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Author(s)
An enquiry into the cultural values of form five students, with

special reference to certain sociological and educational
issuesfacing Hong Kong adolescents
Lee, Gen-hwa, Gennie.; .
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1974
http://hdl.handle.net/10722/65262
The author retains all proprietary rights, (such as patent rights)

and the right to use in future works.
AN ENQUIRY INTO THE CULTURAL VALUES OF FORM FIVE STUDENTS ,

WITH SPECIAL REFERENCE TO CERTAIN SOCIOLOGICAL AND
EDUCATIONAL ISSUES FACING HONG KONG ADOLESCENTS
by
GENNIE LEE GEN HWA
M.Phil. THESIS
APRIL, 1974
UNIVERSITY OF HONG KONG
ACKNOWLEDGEMENTS
The author wishes to express her gratitude
and indebtedness to her two thesis supervisors,
Professor W.F. Dukes and Professor N.K. Henderson,
Dr. Henderson, Professor of Education and Head of the
Department of Education, University of Hong Kong,
gave constructive criticism all through the study.
Dr. Dukes, Professor of Psychology and former ViceChancellor, University of California at Davis, gave
invaluable advice and help in the preliminary stages
of planning and organizing the data when the author
spent three months in the spring of 1970 at
Campus.
the Davis
He returned to the Chinese University of
Hong Kong in September 1973 and guided the development

of the study to its final form.
Special thanks are extended to the following
persons for their help at various stages of the
project; to Miss B.R. Wright and Mrs. M.S. Young who
advised on the questionnaire construction in English
and Chinese respectively, to the 26 Test Administrators
who participated in the data collection and to the
principals, teachers and pupils of the 27 schools
from which the samples were collected; to Mr. Chui
Wah-Sum and Mr. Tsang Kin-Bun who helped in compiling
the data; to Dr. E.
Turner and Mrs. W.F. Dukes who
advised on the statistical method; to Miss Fok Zar-yue,

Dr. A.K. Li and Mrs. M.W. Kao who helped to define
and analyse some of the issues in the study and
finally to Miss Milan Chow and Mrs. Selina Shen for
the typing and clerical work.
Acknowledgement is also gratefully made to
the Centre of Asian Studies, University of Hong Kong
for a research grant which contributed towards some
of the costs of the study.
G.L.
TA3LE OF CONTENTS
PAGE
INTRODUCTION
1.1
The Problem
1.2
The Two Systems:

Anglo-Chinese v s . Chinese Middle
Schools
THE DESIGN AND PROCEDURE

2.1
2.2
The Sample and The Test

Administrators
6
, .
The Instrument
FINDINGS OF STUDY
3.1
6
8
11
The Concepts of Values and

Attitudes
11
3.2
Values and Expectations
14
3.3
General Treatment of Statistics
19
3.4
Relationship
21
3.5
Personal Values
26
3.6
School Values
34
3.7
Cultural Values
42
3.8
On Self Concept
50
3.9
Family Versus Individual
56
3.10
Authorities Versus Peers
60
3.11
National and Cultural Identity ..
70
3.12
Festivals, Rituals and Religions
78
3.13
Food Habits and Medical Treatments
83
3.14
Choice of Spouse
90
SUMMARY AND IMPLICATIONS

BIBLIOGRAPHY
93
114
LIST OF TABLES
TABLE
3.2
3.4,a-b
3.5
3.5a
3.6
3.6a
3.7
3.7a
3.8, a
PAGE
P r o f i l e of V a l u e s
Relationship
Comparison of V a l u e s : P e r s o n a l V a l u e s
S p e c i f i c D i f f e r e n c e s : V a l u e s Between
A n g l o - C h i n e s e and Chinese Groups
Comparison of V a l u e s : S c h o o l V a l u e s
..
S p e c i f i c D i f f e r e n c e s : V a l u e s Within
Chinese Group
Comparison of V a l u e s : C u l t u r a l V a l u e s
S p e c i f i c D i f f e r e n c e s : V a l u e s Within
A n g l o - C h i n e s e Group
Comparison of A t t i t u d e s : On S e l f
Concept
..
13
22
30
..
31
38
..
39
46
Comparison of Attitudes: Family

Versus Individual
3.10,a-c Comparison of Attitudes: Authority
Figure
47
53
3.9
3.10d
3.11
3.11a-d
3.12
3.12a
Comparison of A t t i t u d e s : P e e r Groups . . . .
Comparison of A t t i t u d e s : N a t i o n a l
Identity
Comparison of Attitudes: Cultural
Identity
Comparison of Creeds and Customs:
Festivals and Rituals
58
63
68
73
74
81

Religious Beliefs and Practice
82
3.13
Food Habits
85
3.13a

Food H a b i t s
Kedical Resources
Medical T r e a t m e n t
Comparison of V a l u e s : R e l a t i n g t o
Choice of Spouse
3.13b
3.13c
3.14
87
88
89
91
I.
1.1
INTRODUCTION
The Problem
During the past two decades, industrialization
and urbanization have brought about tremendous changes

in the Hong Kong community.
Changes have occurred not
only in the pattern of living, home, work, and

recreational conditions but also in the general outlook
on life.
Problems and conflicts which traditionally
would be resolved within the family unit now seem beyond

its control.
Such situations call for a readjustment of
human needs and resources.
A modification of individual
beliefs, attitudes and patterns of behaviour is obviously

one basic approach to solving problems formerly handled
in the family circle.
Schools are among the possible
agents of change in attitudes and behaviour.
To study
the values and attitudes of the youth population which

now comprises half of the four million inhabitants of
Hong Kong is thus a major step towards understanding of
such problems.
In 1971, 17 years after establishing it as a

goal, the Hong Kong Government finally achieved universal
primary education.
Universal secondary education and an
improved school system are the targets for the immediate

future.
A report published in 1973 by the Board of
Education on the proposed expansion of secondary education

in Hong Kong stated that the overall aim of education
is the efficient development of intellectual, vocational
and inter-personal skills relevant to the individual as
he takes his place in Hong Kong.
The present study is dedicated to one aspect

of this timely and crucial issue of planning for
improvements in secondary education, namely the cultural
"values of students in the 16-13 year age group.
It aims
to explore the patterns of values, attitudes, ideals,

creeds and customs of adolescents in Hong Kong schools.
The secondary schools in Hong Kong are

classified as either Anglo-Chinese or Chinese Middle
schools, mainly according to the language of instruction.
One may well wonder whether after five years in AngloChinese secondary schools, students may have view points
and value orientations which are not shared by students
in Chinese Middle schools.
The general problem of this
study is to explore whether there are differences between

the two groups, Anglo-Chinese and Chinese Middle students,
in their values and expectations:
they place on their values?
What priorities do
How do the groups see
themselves, their peers, teachers and parents?
What are
the similarities and differences between the two groups

in their views and values and in their creeds and
customs?
How do expressed ideals relate to alleged
practices?
Deliberate attempts have been made to answer
these specific questions in the following chapters.
1,2
The Two Systems;
Anglo-Chinese
vs. Chinese Middle Schools
In the Anglo-Chinese schools, English is used

for teaching all subjects except Chinese Literature and
History,
Chinese (Cantonese) is the language of
instruction in the Chinese Middle schools with English
3
as a required s u b j e c t .
I n e a c h s y s t e m t h e programme
r e q u i r e s f i v e y e a r s to c o m p l e t e ; one l e a d s to t h e Hong
Kong C e r t i f i c a t e
of E d u c a t i o n E x a m i n a t i o n i n E n g l i s h ,
t h e o t h e r to t h e Hong Kong C e r t i f i c a t e of E d u c a t i o n
Chinese.
I n 1974, h o w e v e r , t h e two c e r t i f i c a t e s
be r e p l a c e d b y a s i n g l e c e r t i f i c a t e ,
s t e p towards the u n i f i c a t i o n
in
will
thus s i g n a l i n g a
of t h e two s y s t e m s .
P a t t e r n e d a f t e r the school system in China,

t h e Chinese Middle s c h o o l s enjoyed community s u p p o r t
t h e f i r s t h u n d r e d y e a r s of Hong Kong's h i s t o r y .
in
I n 1954,
t h e r e w e r e 101 Chinese Middle s c h o o l s and 122 A n g l o Chinese s c h o o l s .
The d e c l i n e of t h e Chinese Middle
s c h o o l s was n o t e d o n l y i n t h e 1 9 5 0 ' s a s t h e Chinese

g r a d u a l l y r e a l i z e d t h a t t h e y had t o make Hong Kong t h e i r
permanent home and s h o u l d p r o b a b l y e d u c a t e t h e i r
i n a more W e s t e r n framework.
children
A l t h o u g h b o t h t y p e s of
s c h o o l s have o f f e r e d E n g l i s h and C h i n e s e , the A n g l o - C h i n e s e

w i t h g r e a t e r emphasis on E n g l i s h , h a s been
increasingly
chosen by t h e community as t h e means of e d u c a t i n g t h e

younger g e n e r a t i o n i n Hong Kong.
I n 1963 , t h e r e were 223
t h o u s a n d s t u d e n t s i n 239 A n g l o - C h i n e s e and o n l y 57 t h o u s a n d
i n 96 C h i n e s e Middle s c h o o l s .
The n e a r l y 100 p e r
cent
growth of t h e A n g l o - C h i n e s e s c h o o l s in t h e p a s t two
d e c a d e s i n d i c a t e d t h e community's p r e f e r e n c e
system.
The m a t r i c u l a t i o n f i g u r e s of t h e
for
Chinese
U n i v e r s i t y of Hong Kong from 1969 to 1973 a l s o
indicated
a s t e a d y i n c r e a s e of s u c c e s s f u l m a t r i c u l a n t s from
A n g l o - C h i n e s e s c h o o l s from 45% t o
1620 s t u d e n t s ) .
the
the
6 5 % (from 772 to
The U n i v e r s i t y of Hong Kong a c c e p t s mainly
s t u d e n t s who have o b t a i n e d t h e HongKong
Certificate
4
of Education (English) Examination and completed two
years of sixth form
in Anglo-Chinese schools for its
entrance examination.
In addition to the language of instruction

another important variable in the school system, academic
versus technical training, should be noted.
Due perhaps
both to the British educational structure and to the

Chinese traditional respect for scholarship, Hong Kong
has had a great demand for academically oriented schools.
More than ninety six per cent of the secondary school
population are in the grammar schools which lead to the
five year school leaving certificate.
It appears that
the present dual school system Anglo-Chinese v s . Chinese

Middle produces two types of people differentiated not
so much by the students1 aptitudes or academic interest
as by language of instruction.
These are determinants
of socio-economic status in Hong Kong: one group is

preferred over the other for employment and for further
education.
Such grouping seems wasteful of human
resources in the present society.
A unified system with
comprehensive approaches, namely a school with bi-cultural

training (a balanced programme in Chinese and English)
and an interlinking of academic and technical curricula
should be one of the major goals in the formation of an
improved school system.
In his analysis of Hong Kong's
educational problems, Professor N.K. Henderson wrote,

"The comprehensive school plan seems to give a much
more even opportunity for all children
It
postpones, to some extent, the catastrophic need for

making educational and vocational decisions at the
5
too-early age of 11+; and it does away with some of
the envy with which the chosen grammar school elite
is too commonly surrounded.
Hong Kong experimentation
and solutions must in any case retain these distinct

merits of the comprehensive type of secondary schools."
6
II.
2.1
THE DESIGN AND PROCEDURE
The Sample and The Test Administrators
The present sample included 1102 Form V and

Middle V students in 27 secondary grammar schools.
5l6
students were drawn from 17 Anglo-Chinese and 586 from

10 Chinese Middle schools.
Attempt
was made to achieve
some degree of representativeness in the subject sample.

23 schools were situated in highly urban areas, 4 in the
rural areas; 8 were government schools, 12 subsidized and
7 private schools.
There were 559 male and 543 female
students, drawn from 6 boys' schools, 5 girls' schools

and 16 co-educational schools.
12 schools had no
religious affiliation, 8 were Protestant, 6 Catholic,

and 1 Confucian.
558 and 544

streams respectively.
students were in arts and science

As technical schools represented
only 7% and 1% respectively of the Anglo-Chinese and

Chinese Middle school population, it was decided not to
include them in the sample.
The tests were administered by 26 students

taking the course leading to the Diploma/Certificate in
Education in the autumn of 1969.
The Diploma and
Certificate are both teacher's training courses of the same

standing offered by the Department of Education,
University of Hong Kong for graduates who want to obtain
one year (full-time) or two year (part-time) professional
training to teach in local Anglo-Chinese schools.
7
These testers were given one hour of instruction
on how to administer the tests.
Seventeen of them
conducted the tests in the Anglo-Chinese schools where

they were doing their practical teaching.
setting was therefore not foreign to them.
The school
Sixteen of
them administered the tests in Chinese Middle schools by

formal arrangement with the school heads.
They therefore
had had no previous contact with the schools or the

students before the testing took place.
V/hile most of the testers collected data from

a sample of 25 students, a few tested 50.
All were
asked to tally the data and to return the completed test

papers to the present writer.
The tests were administered during school hours

and completed in a
one-hour period.
The students were
allowed to leave the room as soon as they turned in the

test papers.
On the whole, the students were very
cooperative during the testing period, and most of them

completed the tests within **0 minutes.
Form V and Middle V were the final year in

secondary schools.
Students at this stage would gear
themselves diligently for the coming school leaving

examination in early summer.
The testing was, therefore,
scheduled in the fall, at the beginning of the school

term, so that it would be less affected by the
pressure of work on the students and the examination
climate.
2.2
The Instrument
In the spring of 1969, a pilot study was

conducted using 61 items adapted from the "Study of
Secondary School Social Climate" questionnaire printed
in Coleman's The Adolescent Society (1967).
Two hundred
students in their fifth year (Form V or Middle V ) of 12

secondary grammar schools answered the questionnaire
(Appendix l ) . It was administered in an effort to get
preliminary information about the interests and attitudes
of secondary school students in the two types of school
situations, namely Anglo-Chinese and Chinese Middle
schools, and to discover any procedural difficulties
so that they could be corrected before the full scale
project was launched.
Partly on the basis of the information provided

by this pilot project, 4 sets of questionnaires
with a
total of 96 items, some with sub-items, were constructed

for the present study.
Each item could be answered by
a tick with no writing involved.
Two questionnaires were
in English while the other two were in Chinese.
Test A (Appendix I I ) , in English, consisted of

45 items.
Designed to sample attitudes toward self,
peer group, authority figures, national and cultural

identity, it was a modification of the questionnaire used
in the pilot study.
The student was required to select
one response from a number of alternatives which, except

in three instances, varied from three to six.
are as follows:
Examples
Question 5:
When I start work I shall

a) give all my money to parents.
b) share it with parents.
c) keep my money all to myself.
Question26:
I consider my native country to be

a) Hong Xong,
b) China.
c) Ta iwan.
d) Macao.
e) Other.
T e s t 3 (Appendix I I I ) , in C h i n e s e , had 9 i t e m s .
I t was c o n s t r u c t e d t o measure t r a d i t i o n a l and emergent
a t t i t u d e s towards f r i e n d s , m a r r i a g e , f a m i l y and community
in general.
The t e x t was i n t h e form of every day C h i n e s e
s a y i n g s , each w i t h a m o r a l or e t h i c a l t o n e .
On seven of
t h e i t e m s t h e s t u d e n t was i n s t r u c t e d m e r e l y t o s e l e c t
a l t e r n a t i v e - * from 3 to 5 p r e s e n t e d .
one
The l a s t two
questions involved ranking the a l t e r n a t i v e s ,
A sample
i t e m i s a s follows:
Q u e s t i o n 1:
I f y o u r f r i e n d ' s home i s b e i n g
d e s t r o y e d by f i r e , you w i l l s
a)
b)
( t o w a t c h a f i r e from
t h e o p p o s i t e b a n k of r i v e r meaning
l a c k of concern o r i n d i f f e r e n c e . )
(to steer
in accordance
w i t h t h e wind meaning b e i n g
o p p o r t u n i s t i c about i t . )
c)
(to t a k e a c t i o n o n l y
after careful consideration.)
d)
(to send o h a r c o a l t o a
f r i e n d when i t snows meaning t o
give timely a i d . )
e)
f e a r of
get away q u i c k l y f o r
involvement.)
10
T e s t C (Appendix I V ) , i n E n g l i s h ,
c o n t a i n e d 36
i t e m s a d a p t e d from "The E x p e c t a t i o n ' s Check L i s t Form I I "

for Harvard u n d e r g r a d u a t e s .
Essentially it
of v a l u e s , s e e k i n g t o m e a s u r e v a l u e s and
regarding one's self,
inventory
expectations
s c h o o l and c u l t u r e .
a s k e d t o c h e c k ( w i t h a minimum o f f i v e )
i s an
The s t u d e n t was
a s many i t e m s a s he
deemed d e s c r i p t i v e of "Something a p u p i l i n a s e c o n d a r y
school should b e " .
Item 1 to 5:
For e x a m p l e :
He o r s h e
should
1.
be kind,
2.
be friendly.
3.
be tolerant.
4.
be obedient.
5.
be independent.
Each respondent completed 4 copies of the check

list: first for his expectations of himself; second for his
perceived expectations of his parent(s); third of his
teacher(s); and fourth, of his close friends in school
(peers).
Test D (Appendix V ) , in Chinese, with six major

items, concerned creeds and customs, pertaining to
festivals, rituals, religion, medical treatment and food
habits.
For each item, the student made choices from check
lists ranging from 7-15 aub-items, in only one of which

(medical treatment) was the response limited to a single
choice.
For example, regarding rituals, the student was
asked about ancestors' birthdays and/or deathdays, birthday

celebrations, new born celebrations, wedding ceremonies,
funeral rituals, adoption ceremonies, visits to sick
relatives and visits to sick friends.
He was to indicate
which of these he and his family observed together, which

only his family observed and which only he observed.
11
III.
3.1
FINDINGS OF STUDY
The Concepts of Values and Attitudes
In most general terms, the concepts of attitudes

and values concern the individual's orientation toward
aspects of his personal and impersonal environment and
toward himself.
The terms attitudes and values are used
interchangeably in this study.
Values are things or
complex events in which people are interested
things
that they want, desire to be or become, worship, enjoy

or feel to be obligatory.
Values are meaningful,
affectively invested pattern principles that guide human

action.
The concept of attitude is most frequently

formulated in terms of a "state of readiness for motive
arousal" or a "readiness to act" in a given consistent
manner toward a specified class of stimuli.
Attitudes
are further elaborated as having cognitive, affective and

conative components.
Since many reviews of this concept
are available in the literature (e.g. Allport, 1935;

Green 1954) further elaboration of the various viewpoints
does not seem appropriate in this discussion.
The concept of values has been well developed

in the field of philosophy.
But in its formulation there
is reasoaable convergence of psychological, anthropological

and sociological points of view.
Lewin (1944) spoke of
values as influencing and guiding behaviour, determining

which aspects of the phenomenological world have positive
or negative valence.
Similarly, Erikson (1950) in
12
d i s c u s s i n g h i s S i g h t S t a g e s of Man t r e a t e d v a l u e s as
internalized agents.
M o r r i s (1968) p o s t u l a t e d
b a s i c d i m e n s i o n s of v a l u e and s e v e n
( p a t t e r n e d human v a l u e s ) .
three
life-orientations
He a l s o l i s t e d
thirteen
c o n c e p t i o n s of good l i f e o r p o s s i b l e "ways t o
live".
From t h e s o c i o l o g i c a l p o i n t of v i e w , W i l l i a m s
(1958) d e s c r i b e d a v a l u e as "any a s p e c t of a
situation,
event, or object t h a t i s invested with a p r e f e r e n t i a l

i n t e r e s t as b e i n g ' g o o d ' ,
like.
'bad',
' d e s i r a b l e ' " , and t h e
" V a l u e s a r e not c o n c r e t e g o a l s of a c t i o n , b u t
r a t h e r t h e c r i t e r i o n b y which g o a l s a r e c h o s e n . "
King
(1961) c o n s i d e r e d , from t h e c o n c e p t u a l p o i n t of v i e w ,
t h a t v a l u e s a r e a prominent p a r t of c u l t u r e as w e l l as
meaningful c o n s t r u c t s in p e r s o n a l i t y . Thus,
t h e y have
g e n e r a l a p p l i c a b i l i t y t o an u n d e r s t a n d i n g of t h e
social
m i l i e u and t h e b e h a v i o u r o f groups as w e l l a s t h e a c t i o n s
of i n d i v i d u a l s .
V a l u e s may be t h o u g h t of as o r d e r i n g
m e c h a n i s m s , o r a s l o n g - t e r m commitments to a c t i o n which
o p e r a t e t o s e t g o a l s and d e t e r m i n e
choices.
The a n t h r o p o l o g i s t , L i n t o n ( 1 9 6 4 ) , t r e a t e d
shared values as c u l t u r a l v a l u e s ,
all
A v a l u e may be d e f i n e d
a s an e l e m e n t , common t o a s e r i e s of s i t u a t i o n s , which
i s capable of evoking a
covert i-esponse i n t h e
individual.
An a t t i t u d e may be d e f i n e d a s t h e c o v e r t r e s p o n s e evoked
by s u c h an e l e m e n t .
The c o n t e n t of s u c h r e s p o n s e s seems
t o be l a r g e l y e m o t i o n a l b u t may i n c l u d e o t h e r t y p e s of
r e s p o n s e such a s a n t i c i p a t i o n s .
The v a l u e and a t t i t u d e
t o g e t h e r form a s t i m u l u s - r e s p o n s e c o n f i g u r a t i o n
w i l l be r e f e r r e d
to as a v a l u e - a t t i t u d e
system.
which
13
C u l t u r a l v a l u e s v a r y among c u l t u r e s and w i t h i n
a g i v e n c u l t u r e ; y e t c e r t a i n p e r s i s t e n t l i f e problems have
had t o be f a c e d by a l l human s o c i e t i e s .
I n a t t e m p t i n g to
a n a l y z e t h e s e , F l o r e n c e K l u c k h o l n (1954) i d e n t i f i e d
five
problems a s c r u c i a l to a l l s o c i e t i e s , n a m e l y , how t h e i r
members v i e w : ( l ) human n a t u r e ; (2) t h e i r r e l a t i o n s h i p
n a t u r e ; (3)
t h e i r o r i e n t a t i o n t o t i m e ; (4)
orientation to a c t i v i t y ;
to
their
(5) t h e i r r e l a t i o n s h i p to o t h e r s .
A l t h o u g h t h e s e problems can be s o l v e d i n a wide v a r i e t y

of w a y s , X l u c k h o l n h y p o t h e s i z e d t h a t t h e r e was a l i m i t t o
t h e number of s o l u t i o n s p o s s i b l e .
W i t h i n any g i v e n
s o c i e t y a t any g i v e n t i m e , numerous v a r i a n t s o l u t i o n s
a v a i l a b l e , but actual behaviour i s influenced
are
primarily
by t h e dominant c o n c e p t i o n of t h e answers to
these
questions.
conceptions,
These " g e n e r a l i z e d and o r g a n i z e d
influencing behaviour,
'of n a t u r e , of m a n ' s p l a c e in
it,
of man's r e l a t i o n to man, and of t h e d e s i r a b l e and nond e s i r a b l e a s t h e y r e l a t e t o man-environment and interhuman

r e l a t i o n s " may be termed a v a l u e o r i e n t a t i o n
(Clyde
Kluckhohn, 1951 ) .
Westby-Gibson ( 1965 ) i n d i s c u s s i n g v a l u e
o r i e n t a t i o n s s t a t e d "The dominant and v a r i a n t v a l u e
o r i e n t a t i o n s b o t h between
and w i t h i n c u l t u r e s can be
viewed s y s t e m a t i c a l l y , y e t t h e y a r e dynamic.
As t h e
p r e s e n t g e n e r a t i o n of O r i e n t a l - A m e r i c a n s , f o r
example,
moves away from t h e t r a d i t i o n a l p a t t e r n of l i n e a l
familial
r e l a t i o n s h i p s t o more i n d i v i d u a l i s t i c o n e s , d i s o r g a n i zation r e s u l t s .
Communities w i t h l a r g o p o p u l a t i o n s
o f C h i n e s e - A m e r i c a n s , h i t h e r t o renowned for their

l a c k of d e l i n q u e n c y , a r e c o n f r o n t e d f o r t h e
first
time w i t h an i n c i d e n c e of d e l i n q u e n c y among
Chinese-American
adolescents.
In such
situations
older family members, often perplexed and unable to

understand the breakdown in traditional modes of conduct,
deplore the actions of the younger generation which no
longer reveres its ancestors and respects its elders".
This notion appeared to apply closely also to the Hong
Kong situation.
3.2
Values and Expectations
The thirty six value items in the Expectations

