distinguish this concept from the term
international-mindedness. . . . International minded-
ness refers to interest in or knowledge about inter-
national affairs; factual and topical statements
frequently serve as items in scales that measure
international mindedness. The concept worldminded-
ness, in contrast, designates purely a value orien-
tation, or frame of reference, apart from knowledge
about, or interest in, international relations. We

 

49Thomas Gleason, "Social Adjustment Patterns and
Manifestations of World Mindedness of Overseas Experienced
American Youth," (unpublished doctoral dissertation,
Michigan State University, 1969), p. 64.

38

identify as highly worldminded the individual who
favors a world view of the problems of humanity,

whose primary reference group is mankind, rather

than Americans, English, Chinese, etc.SO

Sampson and Smith develOped a WOrldmindedness
Scale, called a "Social Attitudes Questionnaire" (Ap-
pendix F) which presented 32 items that pertain to eight
dimensions of the worldminded frame of reference. They
tested college students in several contexts and they found
that worldmindedness is negatively associated with polit-
ical and economic conservatism and with authoritarian and
ethnocentric attitudes, and positively associated with
belief in democratic group processes.

Sampson and Smith's scale, while approximating the
kind of worldmindedness defined in this present study, does
not really measure what is needed. The items were tOO
culture loaded for students Of Mexican, American and other
national backgrounds in the school. A more culture-free
scale is needed, something that will measure individual
value systems in a more universal context.

Recent efforts to improve programs for teaching
international understanding have tended to shift
emphasis away from the information about, and
love-thy-neighbor approaches, and to focus, instead,
on develOping understanding based on inquiry into
the why and meaning of peOple's behaviors. These
efforts are founded on the notion that "real" inter-

national understanding derives from knowing that the
behavior of an individual or a group can only be

 

50Donald L. Sampson and Howard R. Smith, "A Scale
to Measure Worldminded Attitudes,” Journal of Social
Psychology, XLV (1957), pp. 99-106.

 

39

understood in terms of the cultural frame of reference
within which a person or group acts. . . . The goal
is to turn out pupils who have some relativistic
commitments, who are inquiring, openminded and
tolerant, and who use these attributes to develop
broader and more insightful relationships with others
. . . this approach seeks not only to develop the
student's intellectual commitments but, through
these, a configuration of beliefs, attitudes and
values which orients his view Of himself and the
world.

PeOple act in accordance with their value system.
Rokeach defines a value system as a set of rank ordering
of ideals and values in terms of importance in a person's
life. Each "value" within the system is a centrally
located belief (one held dear to the individual because it
iS congruent with and close to the central region Of his
nuclear beliefs).52

Behavior is always enhancing and supportive of
an individual's belief system. The human organism tries
to establish internal harmony, consistency or congruity
among his opinions, attitudes, knowledge and values, and

53

he behaves in accordance with this harmony. He organizes

his beliefs along a continuum Of similarity--dissimilarity

 

51Theodore Parson, "Attitudes and Values: Tools
or Chains?" Educational Leadership (Journal of the
Association for Supervision and Curriculum Development)
(March, 1964), p. 343,

 

52Milton Rokeach, Beliefs, Attitudes and Values
(San Francisco: Jossey-Bass, Inc., 1968).

 

53Leon Festinger, A Theory of Cognitive Disso-
nance (New York: Row Peterson and CO.,I1957).

40

to his belief system, and this consonance or dissonance
controls the acceptance or rejection of new data. When
data input is conceived as dissonant to a person's value
system it usually is blocked out by some psychological
device (forgetting, compartmentalizing, etc.).

Dogmatic, ethnocentric people have a closed belief
system which makes new information harder to accept and
hence it becomes harder to change their behavior. The
open-minded person is more accepting of ambiguity and
dissimilarity.54

Some persons will probably be generally tolerant

of sizable inconsistency while other will be extremely
vigilant against it. Evidence supportive of this
view is to be found in the related work on intolerance
for ambiguity (Adorno 33 31., 1950) and in Rokeach's
(1960) studies on dogmatism.55

. .From the point of view of any ingroup, the more
s1m1lar an outgroup is in customs, values, beliefs and
general culture, the more liked it will be. . . .
Rokeach finds a strong relationship between dissimilar-
ity and rejection.56

The dogmatic or the ethnocentric person generally
rejects the outgroup and at the same time overly accepts

and glorifies the ingroup. Close knit ingroups tend to

reject outgroups and turn their hostility against the

 

54Milton Rokeach, The Open and Closed Mind
(New York: Basic Books, Inc., 1960).

5
. 5 Robert Abelson, ed., Theories of Cognitive
Cong;stency (Chicago: Rand McNSlly and CO., 1968),
p. O

 

56Ibid., p. 552.

41

outgroups so that the greater the group identity, the
greater the prejudice to outsiders.

AS the ingroup grows larger (to national dimen-
sions) the hostility displacement has to go outside to the
international level, or towards "foreigners."57

PeOple tend to associate with those of a similar
belief system. Interaction theorists have delineated the

close association in friendship relations between value
consensus, affectional closeness and interaction.58

Rokeach's belief congruence theory gives evidence
that belief is more important than ethnic or racial member-
ships as a determinant of social discrimination. PeOple
who hold the same values will be more accepting of each
other, despite differences in race and religion, than
peOple of the same race and religion, but different
central values.59

The "authoritarian" personality, as measured on
the California F scale (see Appendix E) is not more preva-

lent in the South than in the North, so that it would

appear that not only personality-dynamics factors are at

 

57Bernard Finsterwald, Jr., "Anatomy of American
Isolationism and Expanionism," Journal Conflict Resolu-
tion, II (1958), p. 280.

 

58Burt Adams, "Friendship and Value Consensus,"
Sociometry, XXX, No. 1 (1967), pp. 64-78.

 

59Chester A. Risko, Theories of Attitude Change
(New York: Appleton Century Crofts, 1967).

 

42

play in prejudice, but historical-social-factors are also
important. Where cultural norms sanction intolerance, the
conformist personality will be most intolerant.6o

Prejudice is related to conformity, rigidity, in-
group mindedness, anxiety, repressed parent hostility.
Good mental health is relevant to successful international
living and it requires a personality which has good self
concept, self actualization, integration and balance,
autonomy, perception of reality and environmental
mastery.61

The healthy personality has these qualities and
is Open to "different" others.

The open minded person will also be understanding
of, and Open to, cultural relativity. The overseas person
needs to understand what culture is and how human behavior
has been institutionalized in a variety of ways.

"Since each culture is structured about its own
value conceptions, its special achievements will be found
at those points where the culture places the strongest

evaluations."62

 

60F. T. Pettigrew, "Personality and Sociocultural
Factors in Intergroup Attitudes . . . A Cross National
Comparison,” Journal of Conflict Resolution, II (1958),
pp. 28-42.

61Otto Klineberg, The Human Dimension in Inter-
national Relations (New York: HOIt, Rinéhart and
Winston, 1964).

62Jahneinzin Jahn, Cross Cultgral Understanding:
Epistemology in Anthropology, ed:_by F. S. C. Northrop
and Helen H. LiVingston (New York: Harper and Row, Inc.,
1964). p. 65.

 

 

43

The Harvard Laboratory of Social Relations in its
report on "The Comparative Study of Values in Five Cul-
tures" found that five problems seem crucial to the under-
standing of the value systems (and hence the motivations
for behavior) of all cultures:

(1) their human nature orientation
(2) their man-nature orientation
(3) their time orientation

(4) their activity orientation

(5) their relational orientation

Solutions to problems faced by any society are
picked from alternate possibilities in accordance with
how well the solutions preserve the status quo. The
solutions . . . "are seen as having the maintenance of
the ongoing system as their primary functions."63

Every culture has preferred "whos," "wheres,"
"whats,” "whens," on a continuum seen as to be emulated--
accepted--deviant--disapproved--unthinkable. Each indi-
vidual has a number of positions in the social structure
of his society which makes his world. He has his social

boundaries which limit his range of alternatives and

 

63Florence Kluckhohn and Fred Strodbeck, Varia-
tions in Value Orientations (Elmsford, N.Y.: Row
Peterson & CO., 1961), p, 344,

44

varieties Of interactions, and his personal boundaries
made by his individual differences and family patterns.64
The cultural variables which Margaret Mead believes

that overseas peOple involved in cross-cultural interaction
will need to manipulate successfully were discussed on
pages 25-26. Which variables are truly trans-cultural, to
be found in all cultures and hence measurable across cul-
tures? Robert Sears suggests they may be:

(1) aggression

(2) dependency

(3) competition

These basic problems affect the motivational be-

havior of all men even though they may be expressed dif-
ferently in different cultures and sub-cultures. One's
choice of solutions and defenses tO the problems are
oriented to one's cultural patterns. Solutions are picked
which meet the relevant social conception of what peOple
are supposed to be like:65 e.g., in United States society
independence and self reliance are more important than
Obedience; in Mexican-American society family ties, obed-

ience and reSpect are more important than self reliance.66

 

64George J. McCall, Identities and Interactions
(New York: The Free Press, I966).

65Bert Kaplan, Studying Personality Cross
Culturally (Evanston, III}: Row Peterson & CO., 1961).

 

 

66Celia E. Meller, Mexican-American Youth: For-
gotten Youth at the Crossroads (New York: 'Randon House,
1966).

 

45

Understanding how problems are handled within
the value system of any given culture is necessary for

successful cross-cultural interaction.

Summary

In the literature reviewed in this chapter were
studies of the impact of the overseas experience on both
host national and visiting foreigner. In it were also
studies of the pros and cons of working and studying
abroad and the personality traits and values systems that
seem to make for a positive cross-cultural experience and
a valuable "third world" contributor to international
understandings.

The human and cultural factors that might in-
fluence a sense of concerned worldmindedness, and some
previous attempts at measuring this quality in people
were reviewed.

The studies all pointed to the "worldminded"
person as one who has three main qualities:

(1) open mindedness
(2) a sense of cultural relativity
(3) concern for all mankind rather than for

smaller ingroups.

The seven social values identified in the Rokeach
scale of value as relevant to these three worldminded

qualities provide a measure of their importance to the

46

individual. An explanation of how these seven values
were used to measure "worldmindedness" in students is

given in Chapter III.

CHAPTER III

METHODS OF THE STUDY

This chapter contains a description of the popula-
tion represented in the study, instruments used for data
gathering, and the data treatment.

The hypothesis to be tested in this study is:

The amount of cross-cultural interaction experienced
by a student of the American High School will be
related to his score on the social values which
reflect ”concerned worldmindedness" in his personal
value system.

The variables related to the hypothesis which
might affect the amount of cross-cultural interaction are:

(1) grade level (representing age difference)

(2) length of stay at the American School
SO that there are three variables to be correlated with
the measured amount of cross-cultural interaction:

(1) cross-cultural interaction with worldmindedness

(2) cross-cultural interaction with grade level

(3) cross-cultural interaction with length of stay

47

48

Population

 

Under study were 157 ninth graders and 148

eleventh graders. This represented the total population

Of 9th and llth graders in the American High School. Both
9th and 11th graders were used in this study in order to
check out any significant differences in value ranking
which might relate to developmental (i.e., age) differ-
ences. The Rokeach Value Survey had been used with adoles-
cents in two recent studies of the problem Of value changes

67 Because their

in relationship to stages of development.
findings were inconclusive, the present study included the
age-grade variable. It was hypothesized that the "going
steady" type dating which older students do might prove

to be a deterrent to cross-cultural interaction. Eleventh
graders might find more parental interference in their
date and friendship choices at the level where parents
feel concerned about serious involvement with the other
sex. Eleventh graders were studied instead of twelfth
graders because they are usually a more emotionally stable

group of students who still feel committed to their high

school experience.

 

67David Daniel McLellan, "Values, Value Systems
and the DevelOpmental Structure of Moral Judgment" (un-
published Master's thesis, Michigan State University,
1970). Robert P. Beach, "A Developmental Study of Value
Systems in Adolescence" (paper presented at the American
Psychology Association's Annual Conference, New York
University, Sept., 1970).

49

The ninth grade group contained 89 students who
identified themselves as American in nationality, 57 who
identified as Mexicans and 11 who identified as from other
nationalities.

The eleventh grade group contained 77 Americans,
52 Mexicans, and 19 students from other nationalities.

This gives a percentage of:

9th grade llth grade
Americans 56.6 % 52.02%
Mexicans 36.3 % 35.1 %
Others 7.006% 12.8 %

which is representative of the distribution pattern for

the entire high school.

Instruments

 

Rokeach Value Survey
(Appendix C)

 

 

After reviewing several available value scales,68

the Rokeach Value Survey was chosen because it appeared
to have the least cultural bias, and seemed the easiest
for high school students to manipulate. The 36 value-
laden words that have to be ranked in two separate sets
of 18 are words commonly used by any English-speaking

person and they require no special political, cultural

or social knowledge.

 

68John Robinson and Phillip Shaver, Measures of
Social Psychological Attitudes (Appendix B), University
of Michigan, 1969, pp. 463-65.

 

 

I I II" I I II. .. .I ‘l. V . I..1

 

50

The author describes the test as:
. . . a simple method for measuring human values. It
consists of 18 terminal values--end-states of
existence--and l8 instrumental values-—modes of be-
havior. The reSpondent ranks each set of 18 values
in order Of their importance as guiding principles
in his daily life.69
Seven values were picked from the 36 as those
which,if ranked high in one's life, Show a concern for
humanity as of a higher priority than personal achievement
and satisfactions, and which also Show an acceptance of
"different" others. They seem to reflect the three major
qualities of the "worldminded" person, as identified on
page 45 Of this study:
(1) open mindedness
(2) cultural relativity
(3) concern for all mankind
These seven social values are:
1. A world at peace (free of war and conflict)
2. Equality (brotherhood, equal Opportunity for all)
3. Freedom (independence, free choice)
4. A sense of accomplishment (a lasting contribution)
5. Broadminded (open minded)

6. Courageous (standing up for your beliefs)

7. Helpful (working for the welfare of others)

. 69Milton Rokeach, "The Rokeach Value Survey,"
Mlchigan State University Bulletin, Department of
Psychology, 1970.

