An investigation of ethnocentrism, its elements, factors affecting its

169 Pages·2013·0.8 MB·English

by  Olufson, Loreen C.

AN ABSTRACT OF THE THESIS OF
Loreen Olufson for the degree of Master of Arts in
Interdisciplinary Studies in the co-departments of
Anthropology, Economics, and Statistics presented on May 27,
1988. Title: An Investigation of Ethnocentrism, Its
Elements, Factors Affecting Its Intensity, and Implications
for Cross-Cultural Activities.
Redacted for Privacy
Abstract approved:
John A. Young
Ethnocentrism is a term for an attitude which causes
individuals to place their culture at the center of the
universe as they see it. Other cultures are evaluated in
terms of the culture of the individual and are often valued
less. Ethnocentrism and the behaviors associated with it
have frequently been credited with contributing to many
unfortunate and, sometimes, unanticipated outcomes from
cross-cultural activities. This study attempted to answer
questions about the nature of ethnocentrism, the association
of levels of ethnocentrism with particular personal
characteristics, the impact of training on this attitude,
and the opinions of internationally experienced individuals
on the significance of attitude to cross-cultural work and
their recommendations for cultural education and training.
A scale was developed to measure ethnocentrism. It was
used to assess the change in attitude experienced by one
hundred eighteen students enrolled in an introductory
anthropology course. It was also used to measure the
ethnocentrism of eighty cross-culturally experienced faculty
members. The investigation utilized a questionnaire to
obtain additional information from the faculty respondents.
Factor analysis of the scale responses indicated the
existence of two distinct factors for the students in the
study, one reflecting individuals' attitudes toward their
own culture and another reflecting attitudes toward other
cultures. Analysis of faculty responses revealed just one
major factor.
T tests of the significance of mean differences were
performed for several groups. Pre- and post-course student
means were compared and were found to be significantly
different, both for overall means and for means reflecting
attitude toward other cultures, but not for means reflecting
attitude toward one's own culture. A comparison of faculty
and student means disclosed a significantly higher level of
ethnocentrism relative to other cultures on the part of
faculty members.
World area of origin, age, and field of study were
implicated as influential on the level of some aspects of
ethnocentrism by regression analysis of mean ethnocentrism
scores on five personal charateristics. T tests provided
information about the direction of influence for these
variables.
Faculty responses to open-ended questions indicated
that a majority felt that a culturally relativistic attitude
was important to successful cross-cultural engagement. Most
recommended fairly traditional education and training
approaches. Few of the departments in the university
provide or require cultural training which would address the
issue of ethnocentrism.
An Investigation of Ethnocentrism,
Its Elements, Factors Affecting Its Intensity,
and Implications for Cross-Cultural Activities
by
Loreen C. Olufson
A THESIS
submitted to
Oregon State University
in partial fulfillment of
the requirements for the
degree of
Master of Arts in Interdisciplinary Studies
Completed May 27, 1988
Commencement June 1989
APPROVED:
Redacted for Privacy
Professor of7Anthropog On charge of major
Redacted for Privacy
Professor of Economics in char'g' of co-field
Redacted for Privacy
Professor of Statistics in charge of co-field
Redacted for Privacy/
Chairman of ytpartmof/Anthropology
Redacted for Privacy
Dean of Grad to School(1
Date thesis is presented May 27, 1988
ACKNOWLEDGMENTS
I earnestly and joyfully wish to thank the following
individuals for their help and support:
Dr. John A. Young, my major professor, for putting
generous amounts of time and thought into reading the
manuscript and discussing the issues with me;
Dr. Courtland Smith, for his advice and help in
the initial stages of the survey development and
implementation;
Dr. Dave Birkes, for assistance in the selection
of appropriate statistical procedures and in the
interpretation of results;
Dave Niess and the Oregon State University
Computer Center, for frequent and patient assistance