Test (Test C) may, as in the following columns, be
categorized into one of three spheres:
Personal Values
Educational Values
Cultural Values
kindness
creativity
friendliness
c u r i o s i t y and
inquisitiveness
writing s k i l l
s t r e n g t h in E n g l i s h
knowing n o t d o i n g
new i d e a s
tolerance
obedience
independence
honesty
civic-mindedness
sociability
striving for
excellence
extra-curricular
activities
university
education
good manners and

appearance
responsibility
b a l a n c e of work
and l e i s u r e
being a s c i e n t i s t
individuality
being a t ease
g e t t i n g good g r a d e s
w i t h o p p o s i t e sex
respect for
western influence
privacy of e t h e r s
family-mindedness
diligence
s t r e n g t h i n Chinese
caution in
friendship
being a humanist
r e s p e c t for Chinese
tradition
bi-cultural
influences
o r i e n t a t i o n to
nature
o r i e n t a t i o n to p a s t
orientation
future
As mentioned p r e v i o u s l y , t h e d i r e c t i o n s were t o
to
check
a s many i t e m s a s t h e s t u d e n t c o n s i d e r e d d e s c r i p t i v e
h i s own v a l u e s , b e i n g s u r e t o check a t l e a s t f i v e
of t h e 3 6 .
of
items
15
After completing this check-list, they were
asked to complete a second one with the same value
items repeated.
This time, they were told to check
what itonsthey considered would describe their parents'

expectations.
The same items and procedures were
repeated two more times, one for their estimates of

their teachers' expectations, and the other for their
estimates of their peers' expectations.
The test thus
yielded four sets of data for each group, AngloChinese and Chinese Middle: their expectations for
self (Se) , their perceptions of parents' (Pa),
teachers' (Te) and peers' (Pe) expectations.
Perceived Values
One way of understanding behaviour is from

the internal frame of reference of the individual
himself.
Learning the student's peroeived values of
his parents, teachers and peers yields an important

variable of the self.
The student's perception of his
parent would not be identical to the parents' own

rating nor would teachers and peers necessarily agree
with the students'perceptions.
Some modicum of
consistency between the actual and the perceived might

be expected.
These three groups, parents, teachers
and peers are the significant others who teach the

child (student) through their behaviour in his
presence and the feelings and attitudes they express.
The child learns roles and socialized behavior through
a combination of techniques, but the directions of
development depend
basically on the directions of
16
others and the development of a self (sikin 1961).
Lewin's theory (1935) on phenomenological personality
cited an example of a mother who threatened her child
by using the power of the policeman.
The mother knew
very well it was only a threat but hoped that, thereby,

the child would perceive the policeman as a punishing
agent and refrain from bad behaviour.
Furthermore,
his attitude towards policeman would also be affected.

Therefore, the perceived values of the parents, teachers
and peers are a reflection of the students' own values
and important for the understanding of self.
Traditional and Emergent Values
Twenty six teachers-in-training were asked

to judge whether the 36 value items were traditional
or emergent.
Traditional values were defined as
those practiced by grandparents' generation which are

still being observed today.
Emergent values denote
those adopted in the past two decades and apparently

gaining acceptance among young people.
As a result,
15 items were deemed to be emergent (each item received

18 to 26 votes) and 19 were considered traditional.
Two items (being a scientist or a humanist) were
indeterminate, each having received a similar number
of checks, 12 for emergent and 14 for traditional.
However, for the convenience of classification, being
a humanist was included among the traditional values
while being a scientist was added to the emergent
values.
17
Important and Unimportant Values
The degree of importance attached to each

value was classified according to the proportion of the
total group of 1102 students which checked that item.
Thus, 11 items which were checked by 50-80% of the
subjects were considered to be of high or moat importance;
21 items checked by 20-48% of the group are deemed to
be of medium importance; only 4 items received so few
checks, 4-15%, that they were considered unimportant
or of low value.
The following chart shows the number
and percentage of responses to each item by the total

sample.
Less
important
values
Important
values
Most
important
values
48
47
43
42
41
39
37
36
33
27
528
515
475
455
448
435
409
396
369
299
04
50
547
39
53
589
15
56
621
169
N=1102
acceptance of Western influence
being a scientist
individuality
strength in English
curiosity and inquisitiveness
civic-inindedness
extra-curricular activities
creativity
university education
being at ease with opposite sex
sociability
independence
orientation to future
balance work and leisure
new ideas
Emergent Values
22
10
09
114
96
40
444
242
45
495
27
46
503
296
46
509
27
47
519
299
50
553
28
52
574
310
53
587
34
responsibility
56
622
369
diligence
68
742
37
kindness
69
761
411
honesty
81
knowing not doing
orientation to the past
striving for excellence
being a humanist
getting good grades
orientation to nature
writing skill
family-mindedness
tolerance
respect privacy of others
respect Chinese tradition
strength in Chinese
good manners and appearance
caution in friendship
obedience
bi-cultural influence
friendliness
Traditional Values
83
917
898
N=1102
Table 3.2
Profile of Values
ess
important
values
Important
values
Most
Simportant
values
18
19
3.3
General Treatment of Statistics
Some unanticipated difficulties arose when

analysis of these data was attempted.
Despite the fact
that A C constituted slightly less than 47$ of the total

sample of subjects (516/1102), in each of the four sets of
value data, their responses comprised more than half
the total.
Of the total 15,533 checks (responses) under
the Se condition 8201 or approximately 53% of these were

made by AC, and similarly for the other three sets of
data: 55$ of Pa, 55$ of T e , and 5 4 % of Pe.
This
unbalanced condition, in which 53$ or more of the

responses came from approximately 4 7 % of the responders,
made the simple Chi-squared statistic inapplicable, for
as one would expect and as preliminary analysis confirmed,
the Anglo-Chinese appeared to value most of the items
more highly than did the Chinese.
Since this seems to
be more a result of the more numerous responses of the

AC group than an accurate reflection of the relative
values of these groups, a different approach was considered necessary
one in which expectancies are
computed not against the 47/53 (AC/c) subject split but

against the 53/47, 55/45, etc.
AC/C response distribution.
The logic is somewhat like that employed in the AllportVernon (1960) treatment of values in which the person is
treated as a universe, and his specific values are
measured in relation to his total value-sphere.
In the
present instance, responses of each group to a given

value are weighted in reference to the total response
frequency of that group before being compared to the
responses in the other group.
is checked by 294 AC and 280 C.
For example, "Obedience"

But the 294, part of a
20
p o o l of 8201 r e s p o n s e s , i s , r e l a t i v e l y s l i g h t l y
less
t h a n t h e 280 which i s from a p o o l o f o n l y 7332 ( 4 . 5 1 %

v s . 4.51%).
The C h i - s q u a r e h e r e w o u l d , c o n s e q u e n t l y be
d e t e r m i n e d b y : ( l ) a d d i n g t h e two o b t a i n e d
frequencies
280 and 294; (2) computing t h e e x p e c t e d f r e q u e n c i e s

t a k i n g 53 and 47 p e r c e n t of
t h e sum.
by
The e x p e c t e d
f r e q u e n c y i n t h e group w i t h t h e s m a l l e r N (AC), 3 0 3 , i s
t h u s l a r g e r than t h a t i n t h e o t h e r ( c ) , 269 s i n c e i t
b a s e d on t o t a l f r e q u e n c y of r e s p o n s e .
Chi-squared
t h i s item i s
A s i m i l a r p r o c e d u r e was f o l l o w e d i n a s s e s s i n g
difference
i n each of t h e v a l u e s under a l l
c o n d i t i o n s ( S e , Pa, T e , P e ) .
1.
2.
3.
4.
5.
6.
Anglo-Chinese
self
parent
teacher
peer
Anglo-Chinese/Chinese
four
the
is
for
21
3.4
Rela t i o n s h i p
The d e g r e e of r e l a t i o n s h i p between A n g l o - C h i n e s 3
and Chinese s t u d e n t s ' r e s p o n s e s t o t h e v a l u e
inventory
( T e s t C) was a s s e s s e d by u s i n g a v a r i a t i o n of
S t e p h e n s o n ' s method (1953) of c o r r e l a t i n g p e r s o n s
of t e s t s .
I n t h i s i n s t a n c e , t h e 36 v a l u e s were
treated
a s p e r s o n s ; A n g l o - C h i n e s e was one T e s t s i t u a t i o n ,
Chinese was t h e o t h e r .
The f r e q u e n c y w i t h
For
i t e m ("be k i n d " ) was checked by 378
A n g l o - C h i n e s e and 383
C h i n e s e ; i t e m two ("be
hy 455 and 462 r e s p e c t i v e l y .

coefficient
and
which one
group checked a given v a l u e c o n s t i t u t e d a s c o r e .

example, the f i r s t
instead
T h u s , i n computing t h e
of c o r r e l a t i o n , X
was 383 and Y was 4 6 2 , e t c .
friendly")
was 3 7 8 , X
was 4 5 5 , Y
(see Table 3 . 4 ) .
The b a s i c c o r r e l a t i o n , t h a t between t h e s e l f
r a t i n g s of A n g l o - C h i n e s e and Chinese s t u d e n t s i s impressively high (r = 0.88, P < 0.01).
The two g r o u p s
a l s o p e r c e i v e d t h e i r p a r e n t s , t e a c h e r s and p e e r s
as i n d i c a t e d by
r ' s of 0 . 9 0 , 0 . 8 2 and 0.82
similarly
respectively.
(P < 0.01 i n e a c h i n s t a n c e ) .
Both g r o u p s had a h i g h r e l a t i o n s h i p between
t h e i r p e r c e p t i o n of t h e m s e l v e s and of t h e i r
peers
(AC: r = 0 . 9 2 and Cs r = O . 8 7 ) .
The Chinese g r o u p , w i t h r = 0 . 8 0 and r = 0 . 8 5
between s e l f - r a t i n g and p e r c e i v e d p a r e n t s ' and t e a c h e r s '
e x p e c t a t i o n s , had a g r e a t e r t e n d e n c y t o conform t o what
i t b e l i e v e s a u t h o r i t y f i g u r e s e x p e c t than d i d t h e A n g l o Chinose g r o u p , w i t h r = 0 . 7 0 and r = 0 . 7 3 .
The s u b j e c t s
22
i n t h e sample from t h e Chinese s c h o o l s , moreover,

t h e i r p e e r s as h a v i n g v a l u e s more l i k e t h o s e of
p a r e n t s and t e a c h e r s
(r
perceiv-
their
0.77 and r = O.83) t h a n d i d
t h o s e i n A n g l o - C h i n e s e sample ( r = 0 . 5 9 and r = O . 7 5 ) .
F u r t h e r m o r e , t h e p a r e n t s and t e a c h e r s of t h e C h i n e s e grouj
w e r e b e l i e v e d t o a g r e e more about t h e i r e x p e c t a t i o n s
the younger g e n e r a t i o n ( r = 0.80)
than t h e i r
of
counterparts
i n t h e Anglo-Chinese group ( r = O . 6 0 ) .
Although b o t h groups w e r e , a s a w h o l e , v e r y
2
much a l i k e , t h e X t e s t of many i n d i v i d u a l i t e m s
demonstrated s i g n i f i c a n t
b a s i s of t h e s e f i n d i n g s
differences.
I t was on t h e
t h a t the d a t a in the f o l l o w i n g
c h a p t e r s were d i s c u s s e d and analyzed in d e t a i l .
Table
3.k
Relationship
Similarities
Relationship Between AC -C
for 36 Values
AC
Se
Se
0. 88
Pa
Pa
O.90
Te
Te
0.82
Pe
Pe
0.82
r*
Relationship iJithin C
Relationship Within AC
r*
r*
Se
Pa
0.70
Se
Pa
0.80
Se
Te
0.73
Se
Pe
0.92
Se
Se
Te
Pe
0.85
0.87
Pa
Te
0.60
Pa
Te
0.80
Pa
Pe
0.59
Pa
Pe
0.77
Te
Pe
0.75
Te
Pe
0.83
r* of 0.^2 significant at one per cent level
23
In order t o a s s e s s possible d i f f e r e n c e s
between
t h e AC and C a l o n g an e m e r g e n t - t r a d i t i o n a l d i m e n s i o n ,
the
f r e q u e n c y of r e s p o n s e t o e a c h of t h e v a l u e s r e l a t i v e t o t h e
group t o t a l ( o r p e r c e n t ) was t r e a t e d as a s c o r e .
According
t o t h e h y p o t h e s i s under e x a m i n a t i o n , one would e x p e c t the

AC t o s c o r e h i g h e r on t h e emergent v a l u e s , lower on the
traditional,
than the C h i n e s e ,
Difference
scores were,
t h e r e f o r e , o b t a i n e d by s u b t r a c t i n g t h e C h i n e s e s c o r e for
each of t h e 15 emergent v a l u e s from t h a t of t h e A n g l o C h i n e s e , and v i c e v e r s a ( A n g l o - C h i n e s e s u b t r a c t e d from
C h i n e s e ) f o r t h e 19 t r a d i t i o n a l v a l u e s .
F o r example, 312 Anglo-Chinese and 216 Chinese
check I n d e p e n d e n c e (an emergent value)," i n p e r c e n t t h e s e
a r e 3S0 and 2,95 r e s p e c t i v e l y .
Obedience (a
traditional
v a l u e ) i s checked by 294 A n g l o - C h i n e s e and by 280 Chinese

o r 3 . 5 8 and 3 . 8 2 p e r c e n t r e s p e c t i v e l y .
s c o r e s a r e : f o r Independence
The d i f f e r e n c e
3 . 8 0 - 2,95 or + 0 , 9 5 ; f o r
-Obedience - , 3 . 8 2 - 3 . 5 8 o r + 0 . 2 4 .
The mean of t h e s e 34 d i f f e r e n c e s c o r e s
p r o v i d e a measure of r e l a t i v e d i f f e r e n c e
in value
o r i e n t a t i o n along the e m e r g e n t - t r a d i t i o n a l
(see Tables
3,4a-b).
thus
dimension,
24
Table 3.4a
Relationship
Differences
i n Emergent T r a d i t i o n a l
Values
Self
Parents
Teachers
Peers
Md.
+0.265'
+0.006>J
+0.411/.
*SE
0.11^
0.12%
0 . 1 4>'
2.36
0.15
2.93
+0.37'/^
0.185?
2.06
t
(t
of2.55and 1.65, s i g n i f i c a n t
per cent
a t one and f i v e
levels, respectively one-tailed
Within AC
test)
Within C
Gelf-Teachers
Md
.06
+ .08
.13
.06
SE
.14
.43
Self-Peers
Md
3E
.03
.08
+ .09
.38
.06
Md
+ .59
+ .37
SE
.13
4.51
.15
2.47
+ .04
+ .06
1.57
.04
.14
Self-Parents
Teachers-Peers
Md
SE
1.51
.03
( t o f 2 . 5 8 a n d 1 # 96, s i g n i f i c a n t
a t one and
five
p e r c e n t l e v e l s , r e s p e c t i v e l y t w o - t a i l e d
* Md
* SS
=
=
Mean d i f f e r e n c e
Standard error
test)
Te
Pe
Self
Self
Te
Pe
Pa
Pa
AC
AC
AC
C
C
C
AC
C
0.59
0.73
0.60
0.74
0.78
0.94
0.96
0.98
to mean values of 15 emergent values)
Score (Ratio of mean values of 19 traditional
Relationship
Table 3.4b
25
26
3.5
Personal Values
Similarities between AC and C groups:

(see Table 3.5)
Both groups considered honesty, friendliness;

kindness and responsibility among the most important
values.
Civic-mindcdnoss, striving for excellence,
having acceptable manners and appearance, being at ease

with opposite sex, sociability, privacy were all deemed
to be important values,
3oth groups perceived their parents as holding

honesty, kxndness, friendliness and responsibility to be
the most desirable values.
Both saw their teachers as valuing most highly

honesty, friendliness, kindness and responsibility i with
independence, being at ease with opposite sex and
respecting the privacy of others as important.
Similarly for the perception of their peers:

friendliness, honesty, kindness are believed to be most
important values; sociability, striving for excellence,
civic-mindedness are also important.
Specific differences between AC and C groups:

(see Table 3.5a)
In the self-ratings, AC placed significantly

more value on independence than C while the latter
regarded friendliness and honesty as relatively more
important than did AC.
27
In their perception of parents' values, AC
rated significantly higher sociability, striving for
excellence, having acceptable manners and appearance,
accepting responsibility and respecting privacy of others
while G emphasized kindness and civic-mindedness more.
In their perception of teachers' values,

AC checked significantly more often sociability,
individuality, striving for excellence, having acceptable
manners and appearance and respecting privacy of others.
C significantly more often noted kindness and honesty.
In their perception of peers' values, AC

placed significantly more importance on being
individualistic accepting responsibility and respecting
privacy of others.
C checked friendliness more often.
Similarities within AC groups:

(see Table 3.5)
The students perceived that they and their

parents agreed that honesty, kindness and responsibility
are most important values.
Sociability, individuality,
striving for excellence, having acceptable manners and

appearance, respecting privacy of others were also
important values.

teachers regarded honesty, kindness, responsibility
as the most important values.
Civic-mindedness,
sociability, individuality, striving for excellence,

having acceptable manners and appearance, being at ease
with opposite sex were important.
23
The students perceived that they and their peers
considered friendliness, honesty, kindness and responsibility were most important.
Sociability, independence,
individuality, striving for excellence, having acceptable

manners and appearance, being at ease with opposite sex,
respecting the privacy of others were also important
va1ues.
Specific differences within AC groups:

(see Table 3.6a)
Between the perception of themselves and of

parents, the students valued independence, civic-mindedness,
being at ease with opposite sex and friendliness
more
while the parents were more for striving for excellence.
Between the students' self-concept and their

perception of teachers, the students placed more value on
independence, being at ease with opposite sex, respect
for
privacy of others, and friendliness, while teachers were

more for striving for excellence.
Between students and their perception of peers,

the students believed
independence to be of greater
importance.
Similarities within C groups:

(see Table 3.5)

parents regarded kindness and honesty as most important.
Independence, civic-mindedness, striving for excellence,
having acceptable manners and appearance were also
29
The s t u d e n t s p e r c e i v e d t h a t t h e y and
t e a c h e r s deemed h o n e s t y and k i n d n e s s a s most
their
important,
i n d e p e n d e n c e , c i v i c - m i n d e d n e s s , s o c i a b i l i t y , s t r i v i n g Tor
e x c e l l e n c e , h a v i n g a c c e p t a b l e manners and a p p e a r a n c e
important.
The s t u d e n t s p e r c e i v e d t h a t t h e y and
their
p e e r s c o n s i d e r e d f r i e n d l i n e s s , h o n e s t y and k i n d n e s s most
important.
Independence, civic-mindedness,
individuality, s t r i v i n g for excellence,
sociability,
acceptable
manners and a p p e a r a n c e and e a s e w i t h t h e o p p o s i t e s e x

a r e i m p o r t a n t to b o t h .
S p e c i f i c d i f f e r e n c e s w i t h i n C groups:
(see Table 3.7a)
3etween s t u d e n t s ' view of t h e m s e l v e s and

p e r c e p t i o n of p a r e n t s , s t u d e n t s v a l u e d
their
sociability,
i n d i v i d u a l i t y , - b e i n g a t ease with opposite sex, r e s p e c t

f o r t h e p r i v a c y of. o t h e r s and f r i e n d l i n e s s more.
They
p e r c e i v e d t h e i r p a r e n t s a s p l a c i n g s i g n i f i c a n t l y more
v a l u e on k i n d n e s s .
Between t h e p e r c e p t i o n of t h e m s e l v e s and of
t e a c h e r s , t h e s t u d e n t s p l a c e d g r e a t e r v a l u e on i n d e p e n d e n c e ,
i n d i v i d u a l i t y , b e i n g a t e a s e w i t h o p p o s i t e sex and
respect
for
privacy.
Between s t u d e n t s and p e e r s ,
was v a l u e d more by s t u d e n t s .
responsibility
30
Table 3.5
Comparison of Values
(n indicates positive responses)
Se If
Personal Values
Parents
Teachers
Peers
AC
n
AC
c
n
n
386 385
437 497
* kindness
378 383
369 407
C
n
317 38O
* friendliness
455
332 295
206 154
351 377
217 144
409 396
148 202
384 426
245 175
435 474
244 172
209 179
222 139
109 72
178 107
280 186
297 219
187 92
C
n
AC
n
462
312 216
independence
446 452
* honesty
civicmindedness
227 182
sociability-
281 234
individuality
176 123
excellence
119 123
296 223
manners and
appearance
AC
n
C
n
313 188
180
69
172 107
268 172
275 199
307 124
276 163
221 151
322 211
opposite sex
319 303
263 212
85
318 223
181 112
privacy
282 213
95
194 110
* respon sibility
145
220
most important values
141 115
31
T a b l e 3.5a
Specific Differences;
V a l u e s Between Anglo-Chine3e and Chinese Groups
AC - C:
AC significantly more
emergent
self
C significantly more
emergent
2
independence
7.5*+**
2
&be
a scientist
9,99**
39.62**
creativity-
extra-cur ricular 27.42**

activities
o acceptance of
Western influence 5. SO*
traditional
traditional
x2
cautious in
friendship
X2
4.72*
friendliness
4.07*
honesty
3.39*
8.32**
diligence
write well
strength in
Chinese
^.knowing and not
doing
4.57*
32.82**
6.53*
**
> 6.64 significant at one per cent level
> 3*84 significant at five per cent level
* unimportant value
Table 3.5a ( c o n t . )
AC C: p a r e n t s
AC
AC ssignificantly
i g n i f i c a n t l y more
mcire
emergent
emergent
ccreativity
reativity
sociability
sociability
curiosity
curiosity
extra-curricula
e x t r a - c u r r i c u l a :r
r
activities
activities
at ease with
opposite sex
0.92**
0.92**
5.66*
5*66*
9.37**
9.37**
10.67**
10,67**
C ssignificantly
C
i g n i f i c a n t l y more
emergent
emergent
ccivic-mindedness
ivic-mindedness
?
,r2
;
21.82**
21.82*-
6.00*
traditional
cautious in
friendship
1.13**
striving for
excellence
5.95*
traditional
kindness
X2
17.21**
10.74**
acceptable
manners and
appearance
being a humanisit 6.64**
responsibility
pr iva cy
6.51*
27.71**
**
*
X
p
X
>6.6k s i g n i f i c a n t a t one p e r c e n t l e v e l
>3.84 s i g n i f i c a n t a t f i v e per cent l e v e l
33
Table 3,5a
(cont.)
AC - C: Teachers
AC s i g n i f i c a n t l y
emergent
more
creativity
sociability
i n d i v i d ua l i t y
extra-curricular
activities
a t case w i t h
opposite sex
traditional
23.43**
4.77*
29.30**
47.15**
C s i g n i f i c a n t l y nor e
emergen t
NONE
5.24*
2
striving for
excellence
4.94*
acceptable manners
and appearance
5.9&*
traditional
v2
kindness
24.86**
honesty
18.24**
strength in
Chinese
46.55**
getting good grades 25. 44**

privacy
9.32**
bi-culturally
oriented
5.11*
A3 - C: P e e r s
emergent
more
,2
creativity
18.57**
individuality
13.18**
more
NONE
7.65**
curiosity
new
C significantly
emergent
21.04**
ideas
extra-curricular
activities
traditional
responsibility
privacy
35.50**
more
r2
50.46**
4.11*
C significantly
traditional
more
friendliness
19.05**
strong
23.65**
in Chinese
**
>
6.64 significant at one per cent level
>
3.84 significant at five per cent level
34
3.6
School Values
S i m i l a r i t i e s between AC and C groups:

(see Table 3.6)
The s t u d e n t s r a t e d new i d e a s and b a l a n c e of
work and l e i s u r e a s most i m p o r t a n t .
Curiosity,
writing
s k i l l , strength in English, r e c e i v i n g a universitye d u c a t i o n and g e t t i n g good g r a d e s were i m p o r t a n t .

Tlie s t u d e n t s p e r c e i v e d t h a t t h e i r
deemed g e t t i n g good g r a d e s , r e c e i v i n g
parents
university-
e d u c a t i o n , w r i t i n g w e l l , h a v i n g s t r e n g t h i n E n g l i s h and
being a s c i e n t i s t
important.
The s t u d e n t s p e r c e i v e d t h a t t h e i r
teachers
v a l u e d w r i t i n g s k i l l and new i d e a s as t h e most
important
school v a l u e s .
getting
Being c u r i o u s and i n q u i s i t i v e ,
a u n i v e r s i t y e d u c a t i o n and b e i n g a s c i e n t i s t were a l s o
important.
The s t u d e n t s p e r c e i v e d t h a t t h e i r
peers
deemed b a l a n c i n g work and l e i s u r e , r e c e i v i n g a u n i v e r s i t y

e d u c a t i o n , g e t t i n g good g r a d e s , w r i t i n g w e l l and h a v i n g
strength in English important.
S p e c i f i c d i f f e r e n c e s between AC and C g r o u p s ; - (see Table 3.5a)

I n t h e s t u d e n t s ' p e r c e p t i o n of t h e m s e l v e s , AC,
more t h a n C, v a l u e d c r e a t i v i t y ,
extra-
c u r r i c u l a r a c t i v i t i e s and a c c e p t a n c e of Western
w h i l e C s t r e s s e d more w r i t i n g s k i l l , b e i n g a
and knowing r a t h e r than d o i n g .
influence
scientist
I n t h e i r p e r c e p t i o n of t h e p a r e n t s 1
AC saw them a s e m p h a s i z i n g s i g n i f i c a n t l y more
i n q u i s i t i v e n e s s and p a r t i c i p a t i o n i n
groups,
creativity,
extra-curricular
activities.
I n t h e i r p e r c e p t i o n of t h e t e a c h e r s '
AC r e s p o n d e d s i g n i f i c a n t l y more o f t e n to b e i n g
g e t t i n g good g r a d e s and emphasizing
groups,
creative,
extra-curricular
activities.
I n t h e i r p e r c e p t i o n of t h e p e e r s 1 g r o u p s ,
AC checlced s i g n i f i c a n t l y more o f t e n
creativity,
i n q u i s i t i v e n e s s , a c c e p t a n c e of new i d e a s , and emphasis

on e x t r a - c u r r i c u l a r
activities.
S i m i l a r i t i e s w i t h i n AC g r o u p :
(see Table 3.6)
The s t u d e n t s and t h e i r p e r c e p t i o n of
parents
a g r e e d t h a t b a l a n c i n g w o r t and l e i s u r e , r e c e i v i n g a
u n i v e r s i t y e d u c a t i o n , h a v i n g s t r e n g t h in E n g l i s h and
w r i t i n g s k i l l are important school v a l u e s .
The s t u d e n t s and t h e i r p e r c e p t i o n of
v a l u e s c o n s i d e r e d new i d e a s to be most
teachers'
important.
Creativity, extra-curricular activities,
university
e d u c a t i o n , b a l a n c e of work and l e i s u r e were a l s o

important.
The s t u d e n t s and t h e i r p e r c e p t i o n of p e e r s
r e g a r d e d b a l a n c e of work and l e i s u r e ,
creativity,
i n q u i s i t i v e n e s s , s k i l l in w r i t i n g , s t r e n g t h in
extra-curricular activities,
good g r a d e s a l l a s i m p o r t a n t .
university
English,
education,
36
Specific differences within AC groups:
(see Table 3.5a)
Between the students and their peroeived values
of parents, the students significantly more often valued
creativity, inquisitiveness, acceptance of new ideas and
emphasis on extra-curricular activities.
The parents
were perceived significantly more as valuing university

education and good grades.
Between the students and their perceived values

of teachers, the students significantly more often checked
inquisitiveness, acceptance of Western influence and
emphasis on knowing and not doing while the teachers were
seen significantly more as valuing writing skill.
Between the students and their peroeived values

of peers, the peers were seen as significantly more
likely to accept Western influence.
Similarities within C groups:

(see Table 3.6)
The students and their perceived parents'
values agreed that new ideas, university education,
writing skill and strength in English were important ,
The students and their perceived teachers 1

values deemed new ideas as most important.
Receiving a
university education, getting good grades, being

creative, having strength in English, participating
in extra-curricular activities wereall important.
37
The students and their perceived peers'
values considered creativity, writing skill, university
education, balance of work and leisure important.
Specific differences within C groups:

(see Table 3.7a)
Between students and their perceived parents'
values, the students placed significantly more emphasis
on inquisitiveness, acceptance of new ideas, emphasis
on extra-curricular activities and balance of work
and leisure.
The parents were significantly more often
believed to value good grades and being a scientist.
Between the students and their perceived

teachers' values, the teachers' values were seen as
significantly higher on strength in English, writing
skill and acceptance of Western influence.
Between the students and their perceived

peers' values, the students felt themselves to value
more inquisitiveness and openness
to new ideas while
the peers were more seen as valuing acceptance of Western

influence and getting good grades.
30
Table 3.6
(n indicates
School Values
positive responses)
SelLf
creativitycuriosity and.
inquisitiveness
writing skill
strength in
English
^ knowing not
doing
Parenits
AC
C
n
n
304 144
AC
n
C
n
175
215 181
131
97
68
175 194
200 169
206 195
177 166
38
58
43
32
new ideas
323 298
176 201
extra-curricular
activities
286 147
129
university
education
balance work and
leisure
being a scientist
getting good
grades
Petjrs
AC
n
C
n
303 154
C
AC
n
n
265 145
137 133
167
331 338
151 173
182 184
313 217
77
68
52
99
56
63
311 257
290 112
260 136
252 109
226 229
273 222
261 241
185 196
313 276
275 192
308 214
281 203
69 100
102 119
293 227
141 138
86 111
274 131
183 171
171 128
Western influence
Teacllers
29
10
22
13
most important values

unimportant values
44
35
63
37
39
Table 3.6a
Specific Differences;
Values Within Chinese Group
C; S e l f S e l f s i g n i f i c a n t l y more
emergent
P a r e n t s s i g n i f i c a n t l y more
emergent
x2
sociability
X2
civic-mindedness
11.39**
individuality
6.32*
curiosity
3k.9k**
new
6.55*
22.58**
ideas
extra-curricular
activities
b a l a n c e work and
leisure
a t ease with.
opposite sex
future oriented
^ being a
8.84**
P a r e n t s s i g n i f i c a n t l y mcr ;
traditional
x2
15.22**
in
/2i p a s t
grades
oriented
44.27**
3.93*
28.26**
9,45**
bi-culturally
oriented
5.08*
75.32**
9.20**
kindness
g e t t i n g good
privacy
**
family-mindedness
5.50*
responsibility
5. S3*
35.94**
x2
strength
Chinese
scientist
6.6\>**
4.35*
S e l f s i g n i f i c a n t l y more
traditional
friendliness
Parent
> 6,6k
significant
>3.84 significant
unimportant
values
a t one p e r c e n t
at five per cent
level
level
40
Table 3.6a
(cont.)
C: S e l f - T e a c h e r
Self significantly more
emergent
Teachers significant ly more

emergent
x2
x2
independence
6.69**
individuality
9.65**
at ease with
opposite sex
future oriented
19.33**
9.24**

traditional
strength in
English
13.11**
a being a scientist
10.97**
i acceptance of
Western influence
16.27**
Teachers significant ly more

traditional
,r2
x2
family-mindedness 28.79**
obedience
cautious in
friendship
5.10*
write well
responsibility
4.21*
privacy
bi-culturally
oriented
respecting
Chinese
tradition
** X
* X
57.77**
20.09**
21,4o**
37.67**
>6.64
significant
a t one p e r c e n t
>3.84
significant
a t f i v e per cent
* u n i m p o r t a n t
8.05**
values
level
level
41
Table 3.6a (cont.)
C: Celf Peers
emergent
2
curiosity
12.50**
new ideas
37.39**

traditional
Peers significantly more

emergent
,2
acceptance of
western influence
17.96**

traditional
-,2
x2
-i -
obedience
5.11*
7.93**
strength, in
Chinese
re spon s ib i li ty
getting good
grades
14.21**
49.53**
respecting Chinese 12.34**
traditions
C: Parents Teachers
Parents significantly more

emergent
Teachers significantly more

emergen t
,,2
NONE
creativity
10.37*'
sociability
curiosity
strength in
English
extra-curricu lar
activities
Parents signiflean tly more
traditional
2
7,
71.82**
getting,
29.65**
write well
grades
respecting Chinese
tradition
o
X
X
30.05**
6.64 s i g n i f i c a n t
3.84 s i g n i f i c a n t
10.5 3**

traditional
0
familymindedness
gocd
17.33**
^.39*"
a t one p e r c e n t l e v e l
a t f i v e per cent level
32.21**
42
3.7
C u l t u r a l Values
S i m i l a r i t i e s between AC and C groups:

(see Table 3.7)
The two g r o u p s of s t u d e n t s a g r e e d t h a t
d i l i g e n c e , o b e d i e n c e , a c c e p t a n c e of b i - c u l t u r a l
influence,
and l o o k i n g toward t h e f u t u r e a r e most i m p o r t a n t v a l u e s .

R e s p e c t i n g Chinese t r a d i t i o n ,
humanism were
tolerance,
family-mindedness,
important.
Both groups p e r c e i v e d t h e i r p a r e n t s a s h o l d i n g
d i l i g e n c e , f a m i l y - m i n d e d n e s s and o b e d i e n c e as t h e most
important values.
C a u t i o n i n forming
friendships,
h a v i n g s t r e n g t h i n C h i n e s e , r e s p e c t i n g Chinese
tradition,
t o l e r a n c e , n a t u r e o r i e n t a t i o n , a c c e p t a n c e of b i - c u l t u r a l
i n f l u e n c e , humanism, b e i n g
o r i e n t e d to t h e
future
were a l s o v a l u e d .
Both groups b e l i e v e d t h a t t h e i r
deemed d i l i g e n c e and o b e d i e n c e
most
teachers
important.
T o l e r a n c e , a c c e p t a n c e of b i - c u l t u r a l i n f l u e n c e ,
o r i e n t a t i o n , c a u t i o n i n forming f r i e n d s h i p s ,
nature
respect
f o r C h i n e s e t r a d i t i o n , f a m i l y - m i n d e d n e s s and l o o k i n g t o
t h e f u t u r e were i m p o r t a n t .
Both g r o u p s p e r c e i v e d t h a t t h e i r p e e r s r e g a r d e d
b e i n g h a r d w o r k i n g as most i m p o r t a n t .
Caution i n forming
f r i e n d s h i p s , t o l e r a n c e , a c c e p t a n c e of
bi-cultural
i n f l u e n c e , f u t u r e o r i e n t a t i o n , o b e d i e n c e , humanism and
f a m i l y - m i n d e d n e s s were a l s o
important.
43
Significant differences between AC and C groups:
(see Table 3.5a)
In self-ratings, AC placed significantly more
value on caution in forming friendships while C
significantly more often stressed diligence and having
strength in Chinese,
In their perception of parents, AC significantly

more often checked caution in forming friendships and
being humanistic.
In their perception of teachers, AC believed

them to be significantly more bi-culturally oriented
while C saw more emphasis on having strength in Chinese,
In their perception of peers , C made a

significantly higher estimate of the value of having
strength in Chinese,
Similarities within AC groups:

(see Table 3.7)
Students agreed with their perception of
parents , regarding diligence and obedience as most
important values.
For both groups, caution in making
friends, respect for Chinese tradition, tolerance and

nature orientation were important.
Students and their perception of teachers

values
agreed that diligence was a most important value.
Strength in Chinese, harmony with nature and future

orientation were considered important.
S t u d e n t s and t h e i r p e r c e p t i o n of p e e r s '
deemed d i l i g e n c e , c a u t i o n i n making f r i e n d s h i p s
values,
and
a c c e p t a n c e of b i - c u l t u r a l i n f l u e n c e most i m p o r t a n t .
S t r e n g t h i n C h i n e s e , humanism, r e s p e c t f o r C h i n e s e
t r a d i t i o n were a l s o
important.
S p e c i f i c d i f f e r e n c e s w i t h i n AC groups;
(see Table 3.6a)
Between s t u d e n t s and t h e i r p e r c e p t i o n
parents' values, students
often
checked
of
s i g n i f i c a n t l y more
f u t u r e and b i - c u l t u r a l o r i e n t a t i o n w h i l e
t h e y r e p o r t e d t h a t t h e i r p a r e n t s favoured obedience,
f a m i l y - m i n d e d n e s s , d i l i g e n c e , h a v i n g s t r e n g t h i n Chinese
and r e s p e c t i n g Chinese
tradition.
Between s t u d e n t s and t h e i r p e r c e p t i o n of
t e a c h e r s * v a l u e s , s t u d e n t s were more l i k e l y t o p l a c e
emphasis on o r i e n t a t i o n to t h e f u t u r e , b i - c u l t u r a l
and o r i e n t a t i o n toward n a t u r e .
influence
They a l s o deemed f a m i l y -
m i n d e d n e s s , c a u t i o n i n forming f r i e n d s h i p s and r e s p e c t i n g
Chinese t r a d i t i o n d e s i r a b l e . On t h e o t h e r hand t h e y p e r c e i v e d
t h a t t h e i r t e a c h e r s favoured obedience as a s t u d e n t ' s v a l u e .
Between s t u d e n t s and t h e i r p e r c e p t i o n of p e e r s '
v a l u e s , s t u d e n t s emphasized s i g n i f i c a n t l y more o b e d i e n c e ,
f a m i l y - m i n d e d n e s s , h a v i n g a s t r e n g t h in Chinese and
r e s p e c t i n g Chinese
tradition.
45
S i m i l a r i t i e s w i t h i n C groups:
(see Table 3.7)
S t u d e n t s and t h e i r p e r c e i v e d v a l u e s of
parents
r e g a r d e d d i l i g e n c e , o b e d i e n c e and c a u t i o n i n making f r i e n d s
most i m p o r t a n t .
T o l e r a n c e , humanism, r e s p e c t f o r
t r a d i t i o n and n a t u r e o r i e n t a t i o n were a l s o
Chinese
important.
S t u d e n t s and t h e i r p e r c e i v e d v a l u e s of
deemed d i l i g e n c e and o b e d i e n c e most i m p o r t a n t .
i n C h i n e s e , c a u t i o n i n forming f r i e n d s h i p s ,
teachers
Strength
emphasis on
t h e f u t u r e and n a t u r e o r i e n t a t i o n were i m p o r t a n t .
S t u d e n t s and t h e i r p e r c e i v e d v a l u e s of p e e r s
c o n s i d e r e d d i l i g e n c e as
most i m p o r t a n t .
Humanism, future-
o r i e n t a t i o n and a c c e p t a n c e of b i - c u l t u r a l i n f l u e n c e were
also
important.
S p e c i f i c d i f f e r e n c e s w i t h i n C groups:
(see Table 3.7a)
parents,
the
s t u d e n t s p l a c e d more v a l u e on o r i e n t a t i o n
future,
b i - c u l t u r a l influence
s t r e n g t h in Chinese.
to
and seeking
They p e r c e i v e d t h e i r
as emphasizing
more f a m i l y - m i n d e d n e s s
o r i e n t a t i o n to t h e
past.
parents
and
teachers,
bi-cultural
Chinese
s t u d e n t s more
o f t e n checked
future
and
o r i e n t a t i o n , f a m i l y - m i n d e d n e s s and r e s p e c t
tradition.
They p e r c e i v e d t h e i r
teachers
t o have p l a c e d s i g n i f i c a n t l y more v a l u e on o b e d i e n c e .
for
k6
Between students and their perception of
peers,
students stressed significantly more obedience,
strength in Chinese and respect for Chinese tradition .
Table 3.7
(n indicates positive responses)
Cultural
Values
Self
AC
C
n
n
Parents
AC
C
n
n
Teachers
AC
C
n
n
232 212
21 4 1 9 4
216 195
215 213
29k
353 314
110
85
178 192
2 2 0 191
351 305
386 349
116
* diligence
strength in
Chinese
351 391
410 381
385 395
298 315
205 304
282 209
160 259
137 200
* caution in
friend ship
319 234
3 1 7 201
192
165
2 7 8 221
165 131
162
94
122
124
123 100
259 244
301
233
163
134
183 144
312
275
210
174
204 128
258
198
200
170
154 129
140 119
185
147
64
50
93
56
271
276
tolerance
* obedience
family-
280
Peers
AC
C
n
n
123
niindedness
being a
humanist
respect Chinese
tradition
bi-cultural
influence
nature-oriented
l\
*
past-oriented
future-oriented
98
most i m p o r t a n t
unimportant
63
79
57
187 176
210
183
values
values
207 204
47
Table
Specific
3.7a
Differences;
Values Within Anglo-Chinese
AC:
Self
Group
Parent
civic-mindedness
P a r e n t s s i g n i f i c a n t l y more
emergent
2
2
x
X
8.48**
13.96**
university
e
d
u
c
a
t
i
o
n
10.27**
creativity-
24.31**
curiosity
13.78**
new
32.37**
S e l f s i g n i f i c a n t l y more
emergent
independence
ideas
extra-curricular
activities
at ease with
o p p o s i t e sex
future-oriented
46.43**
25.04**
11.65**
S e l f significantly
more
Self
traditional
traditional
friendliness
friendliness
bbi-culturally
i-culturally
oriented
oriented
x2
10.54**
10.54**
12.58**
12.58**
P a r e n t s significantly
s i g n i f i c a n t l yr more
Parents
traditional
traditional
X2
obedience
obedience
family-mindedne ss
223.37**
3.37**
23.61**
23.61**
diligen ce
1
1 00.42**
.42**
strength in
Chinese
18.55**
18.55**
striving for
excellenc
getting good
grades
16.04**
16.04**
41.70**
41.70**
respecting Chinese
tradition
**
X > 6.64 s i g n i f i c a n t
a t one p e r
7.08**
cent
level
48
Table 3.7a (cont.)
AC: Self - Teacher

emergent

emergent
x2
independence
13.02**
curiosity
13.53**
12.00**
at ease with
opposite sex
x2
Strength in
English
29.51**
/0>heing a scientist
26.80**
13.2*1**
& acceptance of
Western influence
future-orient ed
Self significantly
traditiona1
5.4o*
nore
Teachers significant l y
traditional
x2
x2
friendliness
7.35**
obedience
9.39**
family-mindedness
write
32.15**
25.80**
58.82**
well
11.15**
striving for
excellence
cautious in
friendship
knowing n o t d o i n g 14.62**
17.74**
respecting
Chinese t r a d i t i o n
privacy
13.11**
bi-culturally
oriented
nature oriented
**
*
/\
>6.64
18.23**
8.25**
significant
X^^->3.84 s i g n i f i c a n t
unimportant
values
more
at
one p e r c e n t
at five per cent
level
level
49
Table 3.7a (cont.)
AC: Self - Peer
emergent
v2
independence
7.1^**

traditional
v2
obedience
23.37**

emergent
2
acceptanco of
Western influence
18.50**
Yeers significantly more

traditional
r2
NONE
family-mindedness 23.62**
strength in
Chinese
8.23**
respecting Chinese 73^**

tradition
AC: Parents Teachers

Parentssignificantly
emergent
more
Teachers
emergent
,2
-2
NONE
creativity
strength
nevr
in
English
ideas
extra-curricular
activities
Parents s i g n i f i c a n t l y
traditional
family-mindedncss
aorc
x2
16.40**
37.66**
Teachers s i g n i f i c a n t l y
traditional
> 6.64 significant
32.09**
5k.k5**
more
y
write well
strength in
Chinese
35.82**
c a u t i o u s in
friendship
46.60**
respecting
Chinese t r a d i t i o n
**
28.65**
31.90*^
at one per cont level
21.96**
50
3.8
On S e l f
Concept
( s e e T a b l e 3 . 8 and
3.8a)
The p o s i t i o n of t h e c h i l d i n t h e f a m i l y and
t h e s o c i o - e c o n o m i c c l a s s of t h e f a m i l y would i n p a r t be
d e t e r m i n a n t s of t h e s t u d e n t s ' a s p i r a t i o n s and
evaluations.
self-
L a r g e p r o p o r t i o n s of b o t h g r o u p s
(AC and
C) r a t e d t h e i r f a m i l i e s a s m i d d l e c l a s s * 32$ and 79';'

respectively.
families
Around 17'/' and 2 1 $ c o n s i d e r e d
their
t o be l o w e r c l a s s and 5 $ and 6$ u p p e r
respectively.
class,
As t h e Hong Song economy hod been on an
upward t r e n d f o r t h e p a s t t e n y e a r s , i t seems p r o b a b l e
t h a t s t u d e n t s w e r e r e s p o n d i n g a s much t o t h e
general
p r o s p e r i t y and i n c r e a s e d s t a n d a r d of l i v i n g a s
p r e s e n t income l e v e l .
to
Economic upward m o b i l i t y c o u l d b o
one of s t u d e n t s ' main g o a l s .
5 0 $ of t h e A n g l o - C h i n e s e
(AC) and 5 1 $
Chinese (c) s t a t e d t h a t they were middle c h i l d r e n