51

The remaining values were not considered because
they reflected a more personal goal orientation and less
concern for others in a social context. They were only

used as fillers to provide choices for ranking.

Terminal values Instrumental values

 

 

A comfortable life Ambitious
An exciting life Capable
A world of beauty Cheerful
Family security Clean
Inner harmony Forgiving
Mature love Honest
National security Imaginative
Pleasure Independent
Salvation Intellectual
Self ReSpect Logical
Social recognition Loving
True friendship Obedient
Wisdom Polite
Responsible

Self controlled

It was hypothesized that students who rank the
identified seven social values high, will be world-
minded people, and that there will be correlation between
such peOple and those who have much cross-cultural inter-
action in their lives, since their concern for others

will be reflected in their interest in people who are

52

different, and vice versa, their interest in people who
are different will be reflected in their valuing of good
for others.

Questionnaire
TAppendix B)

 

 

In this sociometric instrument students were
asked to fill in information about their grade, nation-
ality, years in the American School and Mexico, and
their cross-cultural experiences.
The questionnaire consisted Of the following items:
1. GRADE

2. NATIONALITY (the name of the country you consider
to be your own) Please mark one:

MEXICO UNITED STATES OTHER

 

3. How long have you been in the American School?

 

How long have you been in Mexico?

 

4. Of what nationality are your three closest friends?
Nationality of friend one: same as yours_;different__

N two : 0! N I. I!

'0 three : I. N I. [I
5. If you were to ask someone for a date this weekend
or if you were to be asked by the person you
usually go with, is the person you are thinking
about:

of your own nationality different

53

6. If you were to give a party soon, think of the
first 10 guests you would invite, list the first
names only:

 

 

 

 

 

 

 

 

 

 

Now add up how many are:
of your own nationality different
7. If you were asked by one of your classroom teachers
to work on a group task this week, think of the

three peOple you would choose to work with you:

is the first one of your own nationality?

 

different nationality?

 

is the second one of your own nationality?

 

different nationality?

 

is the third one of your own nationality?

 

different nationality?

 

Item 1 identified the student's grade level.

Item 2 identified his nationality: Each student
was asked first to indicate the nationality he felt him-
self to be, then to indicate his friendship and work
choices that involved peOple of "same" and "different"
nationality. It was not important to this study how many
students of any nationality there were, but only who chose
friends different from himself and how this related to his

grade and the length of his stay in Mexico and the

American School.

54

The student could pick any nationality with which
he felt identified, not necessarily his legal citizenship.
He was asked to indicate the nationality he would give
spontaneously when asked ”What is your nationality?" Those
students who felt confused and insisted they had at least
two nationalities, were asked to choose one over the other,
and then respond to the other questions (4, 5, 6 and 7)
in relation to their choice ("same" or "different").

Item 3 identified years in Mexico and the American
School.

Items 4, 5, 6 and 7 were designed to measure the

 

cross-cultural interaction that occurred in social and work
Situation where choice was possible. They represent
Situations involving personal preference and intimacy;
friends, dates, social activities and work partners.

In Depth Interviews
(Appendix D)

 

A random sampling of ten 9th graders and ten llth

graders was taken by an application of A Million Random

 

Digits, (Rand Corporation, 1955).
The students thus chosen at random were asked to
react to these questions:
1. Of what nationality are your friends, and how

much do you mix?

2. What kinds of dating problems and preferences do

you have?

55

3. Are you a better world citizen, less narrow

minded, because of attending this school?
4. How can the school improve interaction?

They were interviewed by the author of this study
and their comments were transcribed as literally as pos-
sible. Their answers were not included in the statistical
data, but merely served to clarify the implications of
this study in terms of how students perceive cross-cultural
interaction in the school and what they feel about the role

of the school in improving it.

Data Treatment

 

Survey of Questionnaire Items

Items 1-3 were used as described in the sections
on statistical procedures in this chapter, and the calcu-
lation of data is described in Chapter IV.

The grade level (Item 1) was used in investigating
whether there was a significant difference between 9th
and llth graders with respect to the amount of cross-
cultural interaction they displayed in their social
activities.

The nationality (Item 2) was used only to the
extent that third nationals were separated from the study
for reasons that will be indicated in Chapter IV.

The length of time in the American High School
(Item 3) was used to calculate the time variable in its

relationship to the amount of cross-cultural interaction.

56

Items 4-7 were converted to standard scores and
then the sum of the standard scores was used as a measure

of cross—cultural activity.

Statistical Procedures

 

Scoring of the Value Survey.--The Value Survey

 

was scored by summing the rank order number given to the
seven social values chosen as pertinent to the measure-
ment of worldmindedness: e.g., If a "world at peace" was
ranked 6th, it was given a point value of Six. Only
rankings of the significant seven values were summed and

the lower the score, the higher the worldmindedness.

Scoring of Cross-Cultural Interaction.--Raw scores
for questionnaire items 4, 5, 6 and 7, were plotted for
9th and llth graders, against Value Survey worldmindedness
scores. Third country nationals, Mexicans, and Americans
were plotted with different symbols.

A superficial inspection Of the graphs indicated
that the points representing third country nationals were
outside of the obvious trend (see Appendix G).

Students whose nationalities were not Mexican or
American were removed from the study after the preliminary

survey of the data indicated that they were outside the

limitations of this study (see page 59).

A point was given for each friend chosen from a

different nationality in items 4, 5, 6 and 7. The question

57

items were weighted by arriving at standard scores for
each, and the score was the summing of all items. A
higher score meant higher interaction across cultures.

To convert the raw scores to standard scores the
9th and llth grade data were treated together. The
standard deviations were calculated for each item (4, 5,
6, 7) measuring cross-cultural interaction. Each score
was then divided by its appropriate standard deviation
thus Obtaining standard scores. A total standard score
per student was obtained by addition of the separate

standard scores.

Comparison of 9th and llth Grade.--To find out

 

whether 9th and llth graders differed significantly with
respect to cross-cultural interaction, random samples
of 30 each were drawn from each the 9th and llth grades,
using a table of random numbers (Snedecor).

The randomness was verified using the non para-
metric technique of sums of numbers greater and less than

the median70 71

and the percentage of odd numbers.
The hypothesis that both groups, in fact, were
drawn from the same population with reSpect to cross-

cultural interaction was tested using a "t" distribution,

the mean and standard deviation being estimated:

 

70Paul G. Hoel, Introduction to Math (London: John
Wiley and Sons, Chapman and Hall, Ltd., 1947).

 

71George W. Snedecor, Statistical Methods (Ames,
Iowa: Iowa State College Press, 1946)}

 

58

 

 

Correlation Between Worldmindedness and Cross-

 

Cultural Interaction.--To determine whether there was a

 

correlation between worldmindedness (y) and the total
standard score (x) the Pearson product moment was cal-

culated:

= by
XY
\/<zx2) (23/2)

 

Correlation Between Number Of Years in the American

 

School and Cross-Cultural Interaction.--To determine

 

whether there was a correlation between the number of
years in the American School (v) and the amount of cross-
cultural interaction (x) the Pearson product moment rxv

was calculated:

Xxv

rXV = g
\/<2x2) (sz)

 

 

In Chapter IV the resultant data and their signi-

ficance are presented.

CHAPTER IV

PRESENTATION AND ANALYSIS OF THE DATA

Restatement of Hypothesis
and its Variables

 

 

Three correlations were calculated by the pro-
cedures described in Chapter III:

The Major Hypothesis: The amount of cross-
cultural interaction experienced by a student
of the American High School will be related to
his score on the social values which reflect
"concerned worldmindedness" in his personal
value system.

 

and the two variables which may affect cross-
cultural interaction: Ilength 6? stay in the
American School and grade level.

 

 

Limitations of the Study

 

Nationality

 

When the raw scores for questionnaire items 4,
5, 6 and 7 measuring cross-cultural interaction for 9th
and llth graders were plotted against Value Survey world-
mindedness scores, a superficial inspection of the graphs
(Appendix G) indicated that the points representing third
nationals were outside of the study. It was clear
that students who were neither Mexican nor American were

forced to have a high cross—cultural interaction, whether

59

60

or not they so desired, since they had to find friends
from the Mexican-American population. These third nation-
ality students sometimes Showed high cross-cultural inter-
action despite low worldmindedness because their inter-
action was not a matter of choice.

The study then became limited to Mexican and
American students. The standard scores for cross-cultural
interaction were then calculated by the procedure indicated

in Chapter III.

Calculation of the Data

 

The correlation coefficient (Pearson) between the
total cross-cultural interaction standard score (x) and
worldmindedness (y) was calculated:

rxy = .746

The correlation coefficient (p) between number
of years in the American School (v) and amount of cross-
cultural interaction (x) was calculated:

r = .68
vx

The corollary correlation coefficient between
worldmindedness (y) and the length of stay in American
School (v) was calculated:

r = .6
VY
The test of the null hypothesis indicated that

all of these measures were statistically reliable at the

61

72 The major hypothesis is therefore

99 per cent level.
sustained:
The amount of cross-cultural interaction experienced
by a student of the American High School will be
related to his score on the social values which re-
flect "concerned worldmindedness" in his personal
value system.
The first variable, length of stay in the American
High School, is also supported by a significant relation-
ship with the amount of cross-cultural interaction exper-
ienced by students, and worldmindedness.

To investigate the second variable, grade level,

 

for the difference in amount of cross-cultural interaction
among students in the 9th and llth grades, random samples
of 30 each were drawn from both Of these groups, using a
table of random numbers. (The randomness of these sets

of numbers was checked using the non-parametric techniques
of runs and percentage of odd numbers, as indicated in
Chapter III. They were found to be random at the 99th
level in both cases.)

The proposition that both groups, in fact, are
drawn from the same pOpulation with reSpect to cross-
cultural interaction, was tested using a t distribution,
as indicated in Chapter III. The prOposition was accepted

at the 95 per cent level.

 

72Fisher, "Table V.A. Values of the Correlation
Coefficient," as reprinted in Snedecor.

62

There was, therefore, no significant difference
between 9th and 11th graders in the amount of cross-

cultural interaction.

Significance of the Data

 

Significance of Correlation Coefficient
Between Amount of Cross-Cultural Inter-
actiOn and Worldmindedness (1746)

This relatively high correlation coefficient
sustains the hypothesis that students showing more cross—
cultural interaction also Show a higher sense of world-
mindedness. When a choice was available to either inter-
act with students of different nationalities, or to remain
with students of their own nationality, those students who
chose to interact with others ranked higher the seven
measured values of:

l. A World at Peace

2. Equality

3. Freedom

4. A Sense of Accomplishment

5. Broadmindedness

5. Courageousness

7. Helpfulness
than did those who did not choose to interact. The
hypothesized significant relationship between a sense of
concerned worldmindedness and amount of cross-cultural

interaction does indeed exist.

63

Significance of Correlation Coefficient
Between Number of Years in American
High SchOol and Cross-Cultural
Interaction (.68)

 

 

 

 

Those students who had been in the American School
for a longer time did report a greater amount of cross-
cultural interaction than did those who had less time in
school. The more time students were in the school the
more they interacted with others.

A corollary correlation was run to see how time
in the school also might relate to worldmindedness and
the coefficient of .60 supports the significant relation-
ship that exists between cross-cultural interaction,
length Of time in school, and worldmindedness.

The In—Depth Interviews (Appendix D) indicated
that students who chose more cross-cultural interaction
were very aware of the fact that they were more open
minded than those who remained with their own groups,
and they were also aware of the fact that they moved
across groups more than the newcomers. They consistently
made comments such as:

I have no preferences and my parents are

liberal and want me to mix well. Cliques are
formed because peers and parents build prejudices
and influence kids.

Usually I go with two different groups that

don't mix much between them.

Here in the school there are cliques, but I

move easily among them.
The school has many cliques that don't mix,

due to the negative attitudes of some Stateside
kids who don't want to be here.

64

Lack of Significant Difference Between
the Amount of Cross-Cultural Inter-
action in Ninth and’Eleventh GradE
Students

 

 

 

The variable that did not show any significant
difference was that of grade level. Despite the concern
that dating patterns might interfere with the amount of
cross-cultural interaction, there proved to be no signi-
ficant difference between the two age groups. Note that
the means were in the predicted direction: i.e., the 9th
grade mean was 4.85 and the llth grade mean was 4.42.
Had the entire population of the study been used (as it
was used in the other correlations) instead of the
samples picked from each age group, a more significant
trend might have appeared.

Dating was a problem, as indicated in comments
made during the In-Depth Interviews (see pages 68 to 69)
but it was not enough to seriously inhibit the relative
amount of interaction in the two age groups, deSpite
the fact that 11th graders date more, and are more in-
volved in "going steady" type dating, which seems to

cause more parental concern and interference.

In-Depth Interviews

 

SOOpe of the Interviews

 

Ten ninth graders and ten eleventh graders were
chosen by random sampling for personal interviews in

order to gain further insight into the major concern of

65

the study: cross-cultural interaction and its effect on
worldmindedness. The statistical data affirmed the exis-
tence of a correlation between these two variables and time
in school, but the interviews helped clarify the feelings
and problems behind the statistics and yielded some clues
as to the whys of the data. The students commented on four
basic questions:
1. Of what nationality are your friends, and how

much do you mix?

2. What kinds of dating problems and preferences do

you have?

3. Are you a better world citizen, less narrow

minded, because of attending this school?

4. How can the school improve interaction?

The questions were designed to reaffirm the
statistical data, and to clarify the kinds of mixing
problems that might exist.

The first question related only to the kinds of
informal situations where choice was possible (outside of
the classroom). After school activities were of special
interest.

