Designing and implementing a test for measuring cultural dimensions in primary school

Damian Gelerstein, Miguel Nussbaum, Ximena Lopez, Ana Cortes, Cristobal Castillo, Pablo Chiuminatto, Francisca Ovalle

Research output: Contribution to journalArticle

Abstract

Cognition and culture are deeply intertwined as there are important cross-cultural differences in the cognitive development of individuals. Although there are a large number of studies on the subject of culture, these are qualitative in nature and not focused on school contexts. Our aim is to develop a quantitative instrument for primary education that determines the cultural texture within an individual institution, as well as among different kinds of schools. For this purpose, Hofstede's original instrument was adapted, taking into consideration the characteristics and practices of primary school students. A factor analysis and complementary qualitative analysis of the factors obtained from 783 surveys (administered to third and fourth graders) led to the creation of five dimensions, which contrasted with Hofstede's theoretical dimensions. These dimensions include Value of School Achievement, Value of Institutional Structure, Resistance to change, Normative versus Affective and Value of Equality in the Production of Knowledge. Furthermore, this new set of dimensions was a more accurate representation of the school context and the values held by primary school students. Significant differences were found in three of the dimensions when analyzing the cultural differences of the sample and taking into account the students' socioeconomic background. These findings are important as they reveal the presence of subcultures within a given society, which are determined by belonging to a certain socioeconomic class. Measuring cultural values among primary school students contributes to the creation of educational models, the design of educational institutions and the development of public policy since new structures cannot succeed without adequate cultural support.
LanguageEnglish
Pages46-59
Number of pages14
JournalLearning, Culture and Social Interaction
Volume18
Early online date22 Mar 2018
DOIs
Publication statusPublished - Sep 2018

Fingerprint

primary school
Values
cultural difference
school
student
cognitive development
subculture
primary education
educational institution
cognition
equality
factor analysis
public policy

Cite this

Gelerstein, Damian ; Nussbaum, Miguel ; Lopez, Ximena ; Cortes, Ana ; Castillo, Cristobal ; Chiuminatto, Pablo ; Ovalle, Francisca. / Designing and implementing a test for measuring cultural dimensions in primary school. In: Learning, Culture and Social Interaction. 2018 ; Vol. 18. pp. 46-59.
@article{028c7438d356442db8b72462e64a70fe,
title = "Designing and implementing a test for measuring cultural dimensions in primary school",
abstract = "Cognition and culture are deeply intertwined as there are important cross-cultural differences in the cognitive development of individuals. Although there are a large number of studies on the subject of culture, these are qualitative in nature and not focused on school contexts. Our aim is to develop a quantitative instrument for primary education that determines the cultural texture within an individual institution, as well as among different kinds of schools. For this purpose, Hofstede's original instrument was adapted, taking into consideration the characteristics and practices of primary school students. A factor analysis and complementary qualitative analysis of the factors obtained from 783 surveys (administered to third and fourth graders) led to the creation of five dimensions, which contrasted with Hofstede's theoretical dimensions. These dimensions include Value of School Achievement, Value of Institutional Structure, Resistance to change, Normative versus Affective and Value of Equality in the Production of Knowledge. Furthermore, this new set of dimensions was a more accurate representation of the school context and the values held by primary school students. Significant differences were found in three of the dimensions when analyzing the cultural differences of the sample and taking into account the students' socioeconomic background. These findings are important as they reveal the presence of subcultures within a given society, which are determined by belonging to a certain socioeconomic class. Measuring cultural values among primary school students contributes to the creation of educational models, the design of educational institutions and the development of public policy since new structures cannot succeed without adequate cultural support.",
keywords = "Culture and education, Cultural dimensions in schools, Quantitative test for culture",
author = "Damian Gelerstein and Miguel Nussbaum and Ximena Lopez and Ana Cortes and Cristobal Castillo and Pablo Chiuminatto and Francisca Ovalle",
year = "2018",
month = "9",
doi = "10.1016/j.lcsi.2018.03.004",
language = "English",
volume = "18",
pages = "46--59",
journal = "Learning, Culture and Social Interaction",
issn = "2210-6561",
publisher = "Elsevier BV",

}

Designing and implementing a test for measuring cultural dimensions in primary school. / Gelerstein, Damian; Nussbaum, Miguel; Lopez, Ximena; Cortes, Ana; Castillo, Cristobal; Chiuminatto, Pablo; Ovalle, Francisca.