1 S$ e a c h i n d i c a t e d t h a t t h e y w e r e t h e y o u n g e s t ;
27$ were t h e e l d e s t , and 3 $
In t h e Hong Hong f a m i l y ,
particular)
while
25$ and
n d 4 $ were t h e o n l y
child.
the f i r s t born (male in
and t h e y o u n g e s t g e n e r a l l y r e c e i v e more
s u p p o r t from t h e f a m i l y to o b t a i n a s e c o n d a r y
education
f o r w h i c h t h e payment of f e e s i s r e q u i r e d .
Fees
one c h i l d would amount t o 1/6 of a f a m i l y ' s
income of
*600 p e r m o n t h . *
for
Having a s e c o n d a r y e d u c a t i o n would
* Hong Hong Annual H e p o r t 1971 i P . 2 t h e answer

t h e c e n s u s q u e s t i o n s on f i n a n c i a l s t a t u s showed
5 7 . 5 $ of h o u s e h o l d s i n Hong Hong had a m o n t h l y
of *600 o r m o r e ; 7 . 7 $ e a r n e d more t h a n
1 6 . 6 $ l o s s t h a n $400,
to
that
income
';2,000 a month,
I n 1 9 6 1 , 45$ e a r n e d l e s s
than
$400 p e r month and o n l y 2 7 $ had an income o f more

than $600, 6 . 7 $ earned over
$2,000.
51
call for some degree of sacrifice from the other members
of the family, even for those in a middle income bracliet,
if they were to send more than one child to school.
Moreover, the position of the child in the family did
not appear to have an outstanding effect on the students'
chances of receiving a secondary education in this sample.
Cn religion, 60C/J and 64>J claimed either no

religion or no interest in religion.
26y
Only 33$ and
were Christian while 6$ and 9$ were non-Christian.

However this may be misleading if one assumes that this
reflects a lac!: of spiritual life in the community.
the
data
on religious practices
(Section 3,t2)
In
one
would discover many festival, ritual and religious

practices were frequently observed in the everyday
life of the homes.
On appearance, 52$ and 47$ considered

themselves average in loohs; 32L/J and 337' rated themselves as plain looking.
Only 14v and 17/' declared
themselves as having attractive appearance.
In the
western peer culture, youth deem physical attractiveness

as a criterion of success (Coleman, p.52).
Both groups (01/.' and 73$) endorsed the idea

that they had a great deal to learn.
self as a person received only
responses respectively.
Satisfaction with
9$ and 10/> of the
Thus education stands out
rather clearly as a primary goal of the students in this

study.
This would be consistent with our assumption
of the striving for upward economic mobility.
52
While a majority of both groups considered
themselves to be followers or just one of the crowd (70;
and 60^>) , a great proportion of the Chinese
562 responding
210 of
regarded themselves as leaders -
AC: 1*11/504, X 2 = 6.31 P < .05 .
Discontent felt by
both AC and C with their lives and their striving for

improvement was widespread (75'/-' and 67/^)
C, however,
did express relatively more contentment in life (177/5^7

vs. 123/509, X 2 = 4.3^, P < .05). In this context,
perhaps the Chinese students were given a greater degree
of national or cultural identity, and wanted to be
leaders in their society.
Similarly, they were probably
more integrated with their culture which allowed them to

feel contentment in life.
The data on cultural and
national identity would give support to these

(Para. 3.1 1 ) .
notions
About 38/j and kO'jo of AC and C respectively,
considered Hong Hong as home and planned to stay here.

Around 30/J of each (32/j and 27/^) said they remained in
Kong Hong because they had no place to go.
one quarter (26^ and 22c/i) hoped to go abroad.
Approximate I3/
The question
of identity and loyalty to the community in which they

lived appeared to bo a searching goal among the groups.
Thoy had divided opinions on school life.
In
response to two questions, half of the groups considered

secondary school as the happiest period of life (56/- and
50/^'); in another question, a similar percentage of
students (53/J and 52^) answered that is the most unhappy
period in one's life.
The majority of both groups found attempting to

form a self concept interesting or amusing (Si'/'1 and 83V)
53
Table 3.8
Comparison of Attitudes
(% based on positive responses)
AngloChinese
n = 516
n = 586
56
a. ma le
261
50.5
291
49.6
b.
250
48.4
293
50.0
Q.
No.
21.
On Self Concept
female
248
48.0
309
52.7
b . science stream
250
48.4
276
47.0
18
1 .02
In my family, I am
the:-
d, middle
child
NR
18
127
97
3.4
24.6
18.4
22
156
107
3.7
26.6
18.2
242
46.7
285
48 ."5""
256
49.6
299
51.0
18
0.005
My religion is:
a.
b.
c.
d.
e.
f.
Protestant
Catholic
Buddhist
Moslem
Ancestor-worship
Other
g. no interest
h. no religion
NR
29.
a. arts stream
a. only child
b . eldest child
c. youngest child
25.
1.57
I am a student in:
NR
23.
Chi
Square
I am a:
NR
22.
Chinese
80
89
11
1
9
12
202
15.5
17.2
2.1
0.1
1.7
2.3
87
64
10
2
22
17
14.8
10.9
1.7
0.3
3.7
2.9
3C 9
202
34.3
63
246
12.2
47.6
89
287
15.1
49.1
309
59"7B
376" "55". 1"
2.44
I consider ray family

belongs to the:
a. upper class
b , lower class
_6J5
4.8
12.5
36
90
6.1
15.8
90
17.3
126
21.9
423
81.9
449
76.6
25
c. middle class
NR
11
1.96
54
Table 3.0a
Q.
No.
AngloChinese
n = 516
On Self Concept
47
9.1
61
10.4
417
80.8
426
72.6
45
462
8.7
83
14.1
89.5
509
16
86.7
80
15.4
129
22.0
144
27.8
159
27.0
224
43.2
O 00
600
49.0
287
55.5
295
50.2
b, that I still have a

lot to learn
c. that I am a rather
inadequate person
NR
74
14.0
120
23.0
172
29.2
194
37.0
254
291
53.0
308
43.1
52.4
c. secondary school
NR
3.40
I consider the most

unhappy period of my
life to be:
a. pre-school and
kindergarten
b. primary school
c. secondary school
NR
30.
0.63
I consider the happiest

period of my life to
be:
a. preschool and
kindergarten
b. primary school
37.
Chi
Square
I feel:
a. quite satisfied
with myself as a
person
36.
n = 586
fo
n
32.
Chinese
82. 13.9
2.90
24
31
I consider myself:
a. something of a
leader
141
27.3
210
35.0
b. just one of the

crowd
c. a follower
325
62.9
315
53.7
38
7.3
70.2
37
352
6.3
60.0
364
NR
12
11 .1 8^
55
Table 3.8a
(cont.)
Q.
No.
Ang loChinese
n = 516
On Self Concept
of
41.
With my situation in
life, I am generally:
42.
123
b. striving for improvement

c. discontented
290
96
386
56.2
23.8
13.6
74.8
177
287
30.2
49.0
4.34*
103
390
17.5
66.5
22.10**
19
My personal appearance
is, I believe:
a, attractive
b. average
c p la in
NR
45.
n = 586
n
Chi
Square
a. contented
NR
Chinese
72
268
166
434
10
13.9
51.9
32.1
84.0
72
134
286
24
13.9
25.9
55.4
107
274
194
428
16.5
46.7
33.1
73.0
3.43
14.3
35.3
47.6
2.23
13
To attempt to form a
concept of myself is:
a. uncomfortable
b.
c.
amusing
interesting
NR
significant 5 per cent level
**
significant 1 per cent level
84
207
279
16
56
3.9 Family Versus I n d i v i d u a l

( s e e T a b l e s 3 . 9 , 3.10 a - c )
I n T e s t B, t h e f o l l o w i n g h y p o t h e t i c a l
situation
was put t o t h e s t u d e n t s :
Question
ft:
Assuming t h a t you a r e t h e e l d e s t
c h i l d w i t h a good academic r e c o r d
from a f a m i l y i n need of f i n a n c i a l
s u p p o r t , a f t e r g r a d u a t i n g from
s e c o n d a r y s c h o o l , what f i l i a l r o l e
would you p l a y i n t h e f a m i l y ?
The m a j o r i t y , 78$ of AC and 80$ of C s t a t e d

t h a t t h e y would remain i n Hong Kong to c o n t i n u e s c h o o l i n g
i n o r d e r t o s u p p o r t t h e i r f a m i l y by working p a r t - t i m e .
Only 19$ from AC g r o u p and 16$ from C group e x p r e s s e d a
p r e f e r e n c e f o r going abroad t o f u r t h e r
working p a r t - t i m e to support
t h e i r s t u d i e s while
themselves.
D e s i r e f o r i n d e p e n d e n c e a p p e a r e d t o b e a major
theme r u n n i n g t h r o u g h AC s s e l e c t i o n of v a l u e s and
expectations (
Sec. 35 )> t h i s was r e p e a t e d a g a i n i n
t h e i r answers t o t h e f o l l o w i n g q u e s t i o n s .
p l a n n i n g o n e ' s own l i f e
AC was more f o r
(AC: 19^/511> C: 155/575
X 2 = 1 0 . 6 3 , P C . 0 1 ) , h a v i n g a hobby (AC: 2 4 8 / 5 1 3 .
C: 193/577 X 2 = 7 . 9 4 , ? C . 0 1 ) .
The Chinese g r o u p on t h e o t h e r hand was more
family-minded.
They s t r e s s e d more h e l p i n g o r obeying
f a m i l y (C: 3 5 V 5 7 5 , AC: 2 6 1 / 5 1 1 , X 2 = 4 . 9 3 , P C . 0 5 ) ,
and a c c e p t i n g p a r e n t s 1 a d v i c e on c h o i c e of
spouse
(C: 3 9 / 5 3 3 , AC: 5 1 / 5 0 3 , X 2 = 6 . 0 2 , P C . 0 5 ) .
57
One characteristic of parents that both groups
felt important was for parents to allow them to make their
own decisions (46$ and 5 0 $ ) . On the other hand, in
practice, both groups seemed to indicate a high dependency
on parents.
For example, they would prefer to discuss the
following matters with their parents than with teachers

or peers: family problems (62$ and 6 1 $ ) , financial
problems (65$ and 5 5 $ ) t health (50$ and 4 8 $ ) , career
plans (48$ and 5 0 $ ) , boy-girl relationships (23$ and 30$).
Only a small per cent in each group insisted on making
their own decisions on these matterss family problems
(11$ and 9$) , financial problems (9$ and 11$), career
plans (9$ and 14$), and school problems (9$ each).
That youth ideals do not necessarily fit in with their
practices appeared to be one of the characteristics of
the students' stage of life.
On evaluating their feelings towards the

family and its members, the groups had split opinions,
for example, concerning relationship with the family
members, more than half of the group expressed a feeling
of relaxation (51$ and 57$)5 the other half of the group
indicated attitudes of discomfort or indifference (47$
and 4 1 $ ) . Regarding the family, more than half of each
group said they did not have any strong feelings, or felt
negative about it (59$ and 60$) while less
than half
indicated they felt quite proud of their families (40$

and 38$). These divided attitudes also prevailed in
their feelings towards secondary school life ( ^^c'
3.Q).
58
Table 3.9
Comparison of A t t i t u d e s
(% b a s e d on p o s i t i v e r e s p o n s e s )
Q.
No.
3.
c. plan my own life
Chi
Square
57
11.0
76
12.9
204
39.5
278
47.4
261
50.5
354
60.3
_37.9
_._ . 155
~~42~
~ 42
26.4
7.1
12
2.3
24
4.93*
IO.63**
4.0
NR
a. give all my money

to parents
b. share it with parents
74
14.3
150
26.0
397
38
76.9
408
70.0
7.3
28
4.0
11
'/hen I start work I

shall:
c. keep my money all to

myself
"
NR
16.60**
When I marry I will:

a. choose my own partner
b. do what my parents
advice
c. expect my parents to
find me a partner
NR
13.
196
d. take advice from my

friends
e. take advice from my
teachers
12.
n = 586
Chinese
I would most want to:

a. obey the head of
the family
b. help my family
5.
AngloChinese
n = 516
456
88.3
494
44
8.5
71
84.3
12.1
1.3
18
3.0
51
9.8
89
15.1
6.59*
I my spare time, I prefer

to:
a. help my family at
home
114
22.0
169
28.8
b. have a hobby
c. do home work
d. take a job outside
248
32
119
52.0
5.3
20.0
186
85
144
31.7
14.5
24.5
399
77.3
415
2
70.7
NR
30.32**
59
Table 3.9 ( c o a t . )
Comparison of
Q.
No.
18,
Attitudes
Chines e
Anglo. Chinese
n = 516
n
a, live with my family
283
5h,h
b. live with relatives
n = 586
Square
If money were no problem

I would prefer to:
c. live with friends
109
384 65.5
6
0.8
0.3
21 .1
9.8
65
d. live alone
109
21 .1
NR
122
15
significant
5 per cent
level
*"*
significant
1 per c e n t
level
3.33
18;79**
19.4 7.94**
60
3.10
Authorities Versus Peers
(see Tables 3.10, 3.10a-d, 3.12a)
The father was considered head of the family by

both groups (AGs 66fo , C: 63$) j mother, grandparents and
students themselves were occasionally mentioned (15$> 1 4y
and 5$; 10$, 17$ and 5 $ ) . The patriarchal structure was
still highly evident .
The majority of both groups (80$ and 90$) gave

positive descriptions of the head of the family, using
words such as kind, understanding, hard-working, cheerful,
fair, honest and dignified,
AC were more critical
than C (AC: 104/516, C: 58/586, X 2 = 18.74, P < .01 )

describing the head of the household more often in
negative terms like old fashioned, stern, obstinate
and uninteresting.
Father and mother vere considered to be quite

understanding by more than half of the group, too old
fashioned by one third of the group and modern in outlook
by only about one tenth of the group.
With respect to parent-child relationships,

both groups agreed in placing primary importance on
allowing children to make their own decisions (46$ and
48$).
However, they showed differences in the relative
importance of dignity and friendliness.
AC considered a
friendly parent more important while C preferred a

dignified one (AC: 230/510, C: 186/582, X 2 = 14.34,
P C . 0 1 ) , (AC: 41/510, C: 115/582, X 2 = 24.0, P < .01).
61
On p a r e n t s b e i n g t h e a u t h o r i t y f i g u r e s ,
both
g r o u p s a p p e a r e d to have a c o h e s i v e r e l a t i o n s h i p w i t h
t h e i r e l d e r s , AC b e i n g more f r e e from t h e i r p a r e n t s and
f e e l i n g a b l e to make c r i t i c a l and o b j e c t i v e r e m a r k s about
them.
C, b e i n g more s u b m i s s i v e to a u t h o r i t y , c o u l d o n l y
see p a r e n t s in t h e i r t r a d i t i o n a l
role.
Only one q u e s t i o n was asked about
teacher-
s t u d e n t r e l a t i o n s h i p s , namely t o choose which was t h e most

i m p o r t a n t a t t r i b u t e of a t e a c h e r d i g n i t y ,
friendliness
o r l e a v i n g a s t u d e n t f r e e to make h i s own d e c i s i o n s .
The
m a j o r i t y of b o t h groups ( a b o u t 70$ each) p r e f e r r e d a

friendly teacher.
About 20$ chose a l l o w i n g p u p i l s
make t h e i r own d e c i s i o n s .
to
Only a few opted f o r a
d i g n i f i e d t e a c h e r (7$ and 13$) hut t h e d i f f e r e n c e was

significant
(AC: 3 7 / 5 0 8 , C? 7 8 / 5 8 6 , X 2 = 8 . ^ , P < . 0 1 ) .
While t h e groups i n d i c a t e d a c o h e s i v e
relation-
s h i p w i t h a u t h o r i t y f i g u r e s , t h e y a l s o showed a d e g r e e of
c l o s e n e s s to t h e i r f r i e n d s .
Not o n l y would t h e
of b o t h groups o f f e r h e l p to f r i e n d
d e s t r o y e d by f i r e
majority
i f h i s home was being
(87$ and 8 8 $ ) , b u t they would c o n f i d e
in
t h e i r f r i e n d s on t h e f o l l o w i n g m a t t e r s ; s c h o o l problems
(60$ and h6fo) , b o y - g i r l r e l a t i o n s h i p s
(56$ and k6fo) ,
c a r e e r p l a n s ( 2 1 $ and 1 8 $ ) , f i n a n c i a l problems (10$ and

1 6 $ ) , f a m i l y problems (7$ and 8$) and h e a l t h ( 7 $ and 6 $ ) .
Although b o t h g r o u p s l i v e d w i t h t h e i r own f a m i l i e s ,
r e l a t i v e l y more AC t h a n C p r e f e r r e d t o l i v e w i t h
friends
(AC: 1 0 9 / 5 0 1 , C: 6 5 / 5 7 7 , X2 = 1 8 . 7 9 , P < . 0 1 ) and
confided
i n p e e r s a b o u t problems r e l a t i n g t o s c h o o l and b o y - g i r l
r e l a t i o n s h i p s w h i l e C looked more to a u t h o r i t y
figures
62
for guidance.
For example: AC were more l i k e l y to
d i s c u s s s c h o o l problems w i t h t h e i r p e e r s (AC: 4 2 0 / 5 0 8 ,
C: 3 8 7 / 5 8 6 , X 2 = 1 1 . 7 3 , P < . 0 1 ) w h i l e C would more
o f t e n d i s c u s s them w i t h t e a c h e r s and p a r e n t s (C: 1 9 9 / 5 8 6 ,
AC: 8 8 / 5 0 8 , X 2 = 26.531 P < .01 ) .
relationships too,
On b o y - g i r l
AC would p r e f e r t o d i s c u s s
such
problems w i t h t h e i r p e e r s (AC: 3 7 5 / 4 9 9 , C: 3 5 6 / 5 5 8 ,
X
= 5.44, P (
. 0 5 ) , w h e r e a s C would
r e l y more upon
p a r e n t s and t e a c h e r s (C: 2 0 2 / 5 5 8 , AC: 1 2 4 / 4 9 9 , X 2 = 1 0 . 0 0 ,