The second question was designed to investigate
the amount of cross-cultural interaction that might occur
when intimacy was involved and when a life partner choice

might result. Interaction and acceptance at this level

66

would be more meaningful than in casual social or Sports

encounters .

The third and fourth questions were designed to
evaluate the role of the school in developing interaction

and concerned acceptance of others.

Appendix D contains all the sample interviews,

with complete reSponses.

ReSponse to Four Basic Questions

1. Of what nationality are your friends and how

much do you mix?

Most students felt the sports field, volunteer
work and parties were the best places for mixing. Some

typical comments were:

from a 9th grade American girl, 3 years in
American School: There is no problem with mixed
groups in basketball, tennis and swimming.

from a 9th grade American girl, 1-1/2 years in
American School: Mixed groups are fine for work
and gymnastics.

from a 9th grade American girl, 2 years in
American School: I work as a volunteer in the ABC

HOSpital after school. I get along well with
everyone there.

from an llth grade American girl, 5 years in
American School: Girls gymnastics is cliquey.

from an llth grade Mexican boy, 13 years in
American School: I play volley ball and soccer
after school. There's a good mix there.

from an llth grade American girl, 10 years in
American School: Parties mix, but tend to divide
into groups. At school parties Mexicans don't
come, it's not their "ambiente."

67

from an llth grade Mexican boy who Spent four years
in Los Angeles, and 2-1/2 at the American School: I
mix nationalities at my parties and they get along
well.

In summary, most students felt ready to mix, but
that "others" were unwilling. They felt that the cliquish-
ness of groups at parties and a distrustful reaction to-
wards those who are different was not typical of themselves,
just of ”others." NO student said that he preferred not

to mix, if he did not mix it was because "others” were

difficult.

2. What kind of dating problems and preferences

do you have?

 

In this question, intimacy, trust and parental
concerns were involved more than in any other question
posed to the interviewees. Some typical comments were:

from a 9th grade Mexican girl, 11 years in
American School: I have no preferences for dating
but dates are different among Mexicans and Americans.
The Mexican boy would be more conservative, take
you some place by yourself, the American would be
nore informal,take you where you would meet the gang.

from a 9th grade Mexican girl, 6 years in
American School: I just date Mexicans. Would feel
strange dating Americans.

from an llth grade American-Mexican boy, 11 years
in American School and who identifies himself as
American: I usually don‘t date Mexican girls, they
are more formal, want more money Spent on them.

from a 9th grade Mexican girl: I just date
Mexicans. I would feel strange about dating an
American. I would need to know his way of thinking
about everything, including sex.l He might be too
liberal. . . . My parents would question me if I went
with an American boy, but they would trust me. They
would want to know where I met him, what does he think

68

about me, what are his ideas about life, sex, pe0p1e.
They might be afraid he would be wild.

from an llth grade Mexican-American boy, born
in Mexico, 13 years in American School: My parents
wouldn't care about nationality, but would be con—
cerned about religion. They would want her to be
Jewish and I also think it would be easier for family
life.

from a 9th grade American girl, 2 years in
American School: I date American boys. I get along
better. I'm more Open. . . . I go with a more
liberal social group than most Mexican girls do.
In my group everybody mixes, they are all of
different nationalities.

from a 9th grade American girl, 5 years in
American School: My parents wouldn't want me to date
Mexicans. They think they are unfaithful to their
wives. I don't agree. I think they are more under-
standing, try harder to be nice and polite, they
have better manners. They are punctual and serious.
Lots of American boys in this school are conceited.
. . . I go with a group of American girls who go
with Mexican boy friends. We get along fine.

from a 9th grade American girl, 3 years in
American School: I have dated Mexican boys. Their
values are a little different, but no real problem.
I mix my friends, including Germans and Swiss and
all sorts, they all get along.

from an llth grade American American boy, 11
years in American School: I like American girls
better, they act more mature, don't scream and
romp. . . . I would have a little more trouble with
Mexican girls, their parents would trust less. . . .
At parties there is some separation. Mexicans Show
off too much, maybe so they won't be put down by us.

from an llth grade Mexican girl, 12 years in
American School: I date mostly outside of school,
mostly Mexicans. American boys are not interested
in books and discussion. I prefer older boys outside
school. My Jewish parents would prefer a Jewish
boy, but wouldn't care what nationality he was.

from an llth grade American boy, 3 years in
American School: I prefer blondes. Also I don't
Speak Spanish well and the culture is different.
Mexican girls are more reserved, not as easy to
talk to. . . My mother is pretty prejudiced, but she
wouldn't say anything if I wanted to date a Mexican

69

girl. . . . Our parties are usually mixed. The
Mexicans who go to this school are much like
Americans and they all get along.

from an llth grade American girl, 5 years in
American School: I do date Mexicans. They date us
just because we are Americans, they are not inter-
ested in us as peOple. American boys date Mexican
girls less because the Mexican girls mature more
slowly. Mexican guys are friendly with American
girls, the Mexican girls might be a little jealous.
My parents prefer Americans because they fear
Mexican "machismo"; rich Mexicans are unfaithful.

Some parental feelings reported in the interviews
were:

My Jewish parents would prefer a Jewish boy but
wouldn't care what nationality.

My parents wouldn't reject anyone I went out
with.

I don't tell my parents about my dates.

My parents are concerned about the age of my
date and would like to meet him, but don't care
about nationality.

My parents would question me if I went with an
American boy, but they would trust me. They would
want to know where I met him, what does he think
about me, what are his ideas about life, sex, people.
They might be afraid he would be wild.

My parents prefer Americans because they fear
Mexican "machismo"; rich Mexicans are unfaithful.

My mother is pretty prejudiced but she wouldn't
say anything if I wanted to date a Mexican girl.

In summary: There seemed to be the feeling that
there were some cultural differences in values which
caused problems in social and personal interaction, but

that parents had more fears than did the students.

| (,1 ‘ll III.<II| (i -..L (i ll Ill-I ‘Illl l l I l II III"

70

At least with some parents the old cliches were
still Operating: Mexican men tend to be unfaithful,
American men tend to be henpecked, Mexicans are more
conservative and possessive, Americans are freer and less
polite. . . . Many of the students reported these feel-
ings, but said they did not subscribe to them. Again,
it was their parents, or "others" who did believe in

them.

3. Are you a better world-minded citizen due

to attending this school?

 

In this area there was an almost unanimous YES.
Everyone felt the school brought him into contact with
other nationalities and with other ideas, through personal
contact and through the openness of seminars and class
discussions. Some typical comments were:

from a 9th grade Mexican girl, 11 years in
American School: Yes, this school gives you a good
education. Teachers know you, you know what is
going on, you deal with a variety of people and
learn to have no sense of inferiority.

from a 9th grade American girl, 2 years in
American School: Just living in another country helps.

from a 9th grade Mexican-American boy, 11 years
in American School: I'm a little less narrow minded
because there are so many nationalities here, but we
have no blacks.

from a 9th grade Mexican-American boy, 8 years
in American School: You meet many nationalities here,
learn about others and learn a foreign language.

71

from a 9th grade Mexican girl, 6 years in American
School: Yes, I have changed, I notice how people
treat me nicely in this school, they like me and my
ideas. . . . I have changed my ideas and I've learned
to think in this school.

from a 9th grade Mexican girl, 11 years in American
School: Yes, it's different from other schools, you
relate to all kinds of people.

from a 9th grade American girl, 1-1/2 years in
American School: Yes, traveling helps too; makes
you see differences and accept them.

from a 9th grade American girl, 3 years in
American School: Yes, you get different teachers
with different views . . . social studies discussions
are open to various points of views.

from an American boy, 3 years in American School:
Yes, I grew up in overseas schools and have met all
kinds of peOple. I love moving around.

from an American 9th grader, 11 years in American
School: Yes, you know more about how peOple feel and
how you feel, even if you don't mix much. My pre-
judices aren't based on nationality but on actions.

from an llth grade Mexican girl, 12 years in
American School: I'm broadminded, but its due more
to my family than the school. I'm not sure how much
the school had to do with it. Our system Of dis-
cussion in this school does give you openness to
ideas, however.

from an llth grade American boy, 3 years in
American School: Yes, very much so, I'm from
Mississippi and I was very narrow minded before. I get
many new ideas from people from all over the world who
come to this school.

from an llth grade girl, 5 years in American
School: Definitely, when I moved back to the U.S.
people seemed very ignorant about Mexico and the
outside world, I felt out of it with them. I'm
not interested in being stuck in any one place
anymore. I want to move around.

from an 11th grade Mexican girl, 9 years in
American School: Yes, I do. Mexican schools are one
track minded. Here the teachers let students think
for themselves and express themselves. Also being

72

in Quebec for two years without my family helped
me to know others and that's what I like about this
school, you can meet a lot of people.

from an llth grade Mexican-American boy, 13 years
in American School: Yes, I've met people of different
nationalities and have gotten an insight into their
customs and traditions.

from an llth grade Mexican boy, 8 years in
American School: Yes, because I have seen the
world from different points of view by knowing dif-
ferent nationalities. I have accommodated myself
a little to both Sides.

from an llth grade Mexican boy, 2-1/2 years in
American School: I'm more open to the world than
before. It started when I went to LOS Angeles for
four years, and this school is a continuation of
my new Openness.
In summary: Almost all students felt the American
High School offered a multi-national, Open minded exper-
ience to its students which made them more worldminded

than they would have been without the school.

4. How Can the School Improve Interaction?

 

Most students felt that there was very little that
could be done by the school as an institution other than
what it was already doing. They felt better interaction
was a personal problem that students themselves had to
solve. Some typical comments were:

Mix both groups through a common cause that will
unite them.

We need more activities where we are forced to
mix. The American School has a priority for Ameri-
cans, it's oriented that way.

It can't do anything, the students have to do it
themselves.

73

There's nothing the school can do, the people
have to do it themselves by talking and Sharing.

It's sort of good already, especially if you are
popular or have some American background because
then your ideas are more similar. The school
can't do much, only the students can.

It's up to the kids themselves. They have to
want to.

Talk individually to the boys to find out why
they seem so cold.

The school has a pretty good program already,
especially in sports which brings everyone together.

Maybe more Mexican teachers so you can know more
what they teach and so Mexican students can feel
better.

Sports help, kids mix well, and common interest
groups help, too.

There's not much you can do. Sports do mix
peOple.

There's not much the school can do; it's the
students who create the differences, cultural
backgrounds create schisms.

It's not the school, it's the people that don't
want to mix. The big Christmas Posada helped, but
by going with your own date there wasn't as much
mixing as there should have been.

The Posada helped. Kids are discussing it and
trying harder.

It's not the school but the students. Maybe
more activities for mixed groups would help.

The problem is throughout Mexico, not just school:
there's an antipathy to Americans. Both Sides
need to solve the problem by wanting to.

The school has three groups; Jewish, Mexican and
American. Maybe each group could invite the others
to some of their outside activities, clubs and
organizations.

74

In summary: Students felt that it was up to them
to create more social and personal encounters with others.
They all praised the last School Christmas party which the
Mexican students had hosted as the most effective event
that had ever brought them together in a fun situation
where they mixed easily and with pleasure. They suggested
more of the same, and more informal, after-school common
interest group activities where togetherness would be

fostered by the joint enterprise and Shared motivation.

Summary of Data Findings

An analysis of the data, both statistical and
sociometric, confirms the hypothesis that at the American
School in Mexico City the longer students are in Mexico
and the school, the more cross-cultural experiences they
have and the greater a sense of worldmindedness they
express as part of their value system.

There is a significant correlation between: amount
of cross-cultural interaction and worldmindedness, and
length of stay in the school and cross-cultural inter-
action.

Although causality is not implied in this study,
many of the interviewed students believed their larger
sense of worldmindedness was due to their experience in
the school. They wanted to see more and improved inter-

action on a social and personal level.

75

The data support the possibility that an overseas
school which provides opportunity for positive cross-
cultural interaction may have an important role to play

in develOping international minded citizens.

CHAPTER V

SUMMARY, IMPLICATIONS AND RECOMMENDATIONS

Summary

The purpose of this study was to investigate the
role that American overseas schools could play in the
develOpment of the concerned worldminded person that our
interdependent world needs today. A world of peace and
progress needs citizens who are oriented towards a sense
of universal humanism, and it needs international task
force personnel who can act as interpreters and concilia-
tors of cultures, and who work well with different others.
The need for these kinds of people is urgent; the job of
preparing them is difficult. It was hypothesized that the
setting of the overseas school could give purpose and
Opportunity for the kind of effective cross-cultural inter-
action which is related to concerned worldmindedness.

The research reviewed in the literature (Chapter
II) supported the basic assumptions of this study:

1. The tasks of modernization and international co-

Operation now facing the world require the skills

of the "third culture" persons who have broad

cross-cultural experiences and open value systems.

76

77

PeOple with cross-cultural understanding and
experiences have greater empathy for people of
other cultures and work more effectively with

foreigners in national and international tasks.

Cultural relativity and variant cultural value
systems must be understood for successful cross-

cultural interaction to take place.

Foreign students may bring either favorable or
unfavorable attitudes towards their host countries
back to their own country and to their work during

and after an international exchange experience.

There is a significant relationship between per-
sonal friends made and the development of an
attitude of good will and understanding for

another country.

The research also supported the premise that con-

cerned worldmindedness can be the positive end-goal of

cross-cultural interaction.

minded"
(l)
(2)
(3)

The studies reviewed all pointed to the "world-
person as one who has three main qualities:
Open mindedness

a sense of cultural relativity

concern for all mankind rather than for

smaller ingroups.

78

While the literature suggests that positive, cross-

cultural encounters overseas may promote worldmindedness,

a sojourn overseas whether for work, study, or an extended

visit, does not necessarily result in a positive cross-

cultural experience. It may result in a negative encounter

and a rejection of the new culture. Some factors involved

in whether the experience becomes positive or negative are:

l.

The length of the encounter: short encounters
are either too rosy and unrealistic, or too
devastating. A realistic look at the new culture

takes time.