In: Learning, Culture and Social Interaction, Vol. 18, 09.2018, p. 46-59.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Designing and implementing a test for measuring cultural dimensions in primary school

AU - Gelerstein, Damian

AU - Nussbaum, Miguel

AU - Lopez, Ximena

AU - Cortes, Ana

AU - Castillo, Cristobal

AU - Chiuminatto, Pablo

AU - Ovalle, Francisca

PY - 2018/9

Y1 - 2018/9

N2 - Cognition and culture are deeply intertwined as there are important cross-cultural differences in the cognitive development of individuals. Although there are a large number of studies on the subject of culture, these are qualitative in nature and not focused on school contexts. Our aim is to develop a quantitative instrument for primary education that determines the cultural texture within an individual institution, as well as among different kinds of schools. For this purpose, Hofstede's original instrument was adapted, taking into consideration the characteristics and practices of primary school students. A factor analysis and complementary qualitative analysis of the factors obtained from 783 surveys (administered to third and fourth graders) led to the creation of five dimensions, which contrasted with Hofstede's theoretical dimensions. These dimensions include Value of School Achievement, Value of Institutional Structure, Resistance to change, Normative versus Affective and Value of Equality in the Production of Knowledge. Furthermore, this new set of dimensions was a more accurate representation of the school context and the values held by primary school students. Significant differences were found in three of the dimensions when analyzing the cultural differences of the sample and taking into account the students' socioeconomic background. These findings are important as they reveal the presence of subcultures within a given society, which are determined by belonging to a certain socioeconomic class. Measuring cultural values among primary school students contributes to the creation of educational models, the design of educational institutions and the development of public policy since new structures cannot succeed without adequate cultural support.

AB - Cognition and culture are deeply intertwined as there are important cross-cultural differences in the cognitive development of individuals. Although there are a large number of studies on the subject of culture, these are qualitative in nature and not focused on school contexts. Our aim is to develop a quantitative instrument for primary education that determines the cultural texture within an individual institution, as well as among different kinds of schools. For this purpose, Hofstede's original instrument was adapted, taking into consideration the characteristics and practices of primary school students. A factor analysis and complementary qualitative analysis of the factors obtained from 783 surveys (administered to third and fourth graders) led to the creation of five dimensions, which contrasted with Hofstede's theoretical dimensions. These dimensions include Value of School Achievement, Value of Institutional Structure, Resistance to change, Normative versus Affective and Value of Equality in the Production of Knowledge. Furthermore, this new set of dimensions was a more accurate representation of the school context and the values held by primary school students. Significant differences were found in three of the dimensions when analyzing the cultural differences of the sample and taking into account the students' socioeconomic background. These findings are important as they reveal the presence of subcultures within a given society, which are determined by belonging to a certain socioeconomic class. Measuring cultural values among primary school students contributes to the creation of educational models, the design of educational institutions and the development of public policy since new structures cannot succeed without adequate cultural support.

KW - Culture and education

KW - Cultural dimensions in schools

KW - Quantitative test for culture

U2 - 10.1016/j.lcsi.2018.03.004

DO - 10.1016/j.lcsi.2018.03.004

M3 - Article

VL - 18

SP - 46

EP - 59

JO - Learning, Culture and Social Interaction

T2 - Learning, Culture and Social Interaction

JF - Learning, Culture and Social Interaction

SN - 2210-6561

ER -