P < .01).
R e g a r d i n g f i n a n c i a l p r o b l e m s , b o t h g r o u p s would
c o n s u l t w i t h p a r e n t s and t e a c h e r s (AC: 343/509*
C: 3 4 1 / 5 7 8 , X 2 = 2 . 7 1 ) but C were more l i k e l y than AC t o
d i s c u s s them w i t h p e e r s (C: 2 3 7 / 5 7 8 , AC: 1 6 6 / 5 0 9 ,
p
= 5.03, P < ,0f).
The groups preferred to be with
friends of both sexes; (81% and 7 9 % ) . Only 13% and 14%

respectively chose to restrict friends to those of their
own sex or 6%
each
to the opposite sex.
They also indicated that most of their friends

were approximately their own age (88% and 8 6 % ) , 9% and
11% respectively had older friends and 3% and 2% had
friends younger than themselves.
63
Table 3.10
Q.
1.
Anglo-
Authority Figure
I c o n s i d e r t h e head of
my f a m i l y to b e :
a. grandfather
b . grandmother
c . f a t h e r or s t e p - f a t h e r
d . mother or s t e p - m o t h e r
e . uncle or a u n t
f. e l d e r s i b l i n g s
g. b r o t h e r or s i s t e r in-law
h . mys eIf
NR
19.
1 t h i n k a p a r e n t needs:
a . to a p p e a r d i g n i f i e d
b . t o bo f r i e n d t o
his/her children
c. to allow h i s / h e r
c h i l d r e n to make
t h e i r own d e c i s i o n s
NR
20.
Chinese
n = 516
Chinese
n = 586
jo
50
11
338
76
475
1
9
0
9.6
0.2
65.5
14.7
92.0
0.1
1.6
0
61
33
361
05
540
4
15
0
10.8
5.7
63.O
14*2
93.7
0.6
2.7
0
26
36
5
5.0
6.7
26
46
0
4.4
7.7
41
230
7.9
44.5
115
186
19.6
31.7
23 9
46.3
281
47.9
I t h i n k a t e a c h e r needs:-a . t o have d i g n i t y
37
b. t o be f r i e n d t o
366
his/her pupils
c. to allow the pupils
105
to make t h e i r own
descisions
NR
8
Chi
Square
0.22
24.00**
14,3^**
7.1
70.9
78
398
13.3
68.0
20.3
110
18.7
** significant 1 per cent level
8.40**
64
Table
3.10a
Authority Figure
2.
The head of my f a m i l y
can b e s t be d e s c r i b e d
as:
a . kind
b . cheerful
0, d i g n i f i e d
d. f a i r
e, hardworking
f, u n d e r s t a n d i n g
g. honest
h.
i.
j.
k.
1.
m.
n.
stern
obstinate
dishonest
unfair
oldfashioned
uninteresting
l a zy
NR
14.
I f e e l my f a t h e r i s : ~
a . too o l d f a s h i o n e d
b , quite understanding
c . modern i n h i s o u t l o o k
NR
15.
I
a,
bf
c,
f e e l my mother i s :
t o o old f a s h i o n e d
quite understanding
modern in h e r o u t l o o k
NR
16,
AngloChinese
n = 516
n = 586
io
87
36
30
43
74
114
28
412
26
15
1
3
42
14
1043
17.2
7.3
5.8
8.3
14.3
22.0
5.4
80.0
5.0
2.9
0.1
0.5
8.1
2.6
2 00 .. 75
190
56
23
41
84
97
37
528
34.3
9.5
3.9
7.3
14.8
17.4
6.3
90.1
10
11
1
3
27
6
0
58
0
1.7
1.8
0.1
0.5
4.6
1.0
0
9.7
156
30.2
295
49
344
16
57.1
11.4
68.5
219
319
48
37.3
54.4
8.1
367
0
62.5
2.57
156
30.2
301
38
339
21
58.3
7.3
65.6
206
316
56
372
8
35.1
53.9
9.7
63.6
2.03
40.1
48.6
225
282
38.3
48.1
10.0
58.6
72
12.2
354
7
60.3
R e g a r d i n g my family:
207
a . I f e e l q u i t e proud
251
b . I d o n ' t have any
strong feeling
52
c , I d o n ' t want t o t h i n k
of i t b e c a u s e i t h u r t s 303
NR
6
Chinese
Chi
Square
3.71
18.74**
0.34
65
T a b l e 3.10a
Comparison of
Q.
No.
17.
Attitudes
Anglo Chinese
n = 516
n
fo
Authority Figure
C o n c e r n i n g members o f
my family:
a, I f e e l very relaxed
b . r a t h e r uncomfortable
o. i n d i f f e r e n t
NH
** s i g n i f i c a n t
(cont.)
263
160
80
240
13
1 per c e n t
50.9
31.O
15.5
46.5
level
Chinese
n = 586
n
33^
135
106
241
11
Chi
Square
56.9
23.0
18.0
41.0
3.65
66
T a b l e 3.10b
Q.
No.
6.
Authority Figure
c.
d.
e.
f.
249
39
288
48.2
7.5
290
51
3^1
50.0
9.0
59.0
9.0
1.8
17.0
13.8
66
6
brothers/sisters
relatives
friends
no one
106
49
227
NR
Chi
Square
55.7
12.7
1.1
20.7
9.4
43.9
53
11
100
81
245
41.6
O.56
I most often discuss

school problems with:
a. parents
b. teachers
c.
d.
e.
f.
brothers/sisters
relatives
friends
no one
36
52
6.9
10.0
6,6
39
160 27.0
88
16.9
59
11.4
0
6o.4
9.4
199
60
2
271
54
387
0
33.6 26.53**
10.2
0.3
46.0
9.2
65.7 11.73**
23.0
0.9
179
23
23.9
15.8
0.9
55.8
72.5
202
30.5
3.9
34.4 10.00**
0
312
49
420
NR
8.
n = 586
Chinese
I think it is most
important to
discuss my career
plans with:
a. parents
b. teachers
7.
AngloChinese
n = 516
81.2
When the matter is

about boy-girl relationship, I shall discuss
it with:
119
5
124
a. parents
b. teachers
c, brother/sisters
d, relatives
e, friends
82
5
288
375
NR
** Significant 1 per cent level

* Significant 5 per cent l e v e l
17
16
8
272
356
28
12.9
1.3
46.4
60.6
5.44*
67
Table 3.10c
No.
AngloChinese
n = 516
Authority Figure
1*
Chinese
n = 586
n
48.0
1.8
42.1
Chi
Square
9. When the matter is

about health, I shall
discuss it with:
a. parents
b. teachers
c. doctor
d. brothers/sisters
e. relatives
f. friends
50.0
0.1
37.2
281
11
247
451
87.3
539 91.9
0.1
0.3
33
6.7
53 ~To76~ " 47
5.6
35
NR
10.
258
1
192
12
2.00
When it is a family
problem, I shall discuss
it with:
322
a. parents
b. teachers
c.
d.
e.
f.
brothers/sisters
relatives
friends
no one
NR
62.4
0.7
63.1
356
7
60.7
1.1
61.3
80
10
363
83
15.5
1 .9 24
35
59
11.4
44
55
184
35.5
206
7.5
9.3
24.9
4
326
11.
7.9
6.7
14.1
4.0
0.002
17
When it is a financial
problem, I shall discuss
it with:
a. parents
b. teachers
337
6
65.3
1.1
343 66.k
c.
d.
e.
f.
58
7
52
49
brothers/sisters
relatives
friends
no one
NR
11 .2
1.3
10.0
325
16
341
63
12
9.4
96
66
166 31.9
7
237
24
* s i g n i f i c a n t 5 per cent
level
55.4
2.7
58.7
10.7
2.0
16.3
11.2
40.2
5.03*
68
Table 3.10d
4.
A ngloChinese
n = 516
Peer Group
No
b. keep to my relatives
c. have the friends
approved by my
parents
NR
I most often discuss
school problems with:
a. parents
b. teachers
c.
d.
e.
f.
friends
siblings
relatives
no one
NR
8.
$>
fo
430
83.3
483
32.4
23
4.4
50
9.6
48
51
8.1
3.7
73
14.0
99
15.8
1 .26
13
36
6.9
39
6.6
52
10.0
160
27.9
88
16.9
312
59
0
60.4
11.4
0
199
271
60
2
34.5
47.0
10.2
0.3
49
9.4
_54_
9.2
420
81.2
387
66.7
39.44**
When the matter is

abaut boy-girl relationship, I shall discuss
it with:
a. parents
b. teachers
119
5
124
23.O
0.9
23.9
179
23
202
3.05
3.9
34.4
c. friends
d. siblings
e. relatives
288
82
5
55.8
15.8
0.9
272
46.4
76
12.9
12.7
14.3
5.9
20.2
73.8
375
NR
34.
n = 586
Chi
Square
I think I should:a. choose my own

friends
7.
Chinese
17
8
72.5 356
0
1 .3
60.6 15.96**
I prefer to be with
friends of:
66
a. my own sex
b, opposite sex
c. both sexes
NR
32
6.2
98
18.9
34
35
119
417
80.8
462
0.34
69
Table 3.10d
(cont.)
Comparison of
Q.
No.
35.
Peer Group
Attitudes
Chinese
Ang loChinese
n = 516
n = 586
453
87.7
504
86.0
47
13
60
9.1
2.5
11 .6
66
12
78
Most of my friends are:

a. of similar age
b. older than myself
c. younger than myself
1 1 .2
2.0
13.2
0.70
3
40.
Chi
Square
I have in this class:

a. no one I care for
42
8.1
b. a special friend
c. a few good friends
d. a lot of friends
35
260
170
465
6.7
50.3
32.9
NR
**
Significant
89.7
97
44
203
219
466
23
1 per cent
level
16.6
7.5
3^.7
37.3
79.5
0.10
70
3.11
National and Cultural Identity
(see Tables 3.11, 3.11
a-d)
On nationality, the majority of the students

stated that they wore Chinese (81% and 8 8 % ) . But when
the question of what they considered to be their native
country was posed, the responses indicated: China
(38% and 47%)5 Kong Kong (48% and 35%) and Taiwan (6% and
15%). tfith respect to nationality, AC were more likely
to consider themselves British subjects (AC: 63/504,
C: 40/574, X 2 = 8.20, P < .01). C more often identified
Taiwan as the native country (AC: 32/494, C: 86/584,
X 2 = 15.78, P < .01).
The students were also

of origin.
asked for their place
This term, in the Chinese context, was
intended to refer to the native province or village of

father or grandfather (specifically
paternal ancestors).
However, the term could have been interpreted by some

the students as their own birth place.
if
About half of both
groups said Ilong Kong was their place of origin (55% and
44%) and another large group claimed China (40% and 4 1 % ) .
Taiwan was infrequently mentioned (2% and 6%). AC more
often stated Hong Kong was the place of origin
(AC: 284/516, C: 257/536, X 2 = 6.45, P < .05) while C
claimed Taiwan more frequently (AC: 10/516, C: 36/568,
X 2 = 9.66,
P c .01).
Because Hong Kong is not a nation, a national

anthem has never played a prominent part in school or
community activities.
One would not be surprised,
therefore, to find considerable ambiguity in students'
71
identification of their national anthem.
The choices
given to them and their responses were as follows:

"San Min Chi I", the national anthem of the Republic
of China and a popular Chinese Nationist party song
during their parents 1 school days was selected by 35$ and
50$; "God Save the Queen" was chosen by 17$ and 8$;
"Don Feng Hung" ("The East is Red") although not a
national anthem is identified with the People's Republic
of China and was the choice of 6$ and 3$; the remainder
of the sample, 38$ and 28$ checked "other".
AC more
often than C checked "God Save the Queen" (AC: 86/489,

C: 44/551, X 2 = 18.54, P < .01) or "Other" (AC: 194/489,
C: 167/551, X 2 = 6.67, P C .01)
C, on the other hand
were significantly more likely to select the anthem of

the Republic of China (AC: 179/489, C: 291/551,
X 2 = 14.70, P < .01).
On Chinese customs, the majority of both

groups considered that they should be partially preserved
(82$ and 71$). However C were more of the opinion that
ffcef should be fully preserved (AC: 65/503, Cs 126/579,
X
= 10.66, P < .01) whereas AC felt that tUey should be
pstrtially preserved (AC: 422/503, C: 418/579, X 2 = 6.03,

P < .05).
On Western customs, both groups felt that they
should be partially adopted (91$ and 83$).
On language, more than half of the students

agreed that Chinese and English are both essential.
However, AC were more in favour of bi-lingual training
(AC: 373/506, C: 343/586, X 2 = 10.64, P<
.01)
while
C more often felt that Chinese should be the essential
72
language (AC: 117/506, C: 213/586, X 2 = 14.51,
P < .01).
On playing games, AG were more for playing

for enjoyment alone (AC: 283/505, C: 238/572, X 2 = 10.83,
P < .01) while C were more likely to play for health
reasons (AC: 199/505, C: 284/572, X 2 = 6.28, P < . 0 5 ) .
On social attitudes, the majority of both

groups would give their support to blood donation (775
and 8 2 $ ) , lending a helping hand to the old and disabled
(74$ and 81 $) donating to charity (83$ and 90$) taking
positive action to mend a failing endeavour (75$ each).
On expressing opinions openly on a social matter,
half
of the group preferred to take a passive interest (50$

and 55$) while the other half would express their own
opinions (47$ and 4 5 $ ) .
73
Table 3.11
Q.
No.
24.
National Identity
British
Chinese
Chinese
uncertain
other
NR
63
12.2
40
<
0
. 00
420
19
2
81.3
3.6
0.3
514
16
4
87.7
2.7
0.6
1.47
2.43
12
8.20**
12
246
47.6
250
42.6
b.
c.
d.
e.
f.
194
32
4
18
37.5
6.2
0.7
3.4
273
86
4
16
46.5
14.6
0.6
2.7
3.27
15.48**
44.1
6.45**
C.?6
9.66**
7.5
8.3
49.6
28.4
China
Taiwan
Ilacao
other
no answer
22
X consider my place of
origin to be:
a. Hong Kong.
284
55.0
b.
c.
d
e.
206
10
5
11
40.0
1.9
0.9
2.1
257
250
36
8
23
9
16.6
5.8
34.6
37.5
44
49
291
167
China
Taiwan
Ma ca o
other
41.4
6.1
1.3
4.0
I consider my national
anthem begins with:
a.
b.
c.
d.
86
30
179
194
God saves the Queen

Dong Feng Hung
Can Min Chu I
other
NR
43.
a. Kong Kong
NR
28.
Chi
Square
I consider my native
country to be:
NR
27.
n = 586
Chin es e
My nationality is:
a.
b,
b.
c.
d.
26.
AngloChinese
n = 516
27
18.54**
2.14
14.70**
6.67*
35
I live in Hong Kong now

because:
194
37.5
236
40.2
b. there is no where else 166

to go
134
c. I hope to go abroad
NR
20
32.1
215
36.6
25.9
126
21.5
a. It is my home and I
plan to stay here
** significant 1 per cent level

* significant 5 per cent level
1.55
74
T a b l e 3 . 11a
(% b a s e d on p o s i t i v e
Q.
No.
AngloChinese
n = 516
Cultural Identity
n
30.
NR
65
16
422
n = 586
i:1
12.5
3.1
81.7
126
35
418
7
21 .5
5.9
71.3
3.8
4.0
90.8
54
40
489
9.2
5.5
83.4
13
20
21
469
NR
33.
Chi
Square
10.66**
6.03*
I think Western customs

should be:
a. fully adopted
b. largely discarded
c. partially adopted
44.
Chin ese
I think Chinese customs

should be:a. fully preserved
b. largely discarded
c. partially preserved
31.
responses)
1.43
To me:
a. Chinese and English
are essential
373
72.2
343
53.8
10.64**
b, Chinese is the
essential language
c. English is the
essential language
NR
117
22.6
213
36.3
14.51**
16
3.1
30
5.1
10
I think playing games

is i
39.
238
40.6
10.83**
50
8.5
48.4
6.23-*
a. a good enjoyment
233
54.8
b. a waste of time
c. necessary for health
NR
23
199
11
"4.4
33.5
245
46.8
263
44.8
138
b. take a passive
interest in sooial
matters
120
c leave such matters
to responsible person
persons
258
26.7
133
31.2
23.5
140
24.0
50.2
323
55.2
I believe it is best
to:
a, express opinions on
social matters
NR
*
**
significant
significant
284
14
13
5 pe*" c e n t
1 per c e n t
level
level
1.69
75
Table 3.11b
(% based on p o s i t i v e r e s p o n s e s )
Q.
No.
46.
Cultural Identity
n = 58b
36
363
117
65.O
22.0
Wo'"
o. be unconcerned
d. wait and see which
side of the bread is
buttered
e. get away quickly for
fear of involvement
NR
Chi
square
0.9
4.0
5
17
0.8
2.9
1.7
6.6
24
0.3
4.0
35
1
In case your best friend

has fallen into bad ways
and has disregarded your
sincere advice, you will:
146
a. Then go your own way
and not be influenced
148
b. terminate the friendship
294
NR
396 60.0
166 28.0
87.0' ~562~"8870"
5
21
c. strongly advise andeven 175

reproach him
d. pretend to be friendly
28
with him (on the
surface only
203
48.
Chinese
If your friend's home is

being destroyed by fire,
you will:
a. Render prompt help
b. Act after serious
consideration
47.
AngloChinese
n = 516
2.51
28.0
164
30.4
29.0
200
32.0
57.0
364
~62.T
33.0
183
31.0
5.4
39
6.6
38.4
222
37.6
0.99
19
The Red Cross Society

usually solicits blood
donations from the public.
Your attitude toward
blood donation is:
a, you are eager to help
b. you feel that in
helping others you are
also helping yourself
c. you feel that it is a
social obligation
d. you feel that this
issue is not your real
concern
e. you feel that blood
donation endangers
one's health
NR
47
209
9.1
40.0
79
235
13.0
40.0
146
28.0
173
402
77.1
487
29.0
82.0
33
6.3
43
7.3
62
12.0
56
9.5
18.3
99
16.8
19
0.89
76
Table
3.11c
Comparison of
Attitudes
(% b a s e d on p o s i t i v e
Q.
T
No,
49
Cultural Identity
responses)
Ang loChinese
Chinese
n = 516
n = 586
Chi
Square
You are endeavouring to make

a success out of a certain
project, and you are hoping
to win the praise of your
parents, teachers or friends,
but at the last moment everything gets out of hand, by
then you will:
a. look upon it philosophi- 131
cally hoping that the
loss may turn into future
blessings
b. consider that it is never 258
too late to mend the
389
situation
25.0
169 28.0
40.0
305 52.0
474 75.0
80
16,0
89
15.0
30
5.8
23
3.9
1 .90
0.26
c. tend to put all the blame

on others; or attribute
it to fate
d. be completely defeated,
and give up everything
NR
75.0
14
50 . After a hard day's work, you

were on a bus with a comfortable seat. There were
no other seats left. A
young person, an aged person and a handicapped
person walked into the bus
and you are faced with the
decision of whether or not
you should allow one of
the:n to take your seat.
Your attitude is:
a, you respect your own old
folks and therefore
extend this respect to
other old people.
b. you adore youth and
beauty
c, you wish to show a sympathetic attitude to the
handicapped
d, you want to remain seated
e, you may wish to offer
your seat but you did not
do so, lest your action
might CDuse you
embarrasement
NR
80
15.0
103
17.0
1.3
0.3
301
58.0
376
64.0
25
4.8
18,0
17
88
15.0
96
0.53
2.9
2.89
77
T a b l e 3.11d
Q.
No.
5-/.
Ajiglo-
Cultural Identity
n = 516
53
n = 586
Chi
Square
$>
a. act according to your

own wishes
127
24.6
118
20.0
b. accept parents'
advice unwillingly
c. accept parents*
advice with pleasure
d, accept parents'
advice in exchange for
other privileges
215
41.0
300
51.0
109
21,0
125
21 .0
59
11.0
43
7.3
383
6
73.0
468
79.3
0.26
235
199
^5.0
38.0
319
210
54.4
35.8
2.76
66
16
12.0
57
0
9.8
a. stay in Hong Kong and

403
continue your studies,
while working part-time
after school hours.
b. further your studies
101
abroad, while working
part-time to support
yourself.
NR
12
78.0
473
80.0
19.0
99
16.0
If you want to participate in some social

activities and your family
does not approve of it 5
you will:
NR
52-
Chinese
Chinese
If your school has a

monthly donation for
charity, and you have
only $1 in your pocket,
you will:
a. give generously
b. make only a token
gesture
c. not contribute
a cent
NR
3.45
If you are the eldest

child in your family with
parents and siblings.
You are academically
brilliant but financially
poor, and your family
needs you to wori parttime to support them,
after
your graduation
from secondary school, you
are ready to:
14
i .
1.04
78
3.12
Festivals, Rituals and Religions
(see Tables 3.12 and 3.12a)
Both groups observed Chinese festivals (mean 300

and 361) and Jestern holidays (mean 302 and 342) equally.
The chief festivals in China are connected with

the seasons or ancestor-worship.
Among students and their
families of both groups, they observed the following most:

Chinese New Year (Spring Festival, 1080), Moon Festival
(Mid-Autumn Festival, 9 5 6 ) , Dragon Boat Festival (Summer
Festival, 9 3 0 ) , New Year ('festern, 839) and "./inter
Solstice (819).
Easter (760), the Double Ninth (hill climbing

to gain better perspective, 720) , Ching Ming (Visiting
family graves, 687), Christmas (575) and Memorial Day
(401) were also popular occasions.
The Double Seventh (reunion of two immortal

lovers, the Cowboy and Weaver, 291) Feast on lst/l5th
Moon (258) and exorcising the Hungry Ghosts (204) were
less observed.
Among all the festivals, significant differences

were found between the two groups on only two.
indicated
significantly larger numbers observed Ching Ming

(AC: 268/516, C: 419/586, X 2 = 9.64, P <
0.01), and
Memorial Day (AC: 145/516, C: 256/586, X 2 = 18.07,

P < 0.01).
Both groups had similar frequencies with respect

to performing certain rituals such as observing ancestors 1
birth/deathdays (46$ and 5 6 $ ) , celebrating birthdays (80>
79
and 76/i) , new born p a r t i e s (48^> and 5 0 ^ ) , a d o p t i o n
c e r e m o n i e s (17c/i and 18>) , v i s i t s to s i c k r e l a t i o n s
and 43c/o) and s i c k f r i e n d s
( 6 8 ^ and 69^0).
(S?^
more o f t e n a t t e n d e d wedding c e r e m o n i e s (AC: 3 1 5 / 5 1 6 ,