The foreigner's self image with regard to the
status of his nationality in the eyes of the

host nation, how he perceives the host nationals
rate his own nationality, and also how he perceives

his countrymen rate the country he is visiting.

The Open or the closed personality Of the visitor
himself, whether he is an authoritarian and
ethnocentric personality or an empathetic, non-

authoritarian and integrated personality.

Satisfaction with the overseas experience and with
the range of contact with host nationals and the
amount of intimacy of friendship that was

achieved.

79

Investigated in this study was the relationship
of the amount of cross-cultural interaction with a valuing
of worldmindedness in students to be found in gge_overseas
American School, to see if the oft-repeated goal of such
schools was in any way a reality: " . . . to provide the
kind of cross-cultural interaction that will foster world-
minded students." The hypothesis was tested that the
degree of cross-cultural interaction in the American High
School of Mexico City would indeed be related to the degree
of concerned worldmindedness expressed in the value system
of its students.
The hypothesis was stated as:
The amount of cross-cultural interaction experienced
by a student of the American High School will be
related to his score on the social values which
reflect "concerned worldmindedness" in his personal
value system.
and it was postulated that the amount of cross-cultural
interaction would also be related to the student's length
of stay in American High School and to his grade level
(age).
A sociometric questionnaire (Appendix B) measured
the amount of cross-cultural interaction, length of stay
and grade level for 9th and llth graders. Seven identified

social values in the Rokeach Value Survey (Appendix C)

measured their degree of concerned worldmindedness.

80

Two Pearson Moment correlations were calculated.

Amount of cross-cultural interaction with

degree of worldmindedness yielded a .745

 

correlation.

 

Length of stay in the American School with

amount of cross-cultural interaction yielded a

 

.68 correlation.

 

The hypothesis was, therefore, accepted that those
students who had a higher degree of cross-cultural inter-
action also had a higher degree of worldmindedness and
that both variables related to the amount of time spent

in school; e.g., A longer time spent in the American School

 

related to more cross-cultural interaction which, in turn,

 

related to more worldmindedness (corollary .6).

 

Although significant correlations in these three
variables exist, causality is not implied, and would need
to be the purpose of other studies.

Grade level (age) did not prove to be a variable
in the amount of cross-cultural interaction experienced.
The hypothesis that both groups were drawn from the same
population with respect to cross-cultural interaction was
tested using a t distribution and the hypothesis was
accepted at the 95 per cent level.

A random sampling of ten 9th grade and ten llth

grade students was interviewed. The majority expressed

81

the following perceptions about cross-cultural exper-

iences in the school:

Cross-cultural interaction between Mexicans and
Americans at the school was a worthwhile goal, but
difficult to achieve. Student reaction was that
those peOple who were newer to the school had less
acceptance of different "others" than did those
students who had been there longer, (which confirmed
the statistical data of this study) and that cultural
and value differences made for misunderstandings

and separation of the two groups.

Dating between Mexicans and Americans involved
some cultural conflicts that needed to be resolved
through good communication and more personal

encounters.

The American High School was doing a good job
of helping students become worldminded and accepting
of differences through its studied curriculum, its

teaching staff, its open seminars and discussions.

More interpersonal and social Opportunities out-
side the classroom were needed to provide more cross-
cultural experiences, but this was basically the

task of the students as individuals.

82

Conclusions

 

The data confirm the existence of a Significant
relationship between the amount of cross-cultural inter-
action and a sense of worldmindedness in students who
attend the American High School of Mexico City. In turn,
both the amount of cross-cultural interaction and world-
mindedness are related to length Of stay in the school.

It would appear that in E212 school there were
more positive than negative encounters, and that both the
studied curriculum and the unstudied curriculum provided
positive experiences between students of different cul-
tures. Things were happening in this school that were
more positive than negative, and the self-image and
interpersonal needs of both nationalities were being met
within the school setting in a way that expanded the world

vision of its students.

Implications for Overseas Schools

Both the sociometric and statistical data of this
study support the possibility that an overseas school
which provides opportunity for positive experiences with
different "others" will indeed promote a sense of world-
mindedness. The experience in the American High School
shows that time in the school results in more cross-
cultural encounters which are reflected in a higher

valuing of universal humanitarian end-goals in life.

83

Whether these same results would be found in other
overseas schools in different settings and Situations is
a question for further study (some variables are indicated
on page 87), but if a major goal of such schools is indeed
the develOpment of worldminded students, then overseas
personnel need to look at themselves to see where they are
with respect to that goal.

Overseas school personnel need to define their role
in promoting positive cross-cultural experiences. They
need to build into their stated goals and purposes a new
and stronger commitment to international education and
to positive cross-cultural experiences. When they have
accepted this renewed commitment they can look at their pro-
grams in both the studied and the unstudied curricula to
see what tasks they face.

As a first step they may want to evaluate the
quality and quantity of the cross-cultural interaction that
is occurring in their schools. They may need to develOp
some effective instruments for measuring cross-cultural
interaction and worldmindedness. Perhaps the present
study can serve as a first attempt and the present instru-
ments can be validated and refined. Next they may want to
develOp prOgrams of action and interaction.

Overseas school personnel must become cognizant of
their impact on the cultural groups with which they inter-

act, and they need to learn more about the anthropology,

84

sociology, and psychology of cross-cultural relationships
in general. Staff and student body could study these
problems in joint enterprise through process education,
stretching both groups to their maximum growth towards
concerned worldmindedness. The survey of related litera-
ture in Chapter II gives some directions for profitable
further study for both Students and staff:

1. How American should an American School be?

2. How comfortable is the host national in an

American School?

3. How comfortable is the newly arrived American

in a foreign setting?

4. What are the cultural variables that need to be

studied for successful cross-cultural interaction?
5. What are the negative encounters in a school?

An implication of this study is the need to build
into the overseas school environment more inter-personal
opportunities for positive cross-cultural experiences.
Information from the studied curriculum about other cul-
tures is not enough. Students ask for more social and
personal experiences with those who are of different
nationality in their school and community. They want more
interaction in informal out-of-school experiences. They

suggest parties, Sports, interest groups.

85

Overseas school personnel from similar and even
from different settings might well exchange ideas and
experiences for the implementation of cross-cultural
programs. Together, through their organizations Of
overseas schools, they might look at such problems as:

1. How to study the student population of each school:

a. What are the cultural differences, similarities,

life styles, of the national and cultural
typologies represented by the student body
and the community?

b. What are the value systems of the groups

represented?

c. What are the ways that one culture can be

interpreted and valued by the other?

d. What instruments of measurement may prove

helpful? Which need to be developed?

2. What are the areas of conflict that need to be

resolved between interacting cultures?

3. How can the school help students examine personal
and social value systems?
a. Here it might be profitable to study the
contributions of such investigators as Louis

7
Raths, James Raths, and Lawrence Kohlberg 3

 

73Louis E. Raths, Merrill Harwin, and Sidney Simon,
Values and Teaching (Columbus, Ohio: Charles E. Merrill
Publishing CO., 6); "Project on Student Values," Michigan

 

86

who have develOped materials for exploring

values with school children.

4. How can the instructional program provide insights
and appreciations Of cultural differences?
a. What should be the focus in the subject content
areas of the studied curriculum?
b. What should be the focus in foreign language
teaching?
(1) Which language?
(2) At what age?
(3) How can cultural content be introduced
into language teaching so that language
is taught as the major vehicle Of ex-

pression for the people who Speak it?

5. How can the total environment of the school be
improved to promote more positive unstudied
curriculum experiences? Interaction in an over-
seas school may occur by chance or choice, but

could it be promoted if it were consciously and

conscientiously considered an important goal and
fostered in the school environment? This would
involve staff, students, parents in a complex of

interacting experiences.

 

State Department of Education, January, 1970 (this project
contains contributions by James Raths, Don Barnes, Laura
Yassen, et al.; Lawrence Kohlberg, "The Child as a Moral
PhilOSOpHErT1r Psychology Today (September, 1968).

 

87

What are the informal social, athletic, and per-
sonal experiences that will promote more positive

cross-cultural interaction?

What responsibility does the school have for those
students who do not interact with different others

and who remain isolate or cliquish?

What exchanges with the local community outside

of school would be valuable? To what extent can
the school take advantage of the available learning
resources, including people, outside the school

walls?

Recommendations for Further Study

This study has explored whether there is a relation—

ship between worldmindedness and cross-cultural inter-

action.

Further research is needed to find out if there

is causality implied in the relationship.

 

There are other questions to be answered:

Can the results of this study be replicated in
other overseas American schools, or is this school
special in its student population, its setting and
circumstances, and its curriculum, and hence in
its findings? It may be that the amount and
quality Of cross-cultural interaction in an over-

seas school is affected by such variables as:

88

a. Geographic location of the school in relation
to the residential areas of the community and
to busing schedules.

b. Percentage of American students in relation to
number of host national children and of third
nationals.

c. Religious differences and competing, con-
flicting, or common activities of such groups.

d. Opportunities for after-school activity on
campus.

e. Socio—economic homogeneity of the students in

the school regardless of nationality.

DO all overseas schools Show the same relation-
ships between cross-cultural interaction and
worldmindedness? What variables may alter the

relationships?

IS cross-cultural interaction related to person-
ality? Are open-minded people more apt to inter-
act with those who are different? Would the
close-minded person, given the same Opportunities
to interact, reject the opportunity and turn the
experience into a negative one? Do students in
overseas schools who test high in worldmindedness
also test high in open mindedness? Is that a
better indicator of worldmindedness than is cross-

cultural interaction?

89

Is it possible that a school in a one-culture
setting (such as a small town in the United
States) could also contain worldminded students
because of factors other than opportunities for
cross-cultural interaction? What are those
factors? What implications do they have for
building curriculum where interaction with other

nationalities is not a probable experience?

What questions does this study raise with regard
to the problems of integrating cultures and
sub-cultures wherever they are found? When inte-
gration is based on differences other than nation-
ality, such as race, or socio-economic group, or
status,will more opportunities for interaction
promote the valuing of acceptance Of different

others and a greater concern for universal humanity?

BIBLIOGRAPHY

BIBLIOGRAPHY

Adolescence

 

Allport, Gordon W., and GilleSpie, James M. Youth's
ggtlook on the Future. Doubleday and CO., Inc.,
55.

 

Douvan, E., and Adelson, J. The Adolescent Experience.
New York: John Wiley and Son, 1965.

 

 

Erikson, Erik H. Identit , Youth and Crisis. New York:
W. W. Norton and CO., 1968.

Richardson, J. E. EE.213 Studiesin the Social ngchology
of Adolescence. London: Routhledge and’Regan
PauI, Inc., I955.

 

Torrance, Paul, ed. Mental Health and Achievement.
New York: Johfi’Wiley and Son, 1966.

Values and Their Measurement

 

Abelson, Robert, ed. Theories of Cognitive Consistency.
Chicago: Rand McNally and CO., 1968.

Adams, Burt. "Friendship and Value Consensus. Socio-
metry, XXX, No. 1 (1967), ‘

Applegate, Merlin. The Project on Student Values. Grand
Rapids, Mich., January, 1970.

 

Beach, Robert P. "A Developmental Study Of Value Systems
in Adolescence." Unpublished paper presented at
American Psychology Association, New York
University, September, 1970.

 

Festinger, Leon. A Theory Of Co nitive Dissonance. New
York: Row Peterson and CO., I957.

90

91

Homant, R. "Semantic Differential Ratings and the Rank
Ordering Of Values." Educational and ngchological
Measurement, XXIX (1969),

 

 

Kluckhohn, Florence, and Strodbeck, Fred. Variations in
Value Orientations. Elmsford, N.Y.: Row Peter-
son and CO., 19617

 

 

Kohlberg, Lawrence. "The Child as a Moral Philosopher."
P§ychology Today (September, 1968).

 

Maslow, Abraham. New Knowledge in Human Values. New
York: Harper and Row, 1959.

 

McLellan, David Daniel. "Values, Value Systems and the
Developmental Structure of Moral Judgment."
Unpublished Master's thesis, Michigan State
University, 1970.

Parson, Theodore. "Attitudes and Values: Tools or
Chains?" Educational Leadership (Journal of the
Association for SuperVision and Curriculum
Development) (March, 1964).

 

Penner, L.; and Homant, R.; and Rokeach, M. "Comparison
of Rank Order and Paired Comparison Methods of
Measuring Value Systems." Perceptual and Motor
Skills, XXVII (1968) .

 

"Project on Student Values." Michigan State Department
of Education, January, 1970.

Raths, Louis E. Values and Teaching. Columbus, Ohio:
Charles E. Merrill PubliShing CO., 1966.

 

Risko, Chester. Theories of Attitude Change. New York:
Appleton Century Crofts, 1967.

 

Robinson, John, and Shaver, Phillip. Measures of Social
Psychological Attitudes, Appendix B to Measures
of PoliticaIvAttitudes. Ann Arbor, Mich.: Survey
Research Center, University of Michigan, August,
1969.

 

 

Rokeach, Milton. "Religious Values and Social Compassion."
Review of Religious Research, XI (1969).

 

. The Open and Closed Mind. New York: Basic
Books, Inc., 1960.

 

92

Rokeach, Milton. "The Rokeach Value Survey." Michigan
State University Bulletin, Department of Psychology,
1970.

SamSon, Donald, and Smith, Howard. “A Scale to Measure
Worldmindedness." Journal of Sociao Psychiatgy,
XLV (1957).

Cross-Cultural Studies

Brown, Ina Corinne. Understgpding Other Cultures.
Englewood Cliffs, N.J.: Prentice HaII) Inc., 1963.

 

Berger, S. R. "The Effects of a Cross Cultural Experience
Upon the Personal and Social Adjustment of
Selected American Elementary School Students."
Unpublished doctoral dissertation, Boston
University, 1966.

Driscoll, Francis George, Jr. "Academic, Attitudinal and
Personality Correlates of a Cross Cultural Educa-
tional Experience." Unpublished doctoral disser-
tation, University of Massachusetts, 1969.