with statistical analyses and for the funding which
made them possible;
friends, especially Lindsay Rahmun, who provided
personal testimony that completion of a thesis is
possible and who was confident that 1, too, could do
it;
Linda Kahlbaum, for generously allowing me to use
her computer;
my parents, Ida and Al Peterson, for their belief
in me and their support;
and my sons, Sean and Connan, who have been
tolerant and interested through my four years of
graduate school.
TABLE OF CONTENTS
CHAPTER I: AN INTRODUCTION 1
A Caveat 1
Questions Addressed in the Study 2
Definition of Terms 4
CHAPTER II: LITERATURE AND RESEARCH REVIEW 10
Introduction 10
Why Are People Ethnocentric' 11
Ethnocentrism is a natural result of
membership in a social group 11
The kinds of experiences which most
effectively reduce ethnocentric
tendencies are often psychologically
threatening 18
The cultural group often acts to discourage
openness to the value of other cultures. 23
.
Ethnocentrism may be supported by certain
psychological mechanisms which affect
the quality of our experience 24
Why Should We Be Concerned About
Ethnocentrism' 28
History of Concern About Ethnocentrism 39
History of Attempts to Measure Ethnocentrism 44
.
Cross-Cultural Education and Training 49
Notes From Chapter Two 58
CHAPTER III: RESEARCH DESIGN 59
Introduction 59
Development of the Survey Instrument 61
Preliminary Form of the Scale 62
Procedure for Selecting Items Included in
Final Scale 64
Validity 65
Development of the Questionnaire 67
Sampling Methods 68
Students Enrolled in Cultural Anthropology
Course 68
Members of the Faculty of Oregon State
University 70
Implementation of the Instrument 72
Pre-Course Students 72
Post-Course Students 73
Faculty 73
Notes From Chapter Three 75
CHAPTER IV: RESEARCH RESULTS 76
Introduction 76
Ethnocentrism & the Ethnocentrism Scale 77
. . .
Possible Factors of Ethnocentrism 77
The Change Reflected by Individual Items 83
. .
Response Patterns 86
Change in Student Attitude After Taking Class. 90
Personal Characteristics Associated With
Levels of Ethnocentrism 93
Demographic Data 93
Regression Analysis of Ethnocentrism Scores
on Independent Variables (Personal
Characteristics) 98
T-Tests of the Effect of Personal
Characteristics on Student
Ethnocentrism 101
T-Tests of the Effect of Personal
Characteristics on Faculty
Ethnocentrism 103
Students & Faculty Compared 107
Faculty Responses to the Questionnaire 109
. . .
Reaction to the Ethnocentrism Scale 109
. . .
Faculty Opinions About the Importance
of Cultural Relativism 112
Training Methods Recommended by Faculty 114
.
Notes From Chapter Four 119
CHAPTER V: CONCLUSION 120
Introduction 120
Review of the Research Results 120
General Observations 125
Practical Implications 127
Suggestions for Further Research 129
BIBLIOGRAPHY 131
APPENDICES 140
LIST OF TABLES
Table Page
1. Ethnocentrism Scale 66
Composite Factors Produced by Synthesis
2.
of Second & Third Factor Analysis 79
3. Change in Response to Individual Items . . 84
4. Response Patterns 87
5. Respondent Demographics 96
Preface
Investigative efforts often seem to have many of the
qualities of a journey. Both transpire within a temporal
framework, so that there is a beginning, a middle, and a
conclusion. A plan is usually associated with the
beginning. In some cases, the plan is laid out in detail,
leaving little to chance and little room for alteration as
the conditions of the setting reveal themselves. In other
instances, a less structured approach is either desired or
required, with, perhaps, only a general orientation decided
in advance and the agenda allowed to develop along the way
as suggested by the medium being explored. Such was the
strategy which resulted in this paper.
The genesis of this project was, in actuality, a
journey, a journey in which I left my culture for a period
of time and encountered first hand the stresses, the
difficulties, and the rewards of living in another culture.
On a personal level, it was an expanding and growth-inducing
experience of unequaled intensity. On an intellectual
level, it provided me with real knowledge of the
complexities involved in seemingly straightforward projects
which cross cultural boundaries.
Soon after returning to the United States and to
academic life, I had the opportunity to function as a
graduate teaching assistant in an introductory anthropology
course. As the course progressed, some of the students
began to verbalize a change in attitude that I had not