C: 2 4 0 / 5 8 6 , X 2 = 2 1 . 4 8 , P < 0 . 0 1 ) .
A s m a l l p e r c e n t a g e i d e n t i f i e d t h e m s e l v e s as
o b s e r v o r s of E a s t e r n R e l i g i o n s ; t h e numbers r a n g e d between
one and f i v e p e r c e n t .
These i n c l u d e d B u d d h i s t , T a o i s t ,
Moslem and A n c e s t o r - w o r s h i p p i n g
groups.
I n p r a c t i c e , many of t h e homes k e p t s h r i n e s of
t h e f o l l o w i n g Gods: A n c e s t o r s (37'/' and 53c/^) > a r God
(14 and 1 3 ^ ) ; Door God (367? and 45c/>) ; K i t c h e n God (30/
and 40/o) ; Goddess o f Mercy (7c/> e a c h ) .
Many f a m i l i e s
o b s e r v e d t h e f o l l o w i n g b i r t h d a y s : b i r t h / d e a t h of
a n c e s t o r s (46L/i and 56/--); Goddess o f Mercy (7A> e a c h ) ; Tin
Hau (Goddess of s e a , 4$ and 1 0 ^ ) ; Confucius
( 4 $ and 5c/i>);
Buddha ( 1 $ and 3 $ ) .
On T/estern r e l i g i o n , 21cp and 12L/o w e r e C a t h o l i c ,
19/i and 20^J were P r o t e s t a n t .
I n p r a c t i c e , 55/ J and 50/J
c e l e b r a t e d C h r i s t m a s ; 72/-' and 66$> observed E a s t e r and 28v

and 21^> o b s e r v e d Holy Day or Sunday.
In t h e i r homes, 12^
and 11/ had a s h r i n e of t h e V i r g i n Mary and 24 r / and 23V

k e p t p i c t u r e s of C h r i s t ,
( s t u d e n t s and f a m i l e s
observed
together).
AC were s i g n i f i c a n t l y more o f t e n
Catholic
(AC: 1 0 7 / 5 1 6 , C: 7 1 / 5 8 6 , Z 2 = 1 0 . 4 1 , P < 0 . 0 1 )
and
o b s e r v e r s of Holy Day o r Sunday (AC: 1 4 7 / 5 1 6 , C: 1 2 2 / 5 8 6 ,

X
= 6 . 2 7 , P ^ 0 . 0 5 ) , w h i l e C s i g n i f i c a n t l y more
f r e q u e n t l y k e p t s h r i n e s a s follows:
80
Ancestors'
(C: 3 1 0 / 5 8 6 , AC: 1 9 1 / 5 1 6 , X 2 = 1 5 . 1 5 , P < 0 . 0 1 ) ,
Door God's (C: 2 6 5 / 5 3 6 , AC: 1 8 6 / 5 1 6 , X 2 = 5 . 7 9 , P< 0 . 0 5 ) ,

K i t c h e n G o d ' s (C: 233/586 , AC: 1 5 5 / 5 1 6 , X 2 = 7 . 2 ^ ,
P<0.01),
Goddess of M e r c y ' s (C: 1 0 6 / 5 8 6 , A C : 35/51 6 , X 2 = 2 0 . 2 1 ,

P < 0.01).
81
Table 3.12
Comparison of Creeds and Customs
Q.
No.
Festivals
Family & Student
observed together
An g l o Chinese
n - 516
n
Chinese
91.
a.
c.
e.
f.
g.
h.
i.
j.
k.
91.
96.
n = 586
n
AC + C
n=1102
Chi
Square
Festivals
C h i n e s e New
Year
Ching Ming
Dragon Boat
Hungry G h o s t s
The D o u b l e
Seventh
Moon F e s t i v a l
The D o u b l e
Ninth
Winter
Solstice
F e a s t on 1 s t /
1 5 t h Moon
Western
Chinese
499
96.7
581
99.1
1080
268
Mo
86
132
51.9
79.5
16.6
25.6
419
520
118
159
71.5
88.7
20.1
27.1
687
930
204
291
477
318
92.4
61.6
479
402
81.7
68.6
956
720
389
75.4
430
73.4
819
122
23.6
136
23.2
258
410
372
145
282
79.4
63.4
24.7
54. t>
429
308
256
293
73.2
66.2
43.7
50.0
839
760
401
575
382
74.0
416
71.0
279
54.0
328
60.0
315
61.0
240
41.0
242
47.0
287
fc9.o
237
46.0
322
55.0
191
37.0
252
43.0
181
72
35.0
14.0
211
88
36.0
15.0
17.36**
Festivals
b . New Y e a r
d. E a s t e r
m. M e m o r i a l Day
e. Christmas
18.07**
Rituals
Ceremonies
Birthday
celebration
Visiting sick
friends
Wedding
ceremony
Newborn
ceremony
Birth and/or
d e a t h d a t e of
ancestor(s)
Visiting sick
relatives
Funeral rituals
Godparent's
rituals
#*
S i g n i f i c a n t one p e r c e n t
level
21.48**
82
T a b l e 3.12a
Q.
No.
96.
Religious Beliefs and

Practices Family
and Student observed
together
AngloChinese
n = 516
Chinese
n = 586
1o
20
2
0
107
98
3.9
0.4
0
20.7
19.0
5.2
0.8
3.9
12.1
20.0
156
30.2
27
5
23
71
117
192
32.7
28
5.4
49
8.4
19
3.6
56
9.6
6
22
282
1^7
372
268
242
1.2
4.2
28.4
72.0
51.9
46.3
20
28
293
122
388
419
320
3.4
4.8
50.0
20.8
66.2
71.5
55.5
Chi
Square
Religious beliefs
h,
i.
j.
f.
e.
Buddhist
Taoist
Moslem
Catholic
Protestant
k, no religion
10.41**
Religious Practices
96.
91.
92.
95.
a. Birthday of Goddess
of Mercy
b. Birthday of Tin Hau
(Goddess of Sea)
c. Birthday of Buddha
d. Birthday of Confucius
e. Christmas
1. Holy Day or Sunday
d. Easter
c. Ching Ming
a. Birth and/or death
date of ancestor(s)
54.6
Keeping of Family
Shrine
Chinese
a. Ancestors'
b. War God
d. Door God
f. Kitchen God
h. Others
g. Goddess of Mercy
191
71
18b
155
35
35
37.0
13.7
36.O
30.0
6.8
16.4
310
76
265
233
41
106
52.9
13.0
45.2
39.7
7.0
18.0
Western
c. Virgin Mary
e. Christ
76
125
12.3
24.2
66
133
11.3
22.7
62
12.0
56
9.6
i. None
*
**
s i g n i f i c a n t five per cent level

s i g n i f i c a n t one p e r c e n t l e v e l
6.27*
17.36**
15. 15 * *
5.79*
7.26**
20.21**
83
3.13
Food Habits and Medical Treatments
(see Tables 3.13-3.13c)
The following data were gathered from one

question of Test B.
It was the only item in that test
which would allow more than one check in each column
students could respond to a combination of foods normally

eaten at one meal.
The combination of rice, Chinese dishes and

fruits were most preferred for lunch and supper (figures
doubled because lunch and dinner are combined: 1947> 1502
and 797) while bread (724), western cakes and pastries
(309), Chinese porridge (481), noodles (348), pastries
(188), milk (459) and tea (232) were for breakfast.
For
afternoon tea, bread (234), western cakes and pastries

(436), tea (254) and milk (225) were chosen.
Out of a total sample of 1102, 158 students

reported not eating breakfast, 14 and 18 not having lunch
and supper respectively and 253 not taking afternoon tea.
Comparing the food habits of the two groups, AC

more often ate the western type of
lunch and supper and
both western and Chinese varieties of afternoon tea.
They
were inclined to eat more fruit as well: (western style

lunch: AC: 256/516, C: 120/586, X 2 = 65.77, P < .01 5
western supper: AC:139/516, C: 49/586, X 2 = 54.48,
P C .01; western style afternoon tea: AC:1T2/516,
C:
94/586, X
tea: AC:
5.81, P < ,05$
65/516, C:
Chinese style afternoon
39/586, X 2 = *U.4Q, P ^ .01 j
fruit: AC: 130/516, C: 102/586, X 2 = 10.05, P < .01).
84
C more o f t e n r e f r a i n e d from h a v i n g
noon t e a
(AC:
after-
8 2 / 5 1 6 , Gt 1 7 1 / 5 8 6 , X 2 = 2 1 . 1 3 , P < 0 . 0 1 )
For m e d i c a l t r e a t m e n t s , many of b o t h groups

r e l i e d on w e s t e r n d o c t o r s and m e d i c i n e s f o r common
a i l m e n t s s u c h a s f l u (394 and 4 3 2 ) , stomach u p - s e t
(168
and 172) and headache (232 and 2 5 0 ) .

An a p p r e c i a b l e number would not go t o d o c t o r s
b u t t r e a t e d t h e m s e l v e s w i t h balms or o i n t m e n t s o r avoided
t r e a t m e n t a l t o g e t h e r : f l u (103 and 1 1 4 ) , stomach u p - s e t
(279 and 3 3 6 ) , headache (231 and 273) and t w i s t e d bones
(110 and 1 0 2 ) .
F o r a t w i s t e d a n k l e , t h e m a j o r i t y of b o t h
groups would s e e k t r e a t m e n t by a b o n e - s e t t e r o r h e r b a l i s t
(441 and 4 7 9 ) .
F o r t h a t p r o b l e m , Western t r e a t m e n t was
chosen by v e r y few (28 and 9 )
22
Total
Grand
1657
938
508
549
1194
28
390
12
115
518
12
719
287
473
1009
29
317
86
96
427
13
Total
Breakfast
Lunch
Afternoon
tea
Supper
Total
Breakfast
Lunch
Afternoon
tea
Supper
Rice
Chinese
dishes
764
363
32
264
55
12
401
64
217
97
23
Chinese
porridge
814
353
39
168
102
44
461
79
184
149
49
Noodles
719
331
53
114
49
115
388
5k
118
77
139
tea
376
13 7
82
10
38
239
13
106
40
80
Chinese
. .
pastries
'~~~~~~~~~~~~~ xi
Table 3.13
Chinese Food
1090
553
3316
6533
198
129
187
39
537
162
125
185
65
Mean
1188
771
1124
233
3217
970
1107
390
750
_.
,
Total
929
408
209
25
15^
20
521
251
35
183
52
Fruits
443
257
13
65
8
171
186
93
6
82
No
Meal
85
1120
Grand
Total
239
59
804
363
33
550
146
16
197
4
40
11
441
377
35
105
180
10
80
23
570
163
29
239
Western
cakes &
pastries
11
83
6
Western
dishes
347
71
129
Total
Breakfast
Lunch
Afternoon
tea
Supper
Total
Breakfast
Lunch
Afternoon
tea
Suppe r
AC
Bread
720
317
204
7
102
403
11
255
14
123
Milk
Western Food
Table 3.13 (cont.)
277
113
34
7
70
164
51
22
84
Coffee
355
168
75
15
76
187
50
37
92
Soft
drinks
3515
1570
49
840
120
561
1945
139
087
256
673
Total
585
262
140
20
94
324
23
146
43
112
Mea^i
86
87
Table 3.13a
Q.
No.
94.
AngloChinese
n = 516
Chi nese
<
125
185
65
162
24.2
35.8
12.6
31.4
129
187
39
198
22.0
32.0
146
43
112
23
28.2
8.3
21.7
4.4
140
20
94
23.9
34.1
16.0
1.4
2.01
12.40**
5.81*
9.62**
ii
130
25.2
102
17.4
10.05**
II
46
8.9
64
10.9
4.20*
Food H a b i t s
n = 586
01IX
Square
C h i n e s e Food
a. Breakfast
b . Lunch
c . A f t e r n o o n Tea
d. Supper
Mean
it
ii
6.7
33.8
0.75
3.29
11.40**
0.71
W e s t e r n Food
a. Breakfast
b . Lunch
o . A f t e r n o o n Tea
d . Supper
it
II
it
ti
Fruits
e.
Fruits
Not h a v i n g a n y
f,
not having
a n y food f o r
one meal
*
**
s i g n i f i c a n t 5 per c e n t l e v e l
s i g n i f i c a n t 1 per cent l e v e l
88
Table
Medical Resource
Stomach
up set
Flu
AC
3.13b
AC
Headache
Twisting
of bones
AC
AC
295
307
89
86
112
138
28
47
0
25
0
29
8
48
43
Bone-setter
33
0
80
361
75
404
4.
Self-prescribing
pills
99
125
79
86
120
112
5.
Self-prescribing
herbs
^6
61
62
62
30
34
10
6.
No treatment
82
80
64
83
73
76
22
12
7.
Ointments
21
34
215
253
158
197
78
90
1 + 4
394
432
168
172
232
250
30
10
2 + 5
89
108
87
91
78
77
88
85
6 + 7
103
114
279
336
231
273
100
102
Western doctor
2.
Herbalist
3.
90
3.14
Choice of Spouse
( s e e Table 3.14)
With r e s p e c t to choice of a marriage p a r t n e r ,
the s t u d e n t s were p r e s e n t e d w i t h a l i s t of 18 q u a l i t i e s
or v i r t u e s .
These q u a l i t i e s were p r e s e n t e d in two
columns of 9 each, and the s t u d e n t s were asked to rank

the items in each column from 1 t o 9.
AC and C r a t e d
the items i n b o t h columns in e s s e n t i a l l y the same o r d e r ,

the r a n k o r d e r c o r r e l a t i o n for Column 1 being 0.98 and
f o r Column 2 showing p r e c i s e i d e n t i t y , i . e .
1.00.
Both
groups c o n s i d e r e d of r e l a t i v e l y g r e a t importance
f a c t o r s such as s i m i l a r i t y in t a s t e and i n t e r e s t s ,
contentmont in o n e ' s p r o f e s s i o n , honesty and w i l l i n g n e s s
to accept good a d v i c e .
S i m i l a r i t y in s o c i a l
standing,
r i g i d i t y in t r a d i t i o n a l male-female r o l e s e t c .
weighed ,
on the o t h e r hand, comparatively l e s s h e a v i l y .

S i m i l a r l y , t h e m a j o r i t y of both groups i n s i s t e d
t h a t freedom t o choose o n e ' s own spouse should be granted
(88$ and Sk'fo),
C, however, s i g n i f i c a n t l y more often
chose to allow p a r e n t s t o o f f e r advice about the choice

of a marriage p a r t n e r (AC: 5 1 / 5 0 7 , C: 8 9 / 5 8 3 , X2 = 6 . 5 9 .
P C .05).
91
Table 3.14
Comparison of Values;
Relating to Choice of Spouse
AC
Column 1
a.
o b e d i e n c e and a b i l i t y t oi
traditional marital role
CO pe
with
a l l o w husband manage e x t e r n a l ,
domestic
c . r e c e p t i v e t o good a d v i c e
wife
b.
d.
h o n e s t and
e.
mature
5.25
5.04
6.10
5.92
4.16
4.19
2.24
rel i a b l e
2.32
5.13
6.02
c o n s e r v a t i v e u p b r i n g i n g s > modern
world outlook.
g . p e r s e v e r i n g and c a u t i o u s i n s p e e c h
h . h a v i n g g i f t o f p u b l i c s p e a ki n g
f.
i.
youthful
and b e a u t i f u l
AC
R
c
R
ft
4.90
4.95
5.11
DR
2.32
2.24
0.08
c,
4.16
0.03
g.
i.
3
4
4.43
4.19
4.90
4.95
e.
a.
5
6
5.13
5.11
5.21
0.47
0.16
0.08
5.04
0.21
h.
5.25
5.81
6.24
f.
6.02
5.84
0.43
0.18
b.
6.10
5.92
0.18
1 -
12
9(80)
5.84
4.43
5.81
d.
rank order corr.
5.21
0.98
6.24
92
Table 3.l4(cont.)
Comparison of Values;
Relating to Choice of Spouse
AC
Column
a. follow parents' advice in marriage
6.86
6.70
b. of similar social stand ing
6.97
c. of similar taste and interes ts
1.25
4.21
6.97
1.30
d. harmonious patterning in life

e. capable husband, beautiful wife
4.33
4.82
4.53
5.66
f. genius at running business

g. content in profession, outgoing
sociable
6.14
3.98
3.20
h. mutual respecb
4.00
4.04
i. bring fortune to spouse and

offspring
6.96
6.96
AC
DR
c.
1.25
1.30
0.05
g.
3.90
3.20
0.78
h.
d.
e.
f.
a.
3
4
5
6
7
4.00
3
4
4.04
0.04
0.12
i.
b.
4.21
4.53
5.66
4.33
4.82
6.14
0.29
0.48
6.86
6.70
0.16
6.96
7
8
6.97
6.96
6.91
rank, order corr.
= 1 .00
93
IV.
SUMMARY AND IMPLICATIONS
Every group in a
society, regardless of its
cultural heritage and social structure, must train its

members to conform to its patterns (standards, attitudes,
behaviours, values and goals).
It is assumed that the
pattern of culture which characterizes the life of the

group as a whole is to be found at least in part in
every individual who is a member of the group. 'Though
the family has traditionally been the primary group in
shaping the personality of a child, the school is perhaps
becoming a more significant force in value development.
As the child grows older and spends more of his time
in formal schooling, the influences of his teachers,
friends, curricula and activities serve as strong social
determinants of his attitudes and relationships with
people around him.)
By adolescence , young peopLo are

towards authority.
while
ambivalent
They are sceptical and rebellious
having a sincere desire to be helpful and
supportive.
They want to have new experiences and to
be granted social and intellectual recognition.

desire for security remains along with a
opportunities to reform the world.
In the case of
drive for
(Sadler 19^8).
secondary school pupils in
Hong Kong, who are being educated in two main types

of school, one
may expect consistent differences in
areas supposedly reflecting differences between the

types of schools.
It is also assumed that in more
central areas of life students have a relatively common
94
outlook which is of great significance for understanding

their characters and needs.
In this discussion, the
similarities between the groups will be considered first

in order to form a general picture of the student
group; later an examination of the differences between
them will be analyzed.
Self-Concept and Values
Young people between 16 and 18 years of age

tend to be keenly concerned with their self-image and
its projection in the social world around them.
Their
preferences among values would lead to some understanding

of their expectations of themselves
what they ought
to do and how they ought to spend their time.
How do
they view themselves in relation to the chosen values in

the emergent-traditional, Western-Chinese dimensions?
What are the sources of these influences?
Along the emergent-traditional dimension,

the 11 most important values, friendliness, honesty,
kindness, diligence, responsibility, acceptance of bicultural influences, obedience, caution in forming
friendships and future orientation are complemented by
openness to new ideas and achievement of a balance
between work and leisure.
It is interesting to note that
9 items out of 11, pertaining to the areas of personal

or cultural values, are in the traditional dimension.
It is only in the values pertaining to school such as
new ideas, work and leisure that the emergent dimension
comes forth.
95
In this
research contrast of Chinese and 'Jestern
oriented values does not appear to create conflicts but

hastens assimilation at various levels.
For example,
among the medium important values, the Western oriented

values of independence, sociability, being at ease with
opposite sex, receiving a university education,
participating in extra-curricular activities and civicmindedness, which are mostly functional in school,
would not clash with the Chinese-oriented values of
having acceptable manners and appearance, having
strength in Chinese, respecting Chinese tradition,
being tolerant and family-minded, which are more
important to social relationships.
The Chinese virtues of humanity (yen "( ) ,

righteousness (yi ^J/ ) , and propriety (li ij ) were
consistently reflected in the high standing given to
friendliness, honesty, kindness, diligence, obedience
and willingness to accept responsibility.
relating
In values
to school, the Chinese virtue wisdom (chih >~f )
was also highly esteemed.
Liu !/u-chi (1955) in
discussing Confucian philosophy stated, "As a matter of

fact, these virtues of Confucianism are also the virtues
of the Chinese people
the Chinese are essentially
Confucian in their outlook, and that except for some

Buddhist and Taoist trends in the arts and letters,
Chinese culture and Confucianism are almost synonymous,
if not identical."
Me went on to say "The distinguishing
features of Confucianism are many.
First of all, it is
a moral system which is both practical and practicable.