Feder, Luis. "Psychogenesis and Phenomenology of the
Encounter." Proceedings of the Third Congress of
Psychiatry, Canada.

Finsterwald, Bernard, Jr. "Anatomy Of American Isola-
tionism and Expansionism.” Journal Conflict
Resolution, II (1958).

Hall, Edward. The Silent Lan ua e. Greenwich, Conn.:
Fawcett Premier BOOKS, 1359.

Jahn, Jahneinzin. Cross Cultural Understanding: Epis-
temology in Anthrgpology. Edited by F. . .
Northrop and Helen H. Livingston. New York:
Harper and Row, Inc., 1964.

Kaplan, Bert. Stud in Personality Cross Culturally.
Evanston, 111.: Row Peterson and CO., 1961.

Lambert, William W. Mothers of Six Cultures. New York:
John Wiley and Sons, 1964.

 

 

 

McCall, George. Identities and Interactions. New York;
The Free Press, 1966.

93

Mead, Margaret, and Wolfenstein, Martha, eds. Childhood

in Contem orary Cultures. Chicago: University
of CHicago Press, 1955.

 

Meller, Celia S. Mexican-American Youth: Forgotten Youth
at Crossroads. New York: RafidOm House, 1966.

NorthrOp, F. S. C., and Livingston, Helen H., eds. Cross
Cultural Understanding: Epistemology in Antfiro-
pology. New York: Harper and Row, Inc., 1964.

Opler, Marvin K. Culture and Mental Health. New York:
MacMillan, 1959.

Selltig, HOpson, and Cook. "Effects of Situational Factors
on Personal Interaction Between Foreign Students
and Americans." Journal of Social Issues, XII.

 

Simmel, George. Conflict and the Web of Group Affilia-
tion. Glencoe, N.Y.: Free Press of Glencoe, 1955.

Van Nieuwenhuijze, C. A. 0. Cross Cultural Studies.
The Hague: Mouton CO., 1963.

International Education, Overseas Study and
Work, and National Images

Bentz, Carl. "Administrators of American Schools in Mexico
and Central America." Unpublished Master's
thesis, Michigan State University, 1971.

Buchanan, W., and Cantril H. How Nation§_See Each Other.
Champaign, 111.: University of Illinois Press,
1953.

 

Burgess, Anthony, and Haskell, Francis, eds. The Age of
the Grand Tour. New York: Crown Publishing Co.

 

Coelho, George V. "Impacts of Studying Abroad." Journal
of Social Issues, XVIII, No. l (1962).

Cleveland, Harlan, ed. The Art of Overseasmapship.
Syracuse, N.Y.: Syracuse University Press, 1957.

 

. The Overseas Americans. New York: McGraw Hill,

196071

Dawes, Norman. A Two Way Street. Bombay, India: Asia
Publishing House, 1962.

94

Fuchs, Lawrence H. Those Peculiar Americans. New York:
Meridith Press, 1967.

 

Fraser, Stuart. The Evils of a Foreign Education.
Nashville, Tenn.: International Center, George
Peabody College for Teachers, 1966.

 

Gleason, Thomas P. "Social Adjustment Patterns and Mani-
festations of Worldmindedness of Overseas Exper-
ienced American Youth." Unpublished doctoral
dissertation, Michigan State University, 1969.

Gullahorn, Jeanne, and Gullahorn, John. "American Stu-
dents Abroad." The Annals of the American Academy
of Political and Social Science, CCCLXVIII
(November, 1966).

 

 

Joyce, Richard. "American Images of Developing Nations."
A Preliminary Paper, Communications Department,
Michigan State University, April, 1970.

Klineberg, Otto. The Human Dimension in International
Relations. New York: HoIt, Rinehart and
Winston, Inc., 1964.

 

 

Kelman, Herbert C., ed. International Behavior. New
York: Holt, Rinehart and Winston, XVIII, No. 1
(1962).

Krajewski, Frank R. "Study of the Relationship of an
Overseas Experienced Population Based on Sponsor-
ship of Parent and Subsequent Academic Adjustment
to College in the United States." Unpublished
doctoral dissertation, Michigan State University,
1969.

Kenworthy, Leonard S. The International Dimension Of
Education. Washington, D.C.: ASCD, NatiOnaI
Education Association, 1970.

 

 

 

Lambert, Richard, ed. ”Americans Abroad." The Annals
9f the American Academy of Political and Social
Sciences, CCCLXVIII (November, 1966T.

 

 

 

Meyer, Martin. Di loma. New York: Twentieth Century
Fund, 1968.

Morris, Richard. The Two Way Mirror. University of
Minnesota Press, 1960.

 

95

Orr, Paul G. "Bi-national Schools in Latin America."
Unpublished doctoral dissertation, Michigan
State University, 1964.

Patterson, Charles J. "A Comparison of Performances of
Mexican and American Children in a Bi-Cultural
Setting on Measures of Ability, Achievement and
Adjustment.” Unpublished doctoral dissertation,
Michigan State University, 1960.

 

Pettigrew, T. F. "Personality and Sociocultural Factors
in Intergroup Attitudes--A Cross-National Com-
parison." Journal Conflict Resolution, II
(1958) .

Sola Pool de, Ithiel. "Effects of Gross National Contact
on National and International Images." Inter-
national Behavior. Edited by Herbert C. KeIman.
New York: Holt, Rinehart and Winston, 1965.

 

Scanlon, David, ed. International Education, Problems
39d PrOSpects. New York: Teachers CoIlege
Press, Columhia University, 1968.

 

 

Smith, Brewster M., ed. "Attitudes and Adjustment in
Cross Cultural Contact." Journal of Social
Issues, XII, No. 1 (1956).

 

Snyder, Harold B. When Peoples Speak to Peopleg.
Washington, D.C.: American Council on Education,
1953.

 

Torre, Mottram. The Selection of Personnel for Inter-
gational Service. Geneva, Switzerland: World
Fedération fOr Mental Health, 1963.

 

Useem, John. "The Community of Man: A Study in the Third
Culture." The Centennial Review, VII, NO. 4
(Fall, 1963).

 

. "Work Patterns of Americans in India.” Annals
of the American Academy of Political Social
Sciences, CCCLXVIII (November, 1966).

 

 

, and Useem, Ruth. "The Job: Stresses and
Resources of Americans at WOrk in the Third
Culture." Unpublished paper, Michigan State
University.

, and Useem, Ruth. The Western Educated Man in
India. New York: The Dryden Press, 1955.

96

Watson, J., and Lippitt, Ronald. "Cross Cultural Exper-
ience as a Source of Attitude Change." Journal
of Conflict Resolution, II (1958).

Wedge, Bryant M. Visitors to the United States: How
They See Us. Princeton, N.J.: D. Van Nostrand

Winfield, Louise. Livin Overseas. Washington, D.C.:
Public Affairs Press, 1962.

Young, Patrick George, Jr. "A Study of the Potential for
the Achievement of Better Inter-American Relation-
ships Through North American Schools in Latin
America.” Unpublished doctoral dissertation,
University Of Illinois, 1960.

Reports on Overseas Schools

AACTE Handbook Of Ingernational Education Programs.
Washington, D.C.: The American Association of
Colleges for Teacher Education, 1963.

A Bibliography: International Developmental Assistance
for Task Force on International Developmental
Assistance and International Education of the
National Association of State Universities and
Land Grant Colleges. East Lansing, Mich.: Michi-
gan State University.

"Capabilities, Accomplishments, Possibilities of American
Schools in Mexico.“ Michigan State University
and Association of American Schools in Mexico.

An Investment in Human Futures. Overseas Community School
E orts Toward Understanding Mankind. washington,
D.C.: American Association of School Adminis-
trators, The Commission for the Assessment of the
Intercultural Contributions of the American-
sponsored Overseas Schools, 1971.

"Minutes of the General Conference of American Sponsored
Binational Schools in Latin America." Washing-

ton, D.C.: Inter-American Council of Education,
1957.

The Mission Called OAS. Edited by Ernesto Mannino.

American Association Of School Administrators,
1966.

97

Overseas Schools Project Annual Report IDEA. Dayton, Ohio,
1969.

Overseas Schools Serving American Students. International
Schools Services, 153.

Statistics

 

Hoel, Paul G. Introduction to Math. London: John Wiley
and Sons, Chapman and Hall, Ltd., 1947.

Snedecor, George W. Statistical Methods. Ames, Iowa:
Iowa State College Press, 1946.

APPENDICES

APPENDIX A

DESCRIPTION OF THE AMERICAN SCHOOL

FOUNDATION OF MEXICO CITY

APPENDIX A

DESCRIPTION OF THE AMERICAN SCHOOL

FOUNDATION OF MEXICO CITY

I The American School Foundation of Mexico City. one of the
oldest and largest of the American-sponsored overseas schools. is
one of a number of binational and bilingual schools and one
which has participated in a regional association with other similar
schools for staff and program development.

Founded in 1888 by an American woman resident of Mexico
City in order to provide an American school for the children of
her fellow citizens. the American School was reorganized in 1894
as the “Mexico City Grammar School." In 1902. with the addi-
tion of a high school program. it was renamed the "Mexico City
Grammar and High School.” In 1921 the school assumed its
present name and organization when the patrons of the school
formed an association incorporated under the laws of Mexico.
In the years since its founding. the school has broadened its ob-
jectives to include the advancement of mutual understanding
between the people of Mexico and the people of the United States
through the provision of binational. cross-cultural educational
experiences for its students and through the demonstration of
modern instructional methods and democratically organized
school administration.

In September 1965 a total of 1.837 pupils studied at the Ameri-
can School: 1.196 Americans. 569 Mexicans. and 72 children of
other nationalities. The vast majority of Americans attending the
school were children of private American citizens. only 98 being
dependents of U.S. Government personnel stationed in Mexico
City. Of the Mexican students enrolled. 85 received full or partial
tuition scholarships.

Administrators and teachers on the staff of the school totaled
116 in 1965-66. Of these. 67 were Americans. 48 were Mexicans.
and one was a French citizen. Staff qualifications are high: 72 of
the 1985-66 staff members held bachelors degrees. 29 had at-
tained the masters degree. and the superintendent held a doc-
torate in educational administration. Of the total number. 81 held
valid teaching certificates from American or Mexican jurisdictions.

The American School occupies a modern complex of buildings
on a 15-acre site. The school plant includes an elementary and
central office building. a high school building. a cafeteria. and a

98

99

gymnasium-auditorium. There are adequate libraries. well-
equippéd science laboratories. industrial education shops. health
and physical education facilities. language laboratories. and ex-
tensive audiovisual education equipment and materials. During
1965-66 eight additional classrooms were constructed. and plans
are under way for further expansion to accommodate an antici-
pated increase in enrollment to 2.000 by 1967.

The school program meets the standards of both American and
Mexican schools. In the elementary school (kindergarten through
grade 8). instruction in the kindergarten and the first semester of
the first grade is entirely in English. Beginning in the second half
of the first grade. instruction is in English half of each day and
in Spanish the other half. The English-speaking teacher presents
a normal American program in language arts. arithmetic. and
social studies. The Spanish-speaking teacher presents the com-
plete Mexican government curriculum. comprising Spanish lan-
guage arts. social studies. the metric system of measurement. and
geometry. The English and Spanish curriculums are coordinated
in temhing methods and subject matter so that there is no essen-
tial conflict or repetition. All elementary pupils take official
Mexican goverment examinations annually and upon completion

of the sixth grade receive an official primary school certificate
which qualifies them for minus-inn to Mexic "t secondary schools.
A normal American testing; and pupil mm at program facilitates
transfer to and from Ann rican schools. 'the secondary school.
comprised of Senior and swim high school sections. is conducted
basically in the English language. The program prepares for admis-
sion to American colleges as well as to the National University of
Mexico and offers certain terminal courses as well. There is a
full guidance program and a wide range of extracurricular activi-
ties. clubs. and student organizations. The school is acmedited
by the Southern Association of Colleges and Schools and by the
Mexican Ministry of Education.

The American School Foundation of Mexico City plays a lead-
ing role in the Association of American Schools in Mexico. This
Association. composed of eight American-sponsored schools in
Mexico with a total enrollment of 5.548 and a total of 298 staff
members. seeks to further the interests of the schools through
joint programs of inservice teacher education. fund raising. and
relations with the Mexican Government and local communities.
Thu ugh this organization the school has had a direct relationship
with Michigan State University. which is under contract to the
Association to provide professional services. This relationship. in
turn. led to the establishment of a School-to-School program with
the Flint. Michigan. public schools.

100

Relations between the American School and the Mexican com-
munity are extensive and active. Activities include a broad pro-
gram of exchange visits with Mexican educators and schools.
participation by Mexican educators in inservice teacher education
workshops and seminars and in demonstrations of the school‘s
language laboratories. and cooperation in the preparation of in-
structional materials. The school also conducts an extensive adult
education program. designed primarily for Mexicans. which
utilizes the school facilities during late afternoon and evening
h- are and offers a wide range of courses. including vocational
education. business. English language. English composition. and
the like. Both Mexican and American businesses and industries
look to this program to train personnel for their needs.

Approximately three hundred American citizens residing in
Mexico City are members of the American School Foundation. the
corporate body which owns and operates the school. The Founda-
tion elects from its membership 3 15-man board of directors
whose members serve three-year terms.

The school is financed primarily by tuition payments. which
range from $176 per year in kindergarten to $378 in the senior
high school. Frequent fund-raising drives-in both the M:-xican
and American communities as well as a measure of support from
the U.S. Department of State supplement the tuition income.
Resources of the school. both human and financial, have been
exploited to produce a school program which not only provides
excellent educational opportunities for its students. but helps as
well to promote understanding between the peoples of the United
States and Mexico.