Without any trace of metaphysical and supernatural,
96
its contents are readily understood by the man in the
street; and its ethical teachings, replete with wisdom
and common sense, can be applied in daily life......
The chief strength is its flexibility, a remarkable
quality that enables it to resist all pressures and to
face all adversities.
For this reason, though suffering
eclipse from time to time, it has always emerged with

renewed brilliance."
The Chinese approach to the problem of human

nature aims at self-cultivation of humanity, righteousness,
propriety and wisdom.
This approach accepts human
nature as it is and makes use of it within human

relationships.
The cultivation of the mind and the
investigation of things are the two ways to realize

one's nature to the fullest extent, one stressing the
moral nature of man and the other the rational principle
of things.
In fact, this spirit of balance or synthesis
rather characterizes the Chinese concept of man (Chan

T'7ing-Tsit) .'
The students indicated a wide repertoire of

values and expectations.
They chose with notable
frequency 31 items out of a total of jG,
Indeed they
seemed to prefer to follow many paths at the same time.
Attitudes Toward Authority
In most cultures, adolescents generally

depend on their parents for guidance and advice, although
the adolescents in societies which value early
independence may not admit or verbalize this.
Kingsley
97
(1966) indicated that in the traditional society of China
or Japani the end of adolescence does not mean a
significant change in power status, the authority of the
parent prevailing until his death.
The process of
emancipation and independence commences gradually and

slowly, thus little or no conflict over authority and
power occurs.
In this study, both groups stated firmly that

the father is the head of the family.
traditional practice of living with
Because of the
the extended family,
the mother and the grandfather also received considerable

recognition.
The majority held positive impressions of
the head of the family, describing him as kind, hardworking, fair, cheerful, dignified or honest.
Most of
them considered their parents understanding and deemed

an ideal parent to be one that can be a friend to his
children.
One third of the group
professed to be proud
of their families, and many more claimed that they felt

relaxed with family members.
The presence of more than
two adults in an extended family perhaps helps to reduce

the emotional conflicts of the parent-child relationship,
This may also account for the students' strongly positive
view of the authority figures.
Groups indicated a dependence on their parents

for discussing most of their everyday problems such as
career plans, health, family and financial problems.
They
also professed a positive involvement with family matters

such as sharing earnings, accommodations, accepting
family wishes about schooling and social activities.
98
However, on t h e m a t t e r of f r i e n d s h i p , m a r r i a g e
and l e i s u r e a c t i v i t i e s , t h e y would want t o
partner
make t h e i r
own c h o i c e s r a t h e r than s u b m i t t i n g t o p a r e n t s '

On t h e w h o l e , s t u d e n t s ' a s p i r a t i o n s
direction.
paralleled
t h e i r a s s e s s m e n t of p a r e n t s ' e x p e c t a t i o n s i n such m a t t e r s
a s h o n e s t y , d i l i g e n c e , k i n d n e s s and f r i e n d l i n e s s ,
differed
but
i n t h o s e such a s o b e d i e n c e , g e t t i n g good
g r a d e s , r e c e i v i n g a u n i v e r s i t y e d u c a t i o n , and b e i n g
family-minded.
These l a t t e r were c o n s i d e r e d t o be
esteemed b y t h e i r p a r e n t s , b u t n o t deemed so i m p o r t a n t
by t h e s t u d e n t s .
As an a u t h o r i t y f i g u r e , t h e t e a c h e r was viewed
as h a v i n g n o t n e a r l y so much i n f l u e n c e on s t u d e n t s as
the p a r e n t s .
Only on
such t h i n g s
a s s c h o o l problems
would t h e y be more l i k e l y to c o n s u l t w i t h
teachers
than w i t h p a r e n t s and even h e r e t h e p e r c e n t a g e i s n o t

v e r y h i g h ( w i t h t e a c h e r s AC 1 0 $ , C 2 7 $ ) .
As f o r t h e
more p e r s o n a l problems t h e y r e l i e d on t h e i r p a r e n t s or
friends for discussion.
In the secondary schools in
Hong Kong, t h e main t a s k s of a t e a c h e r a r e
largely
c o n f i n e d t o s c h o l a s t i c m a t t e r s such a s c o a c h i n g
examinations.
for
The i n d i v i d u a l needs of s t u d e n t s a p p e a r
n o t to have been given much p r i o r i t y . I t i s n o t

surprising that students f e l t
t h e t e a c h e r s t o be i m p e r s o n a l .
t h e i r r e l a t i o n s h i p s with
In t h e C h i n e s e
t r a d i t i o n t e a c h e r - p u p i l r e l a t i o n s h i p s are developed
from t h e e a r l i e s t y e a r s o f s c h o o l to be s e v e r e ,
a u t h o r i t a r i a n and d i s c i p l i n a r y i n n a t u r e and in
y e a r s seem t o be w e l l a s s i m i l a t e d i n t o t h e
outlook.
later
pupil's
99
However, t h e groups in t h i s s t u d y f e l t
t h a t a t e a c h e r n e e d s t o be a f r i e n d
strongly
to h i s p u p i l s .
own v a l u e s a l s o c o i n c i d e d w i t h some of t h e i r
of t h e i r t e a c h e r s ' e x p e c t a t i o n s e . g .
Their
assessments
honesty,
f r i e n d l i n e s s , d i l i g e n c e , k i n d n e s s , o p e n n e s s t o new i d e a s ,
emphasis on t h e p r e s e n t and f u t u r e and a c c e p t a n c e of
bi-cultural
influences.
Opinion was d i v i d e d on w h e t h e r s e c o n d a r y s c h o o l
was t h e h a p p i e s t time i n t h e i r l i v e s .
One may guess
t h a t t h o s e s t u d e n t s who had succeeded in t h e s c h o o l

system b o t h i n t e l l e c t u a l l y and e m o t i o n a l l y would g i v e an
affirmative
answer.
School days may w e l l be t h e h a p p i e s t
days o n l y i n r e t r o s p e c t f o r i t i s o n l y i n a d u l t
t h a t one r e a l i s e s t h e r e l a t i v e l a c k of
at that period.
I n Hong Kong i t
life
responsibilities
is difficult
to b e l i e v e
t h a t any one s t i l l i n t h a t p e r i o d of l i f e can a c t u a l l y

r e g a r d s e c o n d a r y s c h o o l w i t h i t s a t t e n d a n t p r e s s u r e s and
e x a m i n a t i o n s a s the h a p p i e s t time of h i s l i f e .
There
is
the s t o r y a b o u t one f i r s t y e a r u n d e r g r a d u a t e summoned

t o a c c o u n t f o r h i s non-work a t t i t u d e .
His r e p l y was
t h a t t h i s was t h e f i r s t y e a r s i n c e he was f i v e
years
o l d t h a t he d i d n o t have to work f o r an e x a m i n a t i o n and

he was g o i n g t o make t h e most of
itj
S t u d e n t s a s s e r t e d some d e g r e e of a m b i v a l e n c e
towards a u t h o r i t y .
Although a s t r o n g p o s i t i v e view of
t h e i r p a r e n t s had been e x p r e s s e d , more than one
third
of t h e groups i n d i c a t e d t h a t t h e y had o l d
fashioned
p a r e n t s , and many more p r o f e s s e d n e g a t i v e
feelings
r e g a r d i n g f a m i l i e s and t h e i r members.
100
Students and Their Peers
Both groups appeared to be very much like

their schoolmates, having values and aspirations which
were very similar to those projected for their peers.
Friendliness, honesty and kindness were considered the
most important personal values.
Balance of work and
leisure, diligence and openness to new ideas were deemed

important values relating to school as were caution in
forming friendships and acceptance of bi-cultural
influences in the area of social relationships.
The peer culture was also perceived as desiring

freedom from parental domination and as discussing personal
problems with their friends.
The majority of each peer
group was viewed as wanting to have a choice of friends

and spouses, as preferring to have friends of both sexes
and of their own age, as being gregarious in that they
chose to have a few good friends or a lot of friends,
and as willing to give immediate help to friends in
trouble but as guarding against friends of bad character.
This verbalization of an easy relationship

between sexes and among friends may be due to the extended
family grouping so that there is always close contact
between sexes and among people of all ages at every stage
of their development.
In the sample, however, 11 out of
27 are single sex schools (6 boys' and 5 girls')*
I*
be that the students are voicing their expectations

rather than a true picture of situation in practice.
mav
101
Identity
The young p e r s o n i n Hong Kong h a s to f a c e an
i s s u e of n a t i o n a l i d e n t i t y which i s c o m p l e t e l y a l i e n t o
his parents.
E.H. E r i k s o n used t h e term
"identity
c r i s i s " t o d e n o t e t h a t p e r i o d of l i f e when a person must

work h a r d e s t a t t h e t a s k of a c h i e v i n g
self-delineation
and e g o - i d e n t i t y w i t h some r e a s o n a b l y c o m f o r t a b l e view

of h i s p a s t , p r e s e n t and f u t u r e .
In t h e c a s e of
these
s t u d e n t s , most have no c o m f o r t a b l e view of t h e i r p a s t ,

nor a p r e d i c t a b l e future
t o g u i d e them b u t must make
v i t a l d e c i s i o n s l a r g e l y on t h e b a s i s of t h e i r
experience
w i t h t h e u n s e t t l e d s o c i e t y in which t h e y p r e s e n t l y
live.
The g r o u p s a p p e a r e d confused on t h e i d e n t i t y q u e s t i o n of
l o y a l t y and b e l o n g i n g to a n a t i o n ( C h i n a , B r i t a i n ,
Hong Kong).
While most of them p r o f e s s e d
or
to be of Chinese
n a t i o n a l i t y , r e s p e c t i n g t h e one n a t i o n a l h e r o , Sun
Y a t - s e n , t h e problem o f p o l i t i c a l i d e n t i y (Which Chinese
n a t i o n ? ) seemed to r e m a i n l a r g e l y u n s o l v e d .
What E r i k s o n
c a l l s a " s e n s e of f i d e l i t y " p r o v i d e s a c e r t a i n
strength
i n h e r e n t i n youth of t h i s age group a s t h e y s e a r c h f o r

someone or something t o be t r u e t o .
If
the s c h o o l and
t h e s o c i e t y do not p r o v i d e t h e f u l f i l m e n t
of
this
s p e c i a l n e e d , t h e y o u t h i n Hong Kong would p r o b a b l y

p r o l o n g t h i s s e n s e of f i d e l i t y to t h e f a m i l y u n i t beyond
t h e p e r i o d c h a r a c t e r i s t i c of o t h e r
societies.
While t h e n a t i o n a l i d e n t i t y c r i s i s r e m a i n s
u n s o l v e d , t h e problem of c u l t u r a l i d e n t i t y
presents
fewer c o n f l i c t s , f o r b o t h g r o u p s can l o o k i n t o
past heritage with pride.
their
To a c q u i r e t h e s k i l l of
l i v i n g in a b i - c u l t u r a l s o c i e t y i s t h e main good
102
r e i n f o r c e d i n s c h o o l s and encouraged a t home.
A person
w e l l v e r s e d i n b o t h E n g l i s h and Chinese i s t o be d e s i r e d
i n o c c u p a t i o n a l and s o c i a l c i r c l e s .
Given a c h o i c e of
C h i n e s e , Western and b i - c u l t u r a l r o u t e s , the groups

s e l e c t e d c u l t u r a l t r a i t s and p a t t e r n s of b o t h w o r l d s
p r a c t i c a l and a e s t h e t i c c o m b i n a t i o n s .
for
I n matters of
language, r e l i g i o n , medical p r a c t i c e , food,
festivals,
p u b l i c i s s u e s and f a m i l y and p e r s o n a l m a t t e r s , b i - c u l t u r a 3 p a t t e r n s of l i v i n g , combining c h a r a c t e r i s t i c s of b o t h

E a s t and e s t , a r e a p p a r e n t .
T r a d i t i o n - D i r e c t e d and
I n n e r - D i r e c t e d Types
For h i s d i s c u s s i o n of t h e r e l a t i o n s h i p between
s o c i a l c h a r a c t e r and s o c i e t y , Riesman i d e n t i f i e d
t y p e s of c h a r a c t e r :
the t r a d i t i o n - d i r e c t e d ,
d i r e c t e d and the o t h e r - d i r e c t e d .
the
three
inner-
He emphasised t h e
i n t i m a t e t i e s between p e r s o n a l i t y and c u l t u r e and t h e

fact
t h a t w e s t e r n c i v i l i z a t i o n was t e n d i n g t o produce
a profound s h i f t in the c h a r a c t e r and o r i e n t a t i o n of

its
people.
T h e o r e t i c a l l y , the
tradition-directed
c h a r a c t e r t y p e i s g e n e r a l l y found t o be most p r e v a l e n t
in r u r a l society.
old t r a d i t i o n .
Such p e o p l e a r e dominated by c e n t u r i e s -
Each p e r s o n knows h i s s t a t i o n and
its
accompanying r o l e .
The t r a d i t i o n - d i r e c t e d c h a r a c t e r t y p e b e g i n s
t o d i s a p p e a r when t h e s o c i e t y u n d e r g o e s change?
d i r e c t e d c h a r a c t e r t y p e then e m e r g e s .
The
an i n n e r -
inner-directed
man i s n o t q u i t e t h e s e l f - d e t e r m i n e d , autonomous man.
103
R a t h e r , h i s v a l u e s and p r i n c i p l e s , which a r e l a r g e l y t h o s e
of h i s p a r e n t s , a r e d u l y embedded i n h i s c o n s c i e n c e i n
his e a r l i e s t years.
Ke f l o u r i s h e s i n an e r a when
o r i g i n a l i t y , t o u g h - m i n d e d n e s s and dLndependence a r e economic

virtues.
The o t h e r - d i r e c t e d type i s the p r o d u c t of a
s o c i o - e c o n o m i c c l i m a t e t h a t has i n c r e a s i n g l y come t o
approve teamwork, group i n t e g r a t i o n and g r e g a r i o u s n e s s
over i n d i v i d u a l i s m .
"When c o n s i d e r e d i n t h i s framework,
t h e Hong
Kong s t u d e n t s 1 a t t i t u d e s toward s e l f , toward a u t h o r i t y ,

toward p e e r s , toward n a t i o n and c u l t u r e a p p e a r t o be
inner-directed.
A c c o r d i n g to Riesman, t h e p a t t e r n of
c o n f o r m i t y seems t o r e s t on o b e d i e n c e t o
c o n t r o l s i n s t i l l e d i n c h i l d h o o d by t h e
p a r e n t s and o t h e r a d u l t a u t h o r i t i e s .
internalised
individual's
The gyroscope
i m p l a n t e d by a d u l t s s e r v e s t o s t a b i l i z e t h e young even
in voyages o c c u p a t i o n a l l y , s o c i a l l y , or g e o g r a p h i c a l l y
f a r from t h e a n c e s t r a l home.
I n t h e h i s t o r i c a l s e q u e n c e , t h e g r a n d p a r e n t s of
t h e s e s t u d e n t s began t h e i r l i v e s a t t h e t u r n of t h e c e n t u r y
and l i v e d t h r o u g h u p h e a v a l s such a s the impact of w e s t e r n
c i v i l i z a t i o n , s o c i a l r e f o r m s , r e v o l u t i o n s and c o u n t l e s s
c i v i l wars.
The p a r e n t s of t h e s e groups were b r o u g h t up
under t h e Chinese R e p u b l i c , w i t n e s s e d t h e s p l i t of t h e
p o l i t i c a l p a r t i e s , the r i s e of n a t i o n a l i s m and c u l t u r a l
r e v o l u t i o n s and l a t e r were d e e p l y s h a t t e r e d by t h e
S i n o - J a p a n e s e War,
By chance o r by c h o i c e , t h e y e v e n t u a l l y
104
sought refuge in Hong Kong, uprooting themselves and,
sometimes, their entire families, from their ancestral
land, properties and status.
It would seem that these
people, having had the strength to withstand and survive

these experiences possess the stability and solidarity to
direct their young.
In a society of change and transition, once a

parent becomes uncertain about how best to prepare his
children for the future, relationships within the family
have to be reorganised.
In the process of change, the
most affected would be the young, who are caught up in the

process of making decisions about the present and the
future.
They are the ones who suffer or benefit most in
the transitional period.
In Hong Kong, where the
population enlarged ten times
and land values
increased a hundred times in a span of two decades, the

family and the parents are the major agents of stability.
Young people in this study appeared to share the values of
the adults and showed contentment with and responsibility
towards their families.
Two consequences of urbanisation, technological

advance, and industrialisation are marginality and
alienation.
The family which has failed to socialise
the child to fit properly into modern culture may produce

a person who is isolated from others and so forced to
maintain an identity without emotional support from the
group or the culture.
The Hong Kong students did not
appear to suffer from these consequences, for the family

had rather successfully played its role in socialisation,
and the school's structure is goal-directed.
105
By comparing t h e f i n d i n g s from the two g r o u p s ,
s i m i l a r i t i e s a r e more s t r i k i n g t h a n d i f f e r e n c e s .
They
had an i n t e r r e l a t e d s o t of c h a r a c t e r i s t i c s which make up

the c e n t r a l
c o r e of an i n n e r - d i r e c t e d p e r s o n .
regarded t h e i r parents
v a l u e s and a s p i r a t i o n s .
positively,
They
internalising
their
They enjoyed a c l o s e l y k n i t
f a m i l y r e l a t i o n s h i p and were w i l l i n g to be d i r e c t e d .
They a c c e p t e d t h e p e e r c u l t u r e , b e i n g i n f l u e n c e d by i t
in v a r i o u s ways.
School was i m p o r t a n t to them i n
e q u i p p i n g them w i t h new i d e a s and working s k i l l s .

R e l a t i o n s h i p s w i t h t e a c h e r s were r e s e r v e d f o r
intellectual
matters,
They
and t h e r e f o r e remained i m p e r s o n a l .
i d e n t i f i e d w i t h Chinese c u l t u r e and t r a d i t i o n s , b u t a d o p t e
a b i - c u l t u r a l o u t l o o k and l i v i n g s t y l e which was t h e
p r i m a r y g o a l of b o t h the home and t h e s c h o o l .
They l i v e d
b o t h i n t h e p r e s e n t and t h e f u t u r e and were moulded by

a Confucian o u t l o o k which i s n o n - r e l i g i o u s in n a t u r e .
The d i f f e r e n c e s between t h e groups wore n o t
u n i f o r m l y i n one d i r e c t i o n b u t formed
overlapping- t y p e s ,
a b l e n d i n g between t r a d i t i o n and i n n e r - d i r e c t e d as
opposed t o p r e d o m i n a n t l y o u t e r - o r
inner-directed.
The S o u r c e s of I n f l u e n c e s on t h e Anglo-Chinese Group

AC p e r c e i v e d t h e i r p a r e n t s were more emergent
t h a n t h e m s e l v e s i n e x p e c t i n g s t u d e n t s to r e c e i v e a
university education.
The p a r e n t s were more t r a d i t i o n a l
in v a l u i n g obedience, family-mindedness,
diligence,
s t r e n g t h in Chinese, s t r i v i n g for excellence,

good g r a d e s and r e s p e c t i n g Chinese
tradition.
getting
106
AC deemed t h e i r t e a c h e r s more emergent t h a n
t h e m s e l v e s i n e m p h a s i s i n g E n g l i s h and b e i n g a s c i e n t i s t
The t e a c h e r s were more t r a d i t i o n a l i n t h e a r e a s of
o b e d i e n c e , w r i t i n g w e l l and s t r i v i n g f o r
excellence.
AC c o n s i d e r e d t h e i r p e e r s more emergent
t h e m s e l v e s i n a c c e p t a n c e of w e s t e r n
than
influence.
Comparing p a r e n t s and t e a c h e r s , AC b e l i e v e d
t h a t p a r e n t s were more t r a d i t i o n a l than t e a c h e r s in the
a r e a s of f a m i l y - m i n d e d n e s s , s t r e n g t h i n C h i n e s e ,
c a u t i o n i n f r i e n d s h i p and r e s p e c t i n g Chinese
tradition;
t e a c h e r s were more emergent w i t h r e s p e c t to
creativity,
new i d e a s , s t r e n g t h i n E n g l i s h and
extra-curricular
activities.
A n g l o - C h i n e s e Group
The members of t h i s group v i s u a l i z e d
themselves
a s h a v i n g more u n d e r s t a n d i n g p a r e n t s than t h e Chinese

g r o u p and b e l i e v e d t h a t p a r e n t s and c h i l d r e n should be
of e q u a l s t a t u s .
They were more
individualistic,
i n d i c a t i n g r e s e r v a t i o n s about conforming to t h e p a r e n t s '

w i s h e s and t h e f a m i l i e s ' demands.
They s t r i v e d
improvement in l i f e and were m o t i v a t e d to l e a r n .

were p e e r - o r i e n t e d ,
for
They
working toward a s s i m i l a t i o n w i t h
them, and viewed t h e m s e l v e s a s " j u s t one of the crowd"

and " a v e r a g e i n l o o k s " .
They c o n s i d e r e d
c r e a t i v i t y and p a r t i c i p a t i o n in
activities desirable.
independence,
extra-curricular
These i d e a s were made p o s s i b l e by
t h e s c h o o l c l i m a t e and were r e i n f o r c e d by the p e e r g r o u p s .
107
They had v e r y l i t t l e c o n t a c t w i t h t h e i r t e a c h e r s
the classroom.
outside
They i d e n t i f i e d w i t h Hong Kong a s
homeland and China a s t h e s o u r c e of t h e i r
their
cultural
h e r i t a g e , and a c c e p t e d t h e m s e l v e s as t r u l y
bi-cultural.
The s o u r c e s of i n f l u e n c e on the Chinese Group

C p e r c e i v e d t h e i r p a r e n t s a s more emergent
than t h e m s e l v e s in the a r e a s of b e i n g
and b e i n g
ociontist
them
civic-minded
b u t more t r a d i t i o n a l in e x p e c t i n g
to be k i n d , f amily-mimdod , t o
a c h i e v e good
g r a d e s and t o be o r i e n t e d t o t h e p a s t .
C deemed t h e i r t e a c h e r s more emergent
than
t h e m s e l v e s i n v a l u i n g f a c i l i t y i n E n g l i s h , becoming a
scientist
and a c c e p t i n g
of w e s t e r n i n f l u e n c e .
Teachers
were more t r a d i t i o n a l i n e x p e c t i n g s t u d e n t s t o be
o b e d i e n t and t o w r i t e w e l l .
C c o n s i d e r e d t h e i r p e e r s to b e more emergent
t h a n t h e m s e l v e s i n s t r e s s i n g a c c e p t a n c e of w e s t e r n
i n f l u e n c e but more t r a d i t i o n a l i n e m p h a s i s i n g
good g r a d e s .
I n a comparison of p a r e n t s and t e a c h e r s , C
i n d i c a t e d t h a t p a r e n t s were more t r a d i t i o n a l
in
e m p h a s i s i n g f a m i l y - m i n d e d n e s s and r e s p e c t f o r
t r a d i t i o n w h i l e t e a c h e r s were more emergent i n
c r e a t i v i t y , s o c i a b i l i t y , and e x t r a - c u r r i c u l a r
Chinese
stressing
activities.
108
The Chinese Group
The Chinese g r o u p r e l i e d more on d i r e c t i o n
from
a u t h o r i t y and i t s t r a d i t i o n s than the A n g l o - C h i n e s e .