 

The above descriptions provide mere glimpses of only one
school in each of the regions served by the Office of Overseas
Schools of the U.S. Department of State. The tremendous di-
versity of programs offered by the schools and the range of prob-
lems facing them is evident. The challenge to American educators
to assist in and profit from the development of the American-
sponsored overseas schools is clear.

 

APPENDIX B

QUESTIONNAIRE

QUESTIONNAIRE

We are concerned about improving our school and about students making
friends. We need more information about our students. There is no
right or wrong answer, jUSt tell it like it is Thanks.

1 - GRADE

 

IQ

- NATIONALITY ( the name of the country you consider to be your own. )
Please mark one :
MEXICO UNITED STATES OTHER

 

00

- How long have you been in the American School ?

 

How long have you been in Mexico 7

 

4 - Of what nationality are your three closest friends ?

Nationality of friend one : same as yours different
two : same as yours different _
three : same as yours different

5 - if you were to ask someone for a date this weekend, or if you were to
be asked by the person you usually go with. is the person you are thinking

about :
of your own nationality different

 

6 - If you were to give a party soon, think of the that 10 guesrs you would

invite. list the first names only :

 

 

 

 

 

 

 

 

 

 

Now add up how many are :

of your own nationality different
' 101

102

7 - If you were asked by one of your classroom teachers to work on a

group task this week, think of the three people you would choose to

work with you :

is the first one of your own nationality different
" " second one of your own " different
" " third one of your own " different

 

APPENDIX C

THE ROKEACH VALUE SCALE AND

DATA ON RELIABILITY

APPENDIX C

THE ROKEACH VALUE SCALE AND

DATA ON RELIABILITY

MICHIGAN STATE UNIVERSITY East Lansing - Michigan

 

Department of Psychology - Olds Hall

In response to your request about:
THE ROKEACH VALUE SURVEY

The Rokeach Value Survey provides a simple method for measuring human
values. It consists of 18 terminal values-~end-states of existence--and 18
instrumental values-~modes of behavior. The respondent ranks each set of
18 values in order of their importance as guiding principles in his daily
life. The average adult requires about 15 minutes to complete the rankings.
Form D of the Value Survey, which employs a gummed label technique of ranking,
has been successfully used with respondents from 11 to 80 years of age.

Test-retest reliabilities were obtained for each of the values considered
separately for time intervals ranging from 3 to 7 weeks. For terminal values,
the reliabilities range from .51 for g_ggggg_g£_gggggglighgggg to .88 for
salvation. For instrumental values, individual reliabilities range from .45
for responsible to .70 for ambitious.

Reliability of total value system.was obtained for each subject by
correlating the rankings obtained from test and retest data. The table below
shows the median reliabilities obtained for three samples of college students:

 

 

N Time between Terminal Instrumental
test-retest Value Scale Value Scale

117 3 weeks .78 .72

36 4.5 weeks .80 .70

100 7 weeks .78 .71

 

103

104

Information about the Value Survey can be obtained from the following
references:

1. Rokeach, M. Belief attitude and e . San Francisco: Jossey-Bass,
1968.

2. Rokeach, M. A theory of organisation and change within value-attitude

systems. Journal of §ocial Isspep, 1968, 24, 13-33.

3. Penner, L., Homant, R., and Rokeach, M. Comparison of rank-order and
paired-comparison methods for measuring value systems. Pe tua

and uptor §kills, 1968, 27,-417-418.

4. Rokeach, M. The role of values in public opinion research. Eyplig,
W. 1968-69. 32. 547-559-

5. Rokeach, H; Value systems and religion. Lgyiew of Religious Research,
1969, 11, 2-23.

6. Rokeach,‘M. Religious values and social compassion. Review of ReligiOus
Research, 1969, 11, 24-38.

7. Rokeach, M. Faith, hope, and bigotry. Ps cholo Toda , April, 1970.

8. Rokeach, M. and Parker, 8. Values as social indicators of poverty

and race relations in America. Annalg of the Ameyican Agademy of
Political and §ocia1 Science, March, 1970.

9. Cochrane, R. and Rokeach, M. Rokeach's Value Survey: A methodological
note. Journal of Eyperimental Research ip Personality, Fall, 1969.

10. Rokeach, M. The measurement of values and value systems. In G.
Abcarian (Ed.) Politicalypartigipation and social psychological
processes. Columbus, Ohio: Charles E. Merrill. In press.

 

ll. Rokeach, M., Homant, R., and Penner, L. A value analysis of the dis-

puted Federalist papers. Jouynal of Personality and Social
Psychology. In press.

12. Homant, R. Semantic differential ratings and the rank-ordering of values.
Educational and Pa cholo ical Measurement, 1969, 29, 885-889.

13. Shotland, R. L. and Berger, W. G. A behavioral validation of several
values from the Rokeach value scale as an index of honesty. Journal

of Applied Psychology. In press.

14. Feather, N. T. Educational choice and student attitudes in relation to

terminal and instrumental values. Apytyalian Jopynal of Psychology.

In press.

105

15. Willis, C. T. and Goldberg, F. J. Some correlates of militancy and
conservatism among black college students in the North and South.
Psychiatgy. In press.

16. Tate, E. D. and Miller, G. R. Differences in value systems of persons

of varying religious orientations. Journal for the Sgientific Study
of Religion. Submitted for publication.

Halgren Tests can accept orders for a minimum of 50 Value Surveys.
Commercial and educational rates are given below:

No, of test; ommer ia ate‘ Edugatiogal page;
50 - 499 30¢ per test 25¢ per test
500 - 999 29¢ per test 24¢ per test

1000 - 1999 28¢ per test 23¢ per test

2000 or more 27¢ per test 22¢ per test

Billings will be calculated at the above rates plus postage. Value Surveys
may be ordered by writing directly to:

HALGREN TESTS
873 Persimmon Avenue
Sunnyvale, California 94087

106

Below is a list of 18 values arranged in alphabetical order. Your task is to
arrange them in order of their importance to YOU, as guiding principles in
YOUR life.

Study the list carefully. Then place a 1 next to the value which is most
important for you, place 2 next to the T/alue which is second most important
to you etc. The value Wl-llCh is least important, relative to the others, should
be ranked _1_§ .

Work slowly and think carefully. If you change your mind, feel free to change
your answers. The end result should truly show how you really feel.

A COMFORTABLE LIFE ( a prosperous life )
AN EXCITING LIFE ( a Stimulating, active life)
A SENSE OF ACCOMPLISHMENT ( lasting contribution )

__ A WORLD AT PEACE ( free of war and conflict )

________ A WORLD OF BEAUTY ( beauty of nature and the arts )
__ EQUALITY (brotherhood, equal opportunity for all )
__ FAMILY SECURITY ( taking care of loved ones )
__ FREEDOM ( independence, free choice )

HAPPINESS ( contentedness )

INNER HARMONY (freedom from inner conflict )

MATURE LOVE ( sexual and spiritual intimacy )

NATIONAL SECURITY (protection from attack)

PLEASURE (an enjoyable, leisurely life)

_ SALVATION ( saved, eternal life)

#

SELF-RESPECT ( self-esteem )

#

SOCIAL RECOGNITION (respect, admiration)

#

TRUE FRIENDSHIP ( close companionship )

m

WISDOM ( a mature understanding of life )

_———-———

107

Below is a list of another 18 values. Rank these in order of importance

in the same way you ranked the first list on the preceding page.

AMBITIOUS (hard-working, aspiring)

BROADMINDED ( open-minded )
CAPABLE ( competent, effective )

__ CHEERFUL ( lighthearted, joyful )

CLEAN ( neat, tidy )

COURAGEOUS ( standing up for your beliefs )
__ FORGIVING ( willing to pardon others )
HELPFUL ( working for the welfare of others )
HONES'I‘ ( sincere, truthful)
__ IMAGINATIVE (daring, creative)
INDEPENDENT (self-reliant, self-sufficient)
INTELLECTUAL ( intelligent, reflective)
__ LOGICAL ( consistent, rational )

LOVING ( affectionate, tender )

OBBDIENT ( dutiful, respectful )

POLITE ( courteous, well-mannered )
__ RESPONSIBLE (dependable, reliable)

SELF CONTROLLED ( restrained, self disciplined )

APPENDIX D

STUDENT INTERVIEWS

APPENDIX D

STUDENT INTERVIEWS
NAME:
GRADE: 9
NATIONALITY: U.S.
YRS IN AMERICAN SCHOOL: 3
YES IN MEXICO: 3
THREE CLOSEST FRIENDS: all U.S.

PROBLEMS ABOUT DATING: Have dated Mexican boys. Values
a little different, no problem though. '

PREFERENCES AND PROBLEMS YOU HAVE: don't care really
PARENTS FEELINGS ABOUT MIXED DATING: No concerns

PARTIES: How do you set them up? Any 'problems over mixing?:
Just invite friends - I mix them - includingKEprmnns
Swiss and all sorts — all get along.

AFTER SCHOOL ACTIVITIES: Any mixing?: Basketball, tennis,
swimming — no problem with mixed groups.

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded because
of interaction?: Yes, Grew up in overseas schools
and have met all kinds of peOple. Love moving
around.

HOW CAN SCHOOL IMPROVE INTERACTION?: Have a pretty good pro-
gram — especially sports which brings them all out.
Both groups also go out to school parties with good
mixing.

108

109

NAME:

GRADE: 9th

NATIONALITY: U.S.

YEARS IN AMERICAN SCHOOL: 11

YRS IN MEXICO: 11

THREE CLOSEST FRIENDS: U.S. - one is from Isreal

PROBLEMS ABOUT DATING: Like American girls better - act
more mature — don‘t scream and ramp.

PREFERENCES AND PROBLEMS YOU HAVE: Maybe a little trouble
with Mexican parents if I dated a Mexican girl -
they trust a little less.

PARENTS FEELINGS ABOUT MIXED DATING: No concerns

PARTIES: HOw do you set them up? Any problems over mixing?:
Usually there is a separation at the parties.
Mexicans show off too much. Maybe so they won't be
put down by us. To keep up.

AFTER SCHOOL ACTIVITIES: ANY mixing?: Football - all
Americans mostly. Some Mexicans set very American
and they join the teams - others go to soccer.

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded because
of interaction?: Yes, you know more about how
people feel and how you feel - even if you don't
mix much. My prejudices wouldn't be because some—
one is Mexican but by way he acts.

HOW CAN SCHOOL IMPROVE INTERACTION?: Maybe more Mexican
teachers so you can know what they teach and so
Mexican students could feel better.

110

NAME:

GRADE: 9

NATIONALITY: American

YRS IN AMERICAN SCHOOL: 3%

YRS IN MEXICO: Syrs

THREE cnosssr FRIENDS: 2 Mexican - 1 American

PROBLEMS ABOUT DATING: Parents don't like you to date
Mexicans. Don't want me to marry a Mexican. Men
leave their wives, are unfaithful. I on't agree.
I think they are more understanding, Kiry harder
to be nice - more polite — better manners. They
are punctual and serious. Lots of American boys
in this school are conceited.

PARENTS FEELINGS ABOUT DATING MIXED: -

PARTIES: How do you set them up? Any problems over mixing?:
Usually mixed. I go with a group of American girls
with Mexican boy friends. We get along fine. If
they don't mix they separate without trouble.

AFTER SCHOOL ACTIVITIES: Any mixing?: None. Study and
cook.

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded because
of interaction?: Yes, get different teachers with
different views - Social Studies Open to various
points of views.

HOW CAN SCHOOL IMPROVE INTERACTION?:Talk individually to boys
to find out why they seem so cold.

111

NAME:

GRADE: 9

NATIONALITY: American

YEARS IN AMERICAN SCHOOL: 1%
YEARS IN MEXICO: 1i

THREE CLOSEST FRIENDS: Dutch

PROBLEMS ABOUT DATING: Not with Mexicans — Don't speak
Spanish - They look down if you don't - Don't
like Mexican boys. Think girls can't do anything.

PARENTS FEELINGS ABOUT DATING MIXED: Concerned about age.
Like to meet them. Don't care about nationality.

PARTIES: How do you set them up? Any problems over mixing?:
Rarely give parties. I go to mostly American
parties. Mexicans can't socialize with others.
They are different. They don't talk freely — al—
ways wurried about their looks and what people
think about them.

AFTER SCHOOL ACTIVITIES: Any mixing?: Gymnastics ~
Mixed groups fine for work

ARE YOU A BETTER WORLD CITIZEN, less narrow minded because
of interaction?: Yes - traveling does make you
see differences and accept them.

HOW CAN SCHOOL IMPROVE INTERACTION?: Don't know. Up to
kids themselves - they have to want.to.

112

NAME:

GRADE: 9th

NATIONALITY: Mexican

YEARS IN AMERICAN SCHOOL: 6
YEARS IN MEXICO: all my life
THREE CLOSEST FRIENDS: Mexican

PROBLEMS ABOUT DATING: I just date Mexicans. I would feel
strange about dating an American. I would need
to know his way of thinking - eg. about sex -
Americans might be more liberal.

PARENTS FEELINGS ABOUT MIXED DATING?: They would question,
but trust me. Where did you meet him, what does
he think about me, what are his ideas about life,
sex, people. He might be wild.

PARTIES: How do you set them up? Any problems over mixing?:
Only Mexicans. I don't know too many Americans.
I feel apart from them. They have different
idealization about love, sex, everything. We are
completely separated.

AFTER SCHOOL ACTIVITIES: Any mixing?: Completely separated.
Don't stay after school - maybe would for ping
pong tournaments.

ARE YOU A BETTER WORLD CITIZEN? Les narrow minded because
of interaction?: Yes, I have changed - I notice
how people treat me nicely - they like me and
like my ideas — I've learned to think - I'm reject—
ing them not vice versa because I think they are to
liberal sexually.

HOW CAN SCHOOL IMPROVE INTERACTION?: Nothing the school can
do — The people have to do it themselves by talking
and comparing.

113

NAME:

GRADE: 9th

NATIONALITY: Mexican—American

YEARS IN AMERICAN SCHOOL: 2nd grade (8 yrs)
YEARS IN MEXICO: all my life

THREE CLOSEST FRIENDS: Mexican

PROBLEMS ABOUT DATIBG: Usually Mexican because of neighbor-
hood, not from school usually. Know them better.
Parents don't interfere whom I date. Usually
movies or restaurant or visit at her house.

PARENTS FEELINGS ABOUT MIXEDQDATINGf:

PARTIES: HOw do you set them up? Any problems over
mixing?: Don't usually give parties — go to
neighborhood parties. School parties usually
are too far away. Now that I can bring own
friends that will be better.

AFTER SCHOOL ACTIVITIES: Any mixing?: Just homework.
Play with neighborhood friends — Soccer, Amer.
football, volley ball.

ARE YOU A BETTER WORLD CITIZEN, less narrow minded because
of interaction?: Meet more nationalities, learn
about others, learn foreign language.

HOW CAN SCHOOL IMRPVE INTERACTION?: Should have more
contact - don't know how.

114
NAME:

GRADE: 9

NATIONALITY: U.S.

YEARS IN AMERICAN SCHOOL: 2
YEARS IN MEXICO: 13

THREE CLOSEST FRIENDS: 2 U.S. - 1 Mex.

PROBLEMS ABOUT DATING: PREFERENCE AND PROBLEMS YOU HAVE:
Most Often date Americans. Have more in common —
brought up like them.

PARENTS FEELINGS: Hint sometimes that others have sent
away their daughters. Values are different.
Mexican boys "too possessive”.

PARTIES: How do you set them up? Any problems over
mixing?: Usually two different groups I go with
that don't mix much between them. Lots of
competition when they are together, tho they
generally get along okay. Americans say "

Mexican girls say ”Ours spent more on dates.”
AFTER SCHOOL ACTIVITIES: Any mixing?

Volunteer in ABC Hespital - Get along well _
Sports in school

ARE YOU A BETTER WORLD CITIZEN, Less narrow minded because
Of our school interaction?: Just living in another
country helps. School has many cliques that don't
.mix. Due to negative attitudes of stateside kids
who don't want to be here. Mexicans don't care
about the school — are just here to learn language.

HOW COULD SCHOOL IMPROVE INTERACTION?: We need more acti-
vities where we are force to mix — at parties groups

stick together. A.H.S. has a priority for Americans —

it is oriented that way.

115

NAME:

GRADE: 9

NATIONALITY: Mex-Amer. Feel more American
YEARS IN AMERICAN SCHOOL: Since P—K

YEARS IN MEXICO: born here

THREE CLOSEST FRIENDS: Americans like me

PROBLEMS ABOUT DATING: Usually don't mix or date Mexican
girls - they are more formal, want better date —
(car, more money spent on them.)

PARENTS FEELINGS ABOUT MIXED DATING?: I don't tell my
parents about my dates.

PARTIES: How do you set them up? Any problems over mixing?:
Groups don't mix well. Mexicans don't like the
Americans and don't try to get along.

AFTER SCHOOL ACTIVITIES: Any mixing?: Just sports after
school and home with my friends and music.

ARE YOU A BETTER WORLD CITIZEN, less narrow minded because
of interaction?: I'm a little less narrow minded
because there are so many nationalities here, But
we have no blacks.

HOW CAN SCHOOL IMPROVE INTERACTION?: It can't do anything.
The students have to do it themselves.

NAME:
GRADE:

116

9th

NATIONALITY: Mexican

YEARS IN AMERICAN SCHOOL: P-K
YEARS IN MEXICO: all life

THREE CLOSEST FRIENDS: Mexican
PROBLEMS ABOUT DATING:

PREFERENCES AND PROBLEMS YOU HAVE: I have none and my

PARTIES:

parents are liberal and want me to mix. But
dates would be different. The Mexicans would be
more conservative — take you to the movies or
some place alone - the American would be more
informal — take you to a place where you would
meet the gang.

How do you set them up? Any problems over
mixing?: Parties don't mix well - They form
cliques. Piers and parents build prejudices and
influence them against each other. Mexicans
feel inferiority — don't try to solve problem,
but tend to abandom them.

AFTER SCHOOL ACTIVITIES: Any mixing?:

ARE YOU A BETTER WORLD CITIZEN, less narrow minded because

Of interaction?: Yes, this school gives a good
education, teachers know you, you know that is
going on — you deal with a variety of people and

‘lear to have no sense of inferiority.

HOW CAN SCHOOL IMPROVE INTERACTION?: Mix both groups more

through a common cause that would unite them.

117

NAME:

GRADE: 9

NATIONALITY: Mexican

YEARS IN AMERICAN SCHOOL: 11
YEARS IN MEXICO: 17 (all life!

THREE CLOSEST FRIENDS: Cuban, Scottish, American

PROBLEMS ABOUT DATING: Usually date American boys. Get
along better - I'm more open.

PARENTS FEELING ABOUT DATING MIXED?: Have no preference
as long as he is a good guy.

PARTIES: How do you set them up? Any problems over mixing?:

Everybody mix them and no problem, usually they
are of all different nationalities - a more liberal
social group than most Mexican girls here go with.

AFTER SCHOOL ACTIVITIES: Any mixing?: Sometimes for a
game — Usually work after school tutoring.

ARE YOU A BETTER WORLD CITIZEN, less narrow minded because
of interaction?: Yes, its different from other
schools - you relate to all kinds Of people.

HOW CAN SCHOOL IMPROVE INTERACTION?: It's sort of good already
' especially if you are popular or have some American
background because ideas then are more similar.
Can't do much - only students can.

118

NAME:
GRADE: 11
NATIONALITY: American

YRS IN AMERICAN SCHOOL: 3 - Guadalupe and Merici
YRS IN MEXICO: 17

THREE COSEST FRIENDS: Lebanese, Philipine, Mexican

PROBLEMS ABOUT DATING: USually with Mexicans. They
like blonds Americans. I like Mexican boys —
more mature — Americans seem spoiled. I

PREFERENCES AND PROBLEMS YOU HAVE: No objections either
way.
PARENTS FEELINGS ABOUT MIXED DATING:

PARTIES: How do you set them up? Any problems over
mixing?: Mexicans try to mix with other nation—
alities but stay in own group.

AFTER SCHOOL ACTIVITIES: Any mixing?: Play ping pong on‘
team. Trainer is Japanese - Girls are Mexican
on Olympic team.

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded
because of interaction?: Yes, all previous
schools were catholic - we never communicated
with teachers - you couldn't talk back to a
teacher, here there is more if one is interested
in learning — not just for grades. Also from
all girls school to boys and girls.

HOW CAN SCHOOL IMPROVE INTERACTION?: Depends on students.
Its not something the school can do.

119

APPENDIX D

NAME: “

GRADE: 11

NATIONALITY: American

YRS IN AMERICAN SCHOOL: 10

YRS IN MEXICO: 10

THREE CLOSEST FRIENDS: Mexican, Bolivian, Mexican
PROBLEMS ABOUT DATING: Mexican — feel better with them.
PROFERENCES AND PROBLEMS YOU HAVE:

PARENTS FEELINGS ABOUT MIXED DATING: Wouldn't care

PARTIES: How do you set them up? Any problems over
mixing?: Mixed — tend to divide into groups.
At school parties Mexicans don't come - its
not their ambiente.

AFTER SCHOOL ACTIVITIES: Any mixing?: French class

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded because
of interaction?: Yes — here you get to know
different people from everywhere. I used to
live in small town — now I can understand people
better — here broader idea of peOple and of
world in general.

HOW CAN SCHOOL IMPROVE INTERACTION?: Maybe sports — to
participate - also parties.

120

NAME:

GRADE: 11

NATIONALITY: Mexican-(J)

YRS IN AMERICAN SCHOOL: 2} _ before to New Israelita School
YRS IN MEXICO: All life —4 yrs in Los Angeles

THREE CLOSEST FRIENDS: Mexican (J)

PROBLEMS ABOUT DATING: All Jewish — otherwise go against
parents principles — they would be unhappy. I
wouldn't feel comfortable. If they were Amer-Jewish
okay.

PREFERENCES AND PROBLEMS YOU HAVE:
PARENTS FEELINGS ABOUT MIXED DATING:

PARTIES: How do you set them up? Any problems over
mixing?: I do mix them. Get along well. I
try to get them to mix.

AFTER SCHOOL ACTIVITIES: Any mixing?: No - Sports at
Jewish Sports Center - Belong to a Zemist
Organization.

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded
because of interaction?: I'm more open to world
than before. But it started by going to L.A.
and school was a continuation of this Openess

HOW CAN SCHOOL IMPROVE INTERACTION?: School has 3 groups -
Jewish - Mexican - American Make each group
invite the others to their activities and
organizations.

121

NAME:

GRADE: 11

NATIONALITY: Mexican

YRS IN AMERICAN SCHOOL: 8 (WestminSter)

YRS IN MEXICO: all life

THREE CLOSEST FRIENDS: Cuban, Mexican, Mexican

PROBLEMS ABOUT DATING: American y Mexicans. Each think
different - Mexican girls more consvrvative -
like to talk more — American girls want more fun.

PREFERENCES AND PROBLEMS YOU HAVE: No matter as long as I
have confidence.

PARENTS FEELINGS ABOUT MIXED DATING: don't care.

PARTIES: How do you set them up? Any problems over mixing?:

Mexican party more dancing — show dancing aptitude
Usually not mixed. Different idea of fun. Both
sides fault.

AFTER SCHOOL ACTIVITIES: Any mixing?: Play volley ball -
soccer - good mix there.

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded because
of interaction?: Yes, because I have seen the world
from different points of view by knowing different
nationalities. Have accomodated to both sides.

HOW CAN SCHOOL IMPROVE INTERACTION?: Problem is throughout
Mexico — not just school — antipathy to Americans.
Both sides need to solve by wanting to.

122

NAME:
GRADE: 11
NATIONALITY: Now Mexican (U.S. dual)
YRS IN AMERICAN SCHOOL: Since P—K
YRS IN MEXICO: all life
THREE CLOSEST FRIENDS: Mexican—American
PROBLEMS ABOUT DATING: Wouldn't matter. Also Mequmerican
or Dutch—European. Here in School there are cliques.

PREFERENCES AND PROBLEMS YOU HAVE: I go through the cliques.

PARENTS FEELINGS ABOUT MIXED DATING: Religion problems more
than anything else — Jewish girl would be easier
on family life.

PARTIES: How do you set them up? Any problems over mixing?:
I would invite mixtures. Posada proves it can be
done.

AFTER SCHOOL ACTIVITIES: Any mixing?

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded because
of interaction?: Yes - I've met people of different
nationalities and insight into their customs and
traditions.

HOW CAN SCHOOL IMPROVE INTERACTION?: I do doubt it — It‘s not
the school — but the students maybe organize more
activities for mixed groups: picnics, parties.

123

NAME:

GRADE: 11

NATIONALITY: U.S.

YRS IN AMERICAN SCHOOL: 6

YRS IN MEXICO: Born here

THREE CLOSEST FRIENDS: Mexican - English and U.S.
TPOBLLMS ABOLT DATING: English steady

PFEFERENCES AND PROBLEMS YOU HAVE: My good friends date
both Mexicans and Americans - sometimes trouble
understanding and accepting Mexican boys may mis-
understand American girl and not take her seriously.

PARTIES: How do you set them up? Any problems over mixing?:
Lois of mixing at parties. No real problems.

AFTER SCHOOL ACTIVITIES: Any mixing?: Work at hospital.

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded because
of interaction?: Yes — have a variety of activities
and people.

HOW CAN SCHOOL IMPROVE INTERACTION?: The Posada helped.
Kids are discussing and trying harder.
Mexican girlsjealous of American girls taking
up with the Mexican boys.

124

NAME:

GRADE: 11

NATIONALITY: MEXICAN

YRS IN AMERICAN SCHOOL: 2nd

YRS IN MEXICO: 18 (all life) 2 yrs in Quebec}

THREE CLOSESTFRIENDS: Canadian, Venezuelan, Mexican — (beside
2 Mexican for School)

PROBLEMS ABOUT DATING: Date with Mexican. They are the boys
I know, not from our school. I don't know boys

from our school. They are just friends.

PREFERENCES AND PROBLEMS YOU HAVE:

PARENTS FEELINGS ABOUT MIXED DATING?: No rejections.
PARTIES: How do you set them up? Any problems over

mixing?: All Mexican. I don't know many Americans.

AFTER SCHOOL ACTIVITIES: Any mixing? None at school -
Study French

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded because
of interaction?: Yes, I do. Mexican schools are

one track minded. Here the teachers let students
think for themselves and express themselves. Also
being in Quebec without family — to know others
and that's what I like about the school. You can
meet a lot of peOple.

HOW CAN SCHOOL IMPROVE INTERACTION?: It's not the school —
it's the peeple that don't want to mix. — The
Posada helped but by going with dates it didn't
help much.

125

NAME: ‘

GRADE: 11

NATIONALITY: U.S.

YRS IN AMERICAN SCHOOL: 5

YRS IN MEXICO: 5

THREE CLOSES FRIENDS: U.S.A.

PROBLEMS ABOUT DATING: I do date Mexicans. They date
us just because we are Americans - not interested
in us as people. American boys date Mexican girls
less because the Mex. girls mature more slowly.

PARENTS FEELIDGS ABOUT MIXED DATING?: My pauents prefer
Americans because of fear of machismo — rich
Mexicans are unfaithful.

PARTIES: How do you set them up? Any problems over mixing?:
Mexican boys are friendly with American girls.
Mexican girls might have some jealosy.

AFTER SCHOOL ACTIVITIES: Any mixing?: Some gymnastics —
Cliquey — the girls anyway.

ARE YOU A BETTER WORLD CITIZEN? Less narrow minded because
of interaction?: Definetely - When I moved back
to U.S. peOple seemed very ignorant about Mexico,
and the outside world — I felt out of it — I'm not
in being stuck in any one place anywhere — want
to move around.

HOW CAN SCHOCL IMPROVE INTERACTION?: There is not much you
can do — its the students who create the difference.
Cultural backgrounds create the schism.

126

NAME:

GRADE: 11

NATIONALITY: U.S.

YRS IN AMERICAN SCHOOL: 3 yrs

YRS IN MEXICO: 3

THREE CLOSEST FRIENDS: U.S.

PROBLEMS ABOUT DATING: I prefer blondes. Also I don't
speak Spanish well. The culture is different —
Mexican girls are more reserved, not as easy to
talk to.

PARENTS FEELINGS ABOUT MIXED DATING: Mother is pretty
prejudiced but wouldn't say anything.

PARTIES: How do you set them up? Any problems over mixing?:
Usually mixed. The Mexican friends are very much
like Americans because they go to this school —
Get along.

AFTER SCHOOL ACTIVITIES: Any mixing?:

Sports u There are Mexicans on teams.

ARE YOU A BETTER WORLD CITIZEN? Less narro minded because
of interaction?: Very much so. I'm from Mis—
sissippi and I was very—narrow minded. I get many
new ideas from peeple from all over who come to
this school.

HOW CAN SCHOOL IMPROVE INTERACTION?: Not much you can do.

Sports do mix peOple. Parties sometimes.

127
NAME:

GRADE: 11

NATIONALITY: Mexican

YRS IN AMERICAN SCHOOL: since Kind

YRS IN MEXICO: all my life

THREE CLOSEST FRIENDS: American — Mexicans

PROBLEMS ABOUT DATING: I date mostly outside of school _
American boys not as interested — Mostly Mexicans
American boys not interested in books and discus—
sion — Prefer older boys outside of school.

PREFERENCES AND PROBLEMS YOU HAVE: There is some mixing in:
our school, but they tend to stick to own nationality.

PARENTS FEELINGS ABOUT MIXED DATING:

My Jewish parents would prefer a Jewish boy but
wouldn't care which nationality.

PARTIES: How do you set them up? Any problems over mixing?:
The American—Jewish groups mixes more because they
speak Spanish. I rarely go to school parties.
Groups stick together in private parties. American
girls are more partial to American boys, mix about
the same.

AFTER SCHOOL ACTIVITIES: ANY MIXING?:

ARE YOU A BETTER WORLD CITIZEN: Less narrow minded because
of interaction?: I'm broadminded, but more due to
family. I'm not sure how much school had to do
with it. Oyr system of discussion in this school
does give you openeness to ideas.

HOW CAN SCHOOL IMPROVE INTERACTION?: Sports help - Kids
mix well — a common interest in groups help.

APPENDIX E

CALIFORNIA AUTHORITARIAN F SCALE

APPENDIX E

CALIFORNIA AUTHORITARIAN F SCALE

Agree Disagree
Obedience and respect for authority are the
most important virtues children should learn.

A person who has bad manners, habits, and
breeding can hardly expect to get along with
decent people.

If peOple would talk less and work more,
everybody would be better off.

The businessman and the manufacturer are much
more important to society than the artist
and the professor.

Science has its place, but there are many
important things that can never possibly
be understood by the human mind.

Young people sometimes get rebellious ideas,
but as they grow up they ought to get over
them and settle down.

What this country needs most, more than

laws and political programs, is a few coura-
geous, tireless, devoted leaders in whom

the people can put their faith.

No sane, normal, decent person could ever
think of hurting a close friend or relative.

Nobody ever learned anything really important
except through suffering.

What the youth needs is strict discipline,
rugged determination, and the will to work
and fight for family and country.

An insult to our honor should always be
punished.

128

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

Sex crimes, such as rape and attacks on
children, deserve more than mere imprisonment;
such criminals ought to be publicly whipped,
or worse.

There is hardly anything lower than a person
who does not feel a great love, gratitude,

129

and respect for his parents.

Most of our social problems would be solved
if we could somehow get rid of the immoral,
crooked, and feeble-minded people.

Homosexuals are hardly better than crimi-
nals and ought to be severely punished.

When a person has a problem or worry, it is
best for him not to think about it, but to
keep busy with more cheerful things.

Every person should have complete faith in
some supernatural power whose decisions he

obeys without question.

Some people are born with an urge to jump

from high places.

People can be divided into two distinct
classes:

Some day it will probably be shown that
astrology can explain a lot of things.

Wars and social troubles may someday be
ended by an earthquake or flood that will

the weak and the strong.

destroy the whole world.

No weakness or difficulty can hold us back

if we have enough will power.

It is best to use some prewar authorities
in Germany to keep order and prevent

chaos.

Most people don't realize how much our
lives are controlled by plots hatched

in secret places.

Agree

Disagree

25.

26.

27.

28.

29.

130

Human nature being what it is, there will
always be war and conflict.

Familiarity breeds contempt.

Nowadays when so many different kinds of
people move around and mix together so
much, a person has to protect himself
eSpecially carefully against catching

an infection or disease from them.

Nowadays more and more people are prying
into matters that should remain personal
and private.

The wild sex life of the old Greeks and
Romans was tame compared to some of the
goings-on in this country, even in
places where people might least

expect it.

Agree

Disagree

APPENDIX F

SOCIAL ATTITUDES QUESTIONNAIRE

no Jouanaaossoctasem

and :Jtional-mindedness at the other end, required first of all the filtering
otztemsthatwerenotstatementsoi isetand thatwerenottopicslinuhp.
one. Sixty items that met these requirements and that pertained to variant
aspects oi the worldminded irsme of reference were incorporated into a
Likert-type scale. We administered the scale to 120 university students
and selected from their scores two criterion groups—the highest 10 P" Cut
oi tit: scores and the lowest 10 per cent. The 60 iterns were scored on a
a shopoint scale, and the mean extent to which each oi them difierentiatei
hers-ten the two criterion groups was determined. All items whose dis-
criminative power was two scale points or more were retained for inclusion
in a :ore refined scale. Forty items met this criterion.

The scale was then reduced to a final iorm of 32 items in order that (a!
there would be 16 pro-worldminded items and l6 anti-worldminded item-
and that (5) each of eight dimensions of the worldmindedness frame or
ref mace would be represented by four items. The statements in the World-
minitc'ness Scale are arranged so that every eighth item pertains to the same
dimension, in the-following order throughout the scale: religion, immigra-
tion. government, economics, patriotism, race, education, and war. Thus
Items 1. 9, l7, and 25 comprise a Religion Subscale, Items 2. IO, l8, and
26 1:. Immigration Subscale, Items 3, ll, 19, and, 27 a Government Sub.
scale. etc.

'1':.. items in the Worldmindedness Scale (which we have called a “Social
Atriaies Questionnaire" when discussing it with subjects) are as iollows:

I. Our country should have the right to prohth certain racial and
relidous groups from entering it to live.

2. immigrants should not be permitted to come into our country
55 they compete with our own workers. °

3. It would be a dangerous procedure if every person in the world
cad equal rights which were guaranteed by an international charter. .

a. All prices for exported food and manufactured goods should be
set by an international trade committee.

5. Our country is probably no better than many others.

9. Race prejudice may be a good thing for us because it keeps many
cedaslrable foreigners from coming into this country.

7. it would be a mistake for us to encourage certain racial groups

2‘. become well educated because they might use their knowledge against
a O

I. We should bo willing to fight {or our country without questioning
whether it is right or wrong.

9. Foreigners are particularly obnoxious because of their religious
toilets

TN hon-l o! loeid Psyedolo'y, 19”. fl. ’9“.

x Sum 70 MEASURE woxrmrmoeo “ritualis-
”or-ears of Parish". University o! Britisd Colo-Ho sod m Colon

 

lbmeSmrsosrmflowaaoP.”

 

131

132

to. immigration should. be controlled by an international organisa-
tion rather than by each country on its own.

ii. We ought to have a world government to guarantee the welinro
oi all nations irrespective of the rights of any one.

i2. Our courttry should not codperata in any international trade
aground.“ which attempt to better world economic conditions at our
expense.

ii. it would be better to be a citison oi the world than of any par-
titular country.

M. Our responsibility to people of other races ought to be as great
as our responsibility to people of our own race.

IS. An international committee on education should have full con-
trol over what is taught in all countries about history and politics.

it. Our country should refuse to cobpcrate in a total disarmament
program even ii some other nations agreed to it.

37. it would be dangerous for our country to make international
agreements with nations whose religious beliefs are antagonistic to ours.

it. Any healthy individual, regardless of race or religion, should

besllowed to live wherever he wants to in the world.

“is. Our country should not participate in any international or-
ganisation which requires that we give up any oi our national rights
or freedom of action. ,

20. ii necessary, we ought to be willing to lower .our standard of
living to codperato with other countries in getting an equal standard
ior ovory person in the world.

2|. We should strive for loyalty to our' country before we can
slord to consider world brotherhood.

22. Some races ought to be considered naturally less intelligent than
ours.

23. Our schools should teach the history of the whole world rather
than oi our own country.

24. An international police force ought to be the only group in the
world allowed to have armaments.

25. It would be dangerous for us to guarantee by international
agreement that every person in the world should have complete reliv-
gious freedom. '

26. Our country should permit the immigration of foreign peoples
even if it lowers our standard of living.

27. All national governments ought to be abolished and replaced
by one central world government.

28. it would not be wise for us to agree that working conditions in
all countries should be subject to international control.

29. Patriotism should be a primary aim oi education so our chil-
dren will believe our country is the best in the world.

to. it would be a good idea if all the races were to intermarry
until those was only one race in the world.

ii. We mu teach our children to uphold the welfare oi all
people everywhere even though it may be against the best interoms oi
on own country.

83. War should never be justifiable oven if it is tho only way I pso-
tsa our national rights and honor.

in responding to the scale items, subjects are asked to underline one oi
the iollowing six degrees oi agreement and disagreement: strongly agree,
agree, mildly agree, mildly disagree, disagree, strongly disagree. The re-
spcctive scores oi 6, 5, 4, 2, l, 0 are given to pro-worldminded itenn (Nos
4. 5, l0, ll, l3, 14, 15, 18, 20, 23. 24, 26, 27, 30, 31, and 32), and the scores
of O, l, 2, 4, 5, and 6 are given to anti-worldminded items. Thus the pot.
n’blsrsngeoiscoresonthescaleisirumOJorantremenaticnsl-mitdodnm
tol92iorentremawoddmindodnsm,with96mthsthoorotiealnontsnlpsint.

APPENDIX G

SCORE VALUES BETWEEN CROSS-CULTURAL

INTERACTION AND WORLDMINDEDNESS

 

 

nnhooo nooodododndduon

.... tan . .uFttMmtmuflm t”... .....H...

....l; w... nlhpboaoonn

 

 

 

 

 

 

 

o
H
. N
m

 

o .oo
o .o o o oano on .o ..ouour.o u
o 0. can. a .. o .o.u w .xxano CV
n. in. a u. a{\ x .\o. .awwrayxlnifliuu \n .\ulllw. q» «a, 11! e ...... «ma

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

“ ' fl ”lib-F ll ht nnnnnnnnnn
k 5 Ln kn I F P & noon. 3.
on. --n... ..:... . ..: .n. ... . ........ . g
n . ‘t......wmttc..umu...- ...
.N :, no.6“.a a ..ow ..oauu§.ou « o w
muAg .vo.oo .uo.a o o o .o o .
"Irv A w w u u limit a
. pg.
dv_scmwh_ mwnuqmumu.cmw “mwmugfisafi/ muwunnumw o sate

 

 

 

(.1
onions untaonzoaut toanatno-osozo

(*7 (\(‘r4 CD

133

134

 

 

 

nouooo noncoovc«EUano3

I . lhlnllhllkl . Elflllh'lrr h

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

917 . t. .. a t... . tit. .. . ...:ztjvo
3 . 8m»... . .8... . 8 “
NAT. oo o ooooo oooueo o o f.
2 o 2. o am 3818 no 8 Soon. o X
L . 2...... ......WH r
.. . ,. -- c--uu.I.. u. v.
3 . . . .. . I
L t . :8 t. . h
a at . o
e. . o . . e
a. s. o o I .....- .....- .- I .
NHL-1 o a J! a. 47d .a dc Jow.,.m.!le..ilu|dld. “W 47 e gnu
m_2mE gem 35 a”

 

 

 

 

.Oolco

oozooa notaooaoaut tnznqtno-osoao

135

WIVFTWIPPTK

nnuoon nnonvoocwauauo3

 

 

 

 

 

 

 

 

 

 

 

a: r u .3. n...i

H J o o .o o thflT.Ihr o r N.

N ouo soon a rN
« o o .xvno.u oo- o oo o .. w o. n

 

 

 

mLf .

 

 

 

 

 

H .N A“. W. \bilkhlllfl. N. I MW\

 

 

 

 

 

 

 

 

 

 

 

 

 

“V O C. .v ”A. “r.“.flll .“rmwm “w. ,0 O O
1 t»....Wnr.mMann..?.....t H
N A o oo o«.u ought ....M o o.a.o o.o.¥ VZN
” 00 O. m

Méfllflmfi win? 0 so 8m om NIIIJT
WEN: WQEEVmejg/WUUW Ti”.—

IOJOOI “0129.103“? tnznatna-nnoao

ITEVIB

11*"

m VALLE83

136

‘ta c.9999900fnvoomooon.n nnoriet .........\-~.u.\,~.t.... ,, , Whflnfiwuflldndwwwuunoooo

. I.--“ ,-

_ 3... H. H

1L-_

"zabtdsrn'ln

OO

00

 

O O. O

 

0
O. .0.

 

 

 

O O
sew» m numoonodvrlevuwwwnna-e‘l 0‘40

 

— -

 

 

 

 

'S‘E‘a'as esvosn

 

333033 notaonzoaut Inznatno-oaoaa

worldmindedness acorns

"ITFflifii'fliiiflTfl’l‘i‘w@1311“