They were more f a m i l y - o r i e n t e d ,
asserting
positive
f e e l i n g s and w i l l i n g n e s s t o s e r v e t h e f a m i l y t o a
greater extent.
They t u r n e d m o s t l y to p a r e n t s and
o c c a s s i o n a l l y t o t e a c h e r s to d i s c u s s t h e i r p r o b l e m s .
Aside from v a l u i n g the t r a d i t i o n a l l y good v a l u e s such as
f r i e n d l i n e s s , h o n e s t y and d i l i g e n c e , t h e group a l s o
deemed d e s i r a b l e the a b i l i t y to w r i t e w e l l and b e i n g
strong in Chinese.
They looked f o r c o n t e n t m e n t i n
and were c l o s e l y i d e n t i f i e d w i t h C h i n a , to i t s
life
race
and c u l t u r e r a t h e r t h a n i t s p o l i t i c a l i d e o l o g i e s .
They
were a l s o more t r a d i t i o n a l i n h a b i t s , customs and

religious
practices.
Value O r i e n t a t i o n
To t h e q u e s t i o n of human n a t u r e , F l o r e n c e
Kluckholn s u g g e s t e d t h r e e p o s s i b l e a n s w e r s : man i s
basically evil, neutral
e v i l ) , o r good.
( a combination
F u r t h e r m o r e , human n a t u r e can be viewed
as immutable o r s u b j e c t to c h a n g e .
repertoire
of good and
of v a l u e s
From t h e wide
c h o s e n , t h e s t u d e n t s a p p e a r e d to
b e l i e v e t h a t human n a t u r e i s a m i x t u r e of good and

e v i l and i t can be p e r f e c t e d .
Kluckholn a l s o
stated
t h a t t h i s i s t h e p o i n t of view most w i d e l y h e l d by
other
societies.
I n r e l a t i n g t o n a t u r e , man can s e e h i m s e l f
as s u b j u g a t e d by i t , a s a t t e m p t i n g t o l i v e i n harmony
with i t ,
or as e s t a b l i s h i n g mastery over
it.
109
Traditionally,
They h a v e ,
the Chinese b e l i e v e
for example, often
in n a t u r e ' s
refused
power.
to be t r e a t e d
a p h y s i c i a n b u t h a v e gone t o t e m p l e s t o p r a y f o r
b l e s s i n g or b l e s s e d medicine.
They b e l i e v e
and t o l i v e
in harmony w i t h
In medical treatments, r e l i g i o u s b e l i e f s
t h e y a p p e a r e d to
to n a t u r e .
For example,
and w e s t e r n f e s t i v a l s
for
another.
supernatural
Hungry
in n a t u r e ,
such as e x o r c i s i n g
their
the
students.
t h a t man h a s l i v e d i n t h e p a s t ,
live
in the f u t u r e .
underscored the d e s i r a b i l i t y
perceived
methods
popularity
A l l s o c i e t i e s h a v e had to a c c e p t
and w i l l
four
and r i t u a l s w h i c h a r e
Ghosts, had o b v i o u s l y l o s t
among t h e
Chinese
Chinese
one t y p e o f a i l m e n t a n d w e s t e r n
Certain festivals
nature.
pertaining
which a r e r e l a t e d t o the
They p r e f e r r e d
the
festivals,
the students celebrated
seasons with equal vigour.

treatments for
and
c h o o s e c r e e d s and c u s t o m s
and
However
showed an a t t e m p t t o move away f r o m
supernatural beliefs
illness
d e a t h t o b e t h e w i l l o f Heaven o r o n e ' s f a t e .
the students
by
is
This
t h e i r parents as past o r i e n t e d .
shrines
The
in evidence
students
Traditionally,
the s t u d e n t s perhaps
ritual,
still
The
and t h e
as
they
keen
v e r y much
Like youth in
expected change.
might n o t be as f u t u r e - o r i e n t e d
the
i n many h o u s e h o l d s ,
and customs a r e
in t h e community.
has
o r i e n t e d and deemed
the s e a s o n a l family g r a v e - v i s i t i n g
o b s e r v a n c e of c r e e d s
present,
time o r i e n t a t i o n
Chinese emphasize r e l a t i o n s h i p s w i t h the p a s t .

presence of a n c e s t o r s '
fact
l i v i n g in the
of c h a n g e ,
themselves as future
the
general,
However
they
considered
1 10
t h e m s e l v e s to b e .
S i m i l a r l y , t h e p a r e n t s might
w e l l n o t be a s p a s t - o r i e n t e d a s t h e s t u d e n t s
reported.
I n a d d i t i o n to t h e o r i e n t a t i o n to time t h e r e
the orientation
t o a c t i v i t y , f. KluckhoIn i d e n t i f i e d
k i n d s of a c t i v i t y i n which man found h i s

as r a n g i n g from b e i n g to d o i n g .
is
the
self-expression
The s t u d e n t s t e n d e d to
v a l u e " g e t t i n g t h i n g s done" o r " d o i n g something" a b o u t

a problem o v e r a more p a s s i v e
attitude.
f. Kluckho In c l a s s i f i e d t h r e e t y p e s of
relationship
t o t h e q u e s t i o n of man's r e l a t i o n s to o t h e r men:
c o l l a t e r a l and i n d i v i d u a l i s t i c .
To some e x t e n t
lineal,
every
s o c i e t y must c o n s i d e r a l l t h r e e forms of r e l a t i o n s h i p , .
The i n d i v i d u a l born i n t o a s o c i e t y i s always r e l a t e d
b i o l o g i c a l l y and c u l t u r a l l y a s l i n e a l d e s c e n d e n t of
o t h e r members o f t h a t s o c i e t y .
He i s a l s o r e l a t e d
c o l l a t e r a l l y t o o t h e r members of h i s g r o u p .
Beyond t h e s e
r e l a t i o n s h i p s , he i s a l s o an i n d i v i d u a l w i t h a measure
of autonomy.
The s t u d e n t s ' k i n s h i p t i e s
relationships with ancestors.
Their
emphasized
family-mindedness
and p o s i t i v e a t t i t u d e s towards a u t h o r i t y s t r e s s e d
strong
t i e s w i t h n u c l e a r as w e l l a s e x t e n d e d f a m i l y members.
S t u d e n t s i n d i c a t e d g r e a t a c c e p t a n c e of t h e i r
w a n t i n g b o t h t o s u p p o r t and t o
group.
friends,
bo s u p p o r t e d by t h e
peer
They and t h e i r p e e r g r o u p s p r o b a b l y p l a c e d
most v a l u e on t h e r e l a t i o n s h i p s of i n d i v i d u a l s
individuals.
as
T h e r e a p p e a r e d t o be g r e a t v a r i a t i o n
v a l u e o r i e n t a t i o n w i t h i n Hong Kong.
in
Although some
dominant v a l u e o r i e n t a t i o n s can be i d e n t i f i e d ,
many
v a r i a n t p a t t e r n s c o n c u r r e n t l y a c c e p t e d by t h e group could
p a s s t h e eyes of s o c i a l s c i e n t i s t s
unnoticed.
111
Cultural Values and Educational Goals
Svery culture lias its values and value systems.

In a simple society, cultural values are most likely to
be integrated and stable.
In an industrial society like
Hong Kong, the cultural value system is much more complicated.
There exists within the same society a wide
area of possible choices: desirable vs. undesirable,

Chinese vs. "/estern, emergent vs. traditional, personal
v s . school or cultural etc.
Mitchell (1969) in his study
of Hong Kong pupils, found that Chinese and Western values

need not be opposed to each other on many issues.
However
there are some issues where there are fairly obvious

alternatives such as music, movies and fashions in
clothing.
All of these involve family life styles and
they are clearly different in their Chinese and Western

manifestations.
Mitchell found that students gave top
priority to having "a good personality", placing academic

achievement second.
In these findings, the values relating personal

and social relationships received top ranking following by
school and cultural values.
Jeffreys (1972) considered
the aims of education to be nurturing personal growth,

conserving and transmitting and renewing culture.
Ho
commented that, in the west, the last twenty years have

seen established traditions and values disappearing
without much sign
as yet of their replacement by
anything constructive.
As a remedy, Bennis (1969)
suggested that an educational system should be designed to

help the individual to develop some permanent or abiding
112
commitment a greater fidelity to something or someone
to make a person more human.
Money is not the total solution to educational

problems.
Better paid teachers, and modern school building*
and equipment alone do not necessarily produce good quality

students;
there are many intangible qualities involved in
oducation.
An effective education could help
students to gain faith by which to live; to make efforts to

understand their world and their place in it; to recover
the sense of vocation and to rediscover the meaning and
importance of the family.
Urbanization and industrialization have split the

family unit and destroyed the communal living pattern.
It
has given to the community, slums, resettlement and highrise housing estates.
Family ties, clan relationships and
neighborliness have been shaken.
However, the family is
the natural context in which personal and social values are

learned and understood.
It is especially in the family
that relationships are essentially personal and each person

is valued as a person.
therefore, the
The integrity of the family is,
most important bulwark against the
destruction of personal values by other forces in modern

living.
In a changing community like Hong Kong, our

society, particularly our
educational system should be
involved in helping to develop the competence necessary in

interpersonal relationships.
Our school system should be
able to help us to develop and preserve certain permanent
113
v a l u e s ; t o i d e n t i f y c e r t a i n a b i d i n g commitments; t o l e a r n
what r o l e s a r e s a t i s f y i n g and how t o a t t a i n them; to a c c e p t
b i - c u l t u r a l l i v i n g p a t t e r n s and t o be a b l e t o p l a c e in
p e r s p e c t i v e v a r i o u s s e t s of c u l t u r a l v a l u e s .
I t may be
d e s i r a b l e to re-emphasise the ancient p h i l o s o p h i c a l
concept
of " f a m i l y " t o embrace t h e whole of mankind a s was t h e c l e a r

i n t e n t i o n of Confucian t h i n k e r s f o r many c e n t u r i e s .
f o l l o w i n g q u o t a t i o n shows t h a t i t was t h e n a t u r a l
of t h e s u p e r i o r man's a t t i t u d e , t h e c i r c l e of
The
sequence
relationships
r a d i a t i n g o u t from t h e p a r e n t s to the whole s o c i e t y .
In
r e s p o n s e t o t h e s e a r c h i n g q u e s t i o n s of a s t u d e n t , Chu Hsi
( 1 2 t h C e n t u r y ) s a i d , " I n t h e i n t e r c o u r s e w i t h f r i e n d s and
i n g o v e r n i n g t h e p e o p l e , one cannot s e e k f o r t h e
of f a i t h f u l n e s s
principles
and humanity i n f r i e n d s and t h e p e o p l e .
They
a r e a l l i n t h e mind, t h a t i s a l l , f o r t h e mind and p r i n c i p l e

are i d e n t i c a l .
When t h e mind i s f r e e from t h e
obscuration
of s e l f i s h d e s i r e s , i t i s t h e embodiment of t h e P r i n c i p l e
of N a t u r e , w h i c h r e q u i r e s n o t an i o t a added from t h e o u t s i d e .
When t h i s m i n d , which h a s become c o m p l e t e l y i d e n t i c a l w i t h
the P r i n c i p l e of N a t u r e , i s a p p l i e d and a r i s e s to s e r v e
p a r e n t s , t h e r e i s f i l i a l p i e t y ; when i t a r i s e s to s e r v e t h e
r u l e r , t h e r e i s l o y a l t y ; when i t a r i s e s to d e a l w i t h
or to govern t h e p e o p l e , t h e r e
humanity."
(Chan W i n g - t s i t ,
are faithfulness
1963).
and
friends
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Growing
up i n an A u s t r a l i a n C i t y ; A S t u d y of
Adolescents
in Sydney.
Australian
Council
for Educational Research, Victoria,

D a v i s , K.
19^3.
"The S o c i o l o g y o f P a r e n t - Y o u t h C o n f l i c t "
Education and S o c i e t y , p p .
M e r r i l l Books, Ohio,
D u k e s , . F . & Dempsey, P.
115-123.
C.E.
1 966.
" J u d g i n g Complex V a l u e
S t i m u l i : An E x a m i n a t i o n a n d R e v i s i o n of
P a t h s of L i f e "
in E d u c a t i o n a l and
T h e C h i l d and S o c i e t y :
Socialization,
York,
E r i kson, E.
pp.
the Process
pp. 25-35.
Morris'
Psychological
Measurement, Vol. 26, pp. 871-882,

Elkin, F.
in
1966.
of
Random H o u s e , New
1961.
C h i l d h o o d and S o c i e t y , p p . 219-231
235-265.
N o r t o n , New Y o r k ,
1950.
and
115
Green, B.
"Attitude. Measurement" in Handbook of Social

Psychology, Vol. 1, pp. 335-369.
Add ison-
tfesley, Cambridge, 195^.

Havighurst, 3.. J.
& Taba, li. Adolescent Character and
Personality, pp. 28-46.
John iiley & Sons,
New York, 19^9.

Henderson, IT.II.
Educational Problems and Research; A
Kong Kong Introduction, pp. 37-38.
University
of Hong Kong Research Unit, Hong Kong, 1973.

Hong Kong Annual Report 197^ ;
Hong Kong Government.
review of 1973 PP. 56-59.
Hong Kong
Government Printer, Kong Kong, 197^.

Jeffreys, M.Y.C.
The Aims of Bducation (Glaucou),
pp. 3-20.
Pitman Press, Bath, 1972.
King, S.H., Bidwell, C.E., Finnie, B. & Scarr, H.A.

"Undergraduate Careers: Alternative*and
Determinants", a report from the Harvard
Student Study read before the 56th Annual
Meeting of the American Sociological
Association.
King, S.H.
St. Louis, Missouri, 1961.
"Values and Personality Development Among

College lien" , a report from the Harvard
Student Study road before the annual meeting
of the American Psychological Association,
New York, 1961.
Kluckholn, C.
"Values and Value-orientations in the
Theory of Action: An Exploration in Definition

and Classification" in Toward a General Theory
of Action , pp. 409-^-1 1
Harvard University
Press, Cambridge, 1951.

Kluckholn, F. & Spiegal, J.P.
"Integration and Conflict
in Family Behaviour" in Committee on the

Family of the Group for the Advancement of
Psychiatry Report No. 27, pp. 7^-77.
Topeka, Kansas, 195^.
116
Lewin, H.
Dynamic Theory of P e r s o n a l i t y .
New York, 1935.
McGraw-Kill,
L i , A.H.F.
"A P a r e n t a l A t t i t u d e S c a l e in Chinese" in
P a y c h o l o g i a An I n t e r n a t i o n a l J o u r n a l of
Psychology in the Orient, Vol. XVI, No. 3, 16,
pp. 174-176.
Linton, "_1.
The Cultural Background of Personality,
pp. 28-30.
P.outledge & Hegan Paul, London,
1964.
Liu, Hu-chi,
A Short History of Confucian Philosophy,
p. 9.
Mitchell, R.E,
Penguin Boolis, Middlesex, 1955.

Pupil, Parent and School; A Hong Kong
Study, Vol. I and II,
A project of the
Urban Family Life Survey, Hong Hong, 1969,

Morris, C.
Varieties of Human Value, pp. 20-66.
University of Chicago Press, Chicago, 1968.

Rosenberg, M.
Society and the Adolescent Self-image,
PP. 3-5
Princeton University Press,
Princeton, 1965,
Sadler, 7.3.
Adolescence Problems, pp. 27-29.
The C.V. Mosby Co., St. Louis, 1943.

Stephenson, W.
The Study of Behaviour.
University of
Chicago Press, Chicago, 1953.
Westby-Gibson, D.
Social Perspectives on Education;
the Society, the Student, the School, p. 77.

John Wiley & Son, New York, 1965.
William, Tl.
"Value Orientation in American Society"
in Social Perspectives on Behaviour,

pp. 288-314.
Free Press, Illinois, 1950.
117
SELECTED ITEMS FROM THE COLEMAN STUDY
STUDY OF SECONDARY SCHOOL SOCIAL CLIMATES
'Tame
Age
Sex
School
Form
This questionnaire is part of a study being carried out in secondary

schools to learn about the interests and attitudes of secondary school.
students in various kinds of school situations. We think you will find the
questions bel^w interesting to answer. Try to go through the questionnaire
quickly, without spending too much time on any single question* Answer the
questions in order, without skipping.
Feel free to answer exactly the way you feel, for no one in this school
will ever see the answers. This is an attitude questionnaire, and not a test.
There are no ri.ht or wrony answers.
1.
What subjects do you like best in school ?

Check one
1.
2.
3.
4.
56.
7.
8.
9.
10.
11.
2.
a school very
a school with
a school with
a school with
other (What ?
mucli
more
good
good
like the one I am attending at present.

technical courses
standard of science courses
standard of arts courses
,
)
Thinking back to the days in primary 5 & 6, did you enjoy that period
more than you are enjoying secondary school now, or are you enjoying
secondary school more ?
1.
2.
3.
5.
3tay in school until Matriculation

stay in school until School Leaving
leave school before School Leaving
don1t know
If you had your choice of going to another school, whieh wmild you chooso ?
1.
2.
3.
4.
5.
4.
If you had your own choice, would you

1.
2.
3.
4.
3.
science subjects
mathematics subjects
social scionce subjects
Chinese
English
physical education
music
art
vocational courses
commercial courses
~thor (What ?
primary 5 * 6 more
secondary school more
both same
What would you most liice to get from secondary school ?
118
6.
Below is a list of items on which some parents have rules for their
children, while others don't. Cfeeck each item that your parents
have definite rules for.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
1516.
17.
18.
7.
Suppose you had an extra hour in school and could either take some
course of your own choosing, or use it for athletics or some other
activity, or use it for study. How would you use it ?
1.
2.
3.
4.
5.
8.
by myself
with a boy/girl friend
with other friends
with a group of boys and girls
with members of my family
About how much time, on the average, do you spend watching television
on a weekday ?
1.
2.
3.
4.
5.
11.
never, or almost never

about once a month or less
about once overy two or three weeks
about once a week
about twice a week
more than twice a week
With whom d~- you go most of ton ?

1.
2.
3.
4.
5.
10.
course
athletics
club or irtivity
study homework
to do something else, what ?
How often do ,y-u go to the movies ?

1.
2.
3.
4.
5.
6.
9-
going out
time spent on home work
the type of friends that I am going around with
the amount of pocket monoy
the way I spend my pocket money
boy-girl relationship
leisure activities
the way I dress
my food habits
bed-time hours
cleanliness
religious belief
manners
use of telephones
listening to radio
watching T. V.
family relationships
other (What ?
)
none,
about
about
about
about
or almost none
hour a day
1 hour a day
1-- hours a day
2 hours or more a day
Different people strive for different things. Here are some things that
you have probably thought about. Among the things you strive for during
your school day, just how important is each of these to you-? (rank
from 1 to 5)
pleasing my parents
learning as much as possible in school
119
living up to my ideals
being accepted and liked by other pupils
excelling in my
work and being looked up to
in class
12.
? ow rank the following four items in terms of their importance to you :

groups and activities outside school
activities associated with school
having a good time
a good reputation
13.
What classmates herf)4n school do you &o around with most often ?
(Give names.)
14.
What do you and the friends you go around with hero at school have
most in common - what are the things you do together ?
15.
Among the popular places around here, which is the one you go to
together most often.
16.
Among the friends you go around with, which of the things below are
important to io in order to be popular in the group ?
1. know what'3 going on in the world of pop singers and movie stare
2. be a good danoer
3. have mod clothes
4. have a good reputation
5. have good mark3
6. have money
7. anything else?
17.
Among tho friend* you go around with what are the things that are
popular right now - that is, in your g^oup ?
style of clothing
hair-style
sports
musical talent
anything else ?
18.
Of a l l ~zvzor>~ . J i)U' r - i n a o
i s the best athlete ?

i s the beat pupil ?
which person
.,
120
would your classteacher most like to ask for his/her help ?
Who
would you most l-ike to be friends with ?
19.
How much time, on the average, do you spend doing homew.vrk
20.
1.
about 1 hour a day
2.
about 2 hours a day
3. about 3 hours or more a day

Name 3 persons in class you would most like to work with in a history/
maths project ?
21.
Thinking of all persons in this class, who would you want most to be
likr ?
22.
What does it tke to be one of the leading group in this class ?
23.
Would ycu say you are a part of the leading group ?

1. yes
2. no
If no, Would you like to be part of the leading group ?
3. yes
4. no
5. don't care
24.
If a person came here tn school and wanted to be associated with the

leading group, what persons should he get to be friends with ?
25.
What 13 your favourite way of spending your leisure time ?
26.
When- a new style of drss comes out, how soon do you change to the
new style ?
I'm usually one of the first
I change about the same time
I usually don't change until
I don't follow the change at
Clothing styles don't matter
27.
in my group to change.
that most other people in my group change.
moat of my friends have changed.
all.
to me.
Suppose you had money to buy a new sports jacket/dress for a party dance.
How would you decide what style or fashion to look for ?
I'd ask a friend of my own age for advice.
I'd ask a friend a little older than I am for advice.
I'd ask one of the members of my family for advice.
I'd find out what is in style from a magazine.
I wouldn't consult anything or anyone.
28.
What person in class would, be, best, able to keep you informed about
what the latest style is ?
121
29.
A situation like this might face anyone sooner or later. Suppose your
parents planned to attend a family wedding dinner,and thsy wanted to
take the whole family along.. But then it happens that your class has
a function on the same night. Your parents can't change their plans,
and they leave it up to you : to go with them or to go to the class
function. Which do you think you would do ?
go with parents
go to class function
30.
If you could be remembered here at school for one of three things below,
which one would you want it to be ?
brilliant student
athletic star
most popular
31.
Among the. items, below, what.does it take to get to be important and

looked up to by the other pupils here at school ?
coming from a comfortable home
leader in activities
having nice clothes
high grades, top of the class
being an athletic star
being in the leading group
32.
Let us assume that you had always wanted to belong to a particular

club in school, and then finally you were asked to join. But then you
found out that your parents didn.'t approve of the group. Do you think
you would
1.
2.
3.
4.
33.
definitely join anyhow

probably join
probably not join
definitely not join
What if your parents approved, but the teacher ynu liked mst disapproved of the group. Would you
1. defintely join anyhow
2. probably join
3. probably not join
4. definitely not join
34.
But what if your parents and teachers approved of the group, but by joining
th club you would break with your closest friend, who wasn't asked to join,
Would you
1. definitely join anyhow
2. probably join
3. probably not join
4. definitely not join
35-
Which one of these things would be hardest for you to take - your parents*
disapproval, your teacher's disapproval, or breaking up with your friend ?
1. parents' disapproval
2. teacher's disapproval
3. breaking up with friend
122
36.
Just suppose you were chosen to join the extracurricular activity which
you most wanted to be in here at school
What club/group/society would it he ?
Do you already belong to this club/group/society ?
yes
no
37.
Do you belong to any clubs or groups outside of school, such as scouts,

guides, Duke of Edinburgh's Scheme, Junior Red Cross or a church young
people's group ?
yes
no
If yes : what are the names of the group(s) ?
38.
Which of the items below fit most of the girls here at school ?
(check as many as apply)
(
(
(
(
(
(
(
(
39
) friendly
) disinterested in school
) hard to get to know
) crazy about mechnical things
) active around school
) studious
) sports-minded
others
Which of the items below fit most of the teachers here at school ?
(check as many as apply)
(
(
(
(
(
(
(
41.
friendly
studious
hard to get to know
mad about clothes
active around school
boy-crazy
snobbish
spiteful
others
Which of the items below fit most of the boys here at school ?
(
(
(
(
(
(
(
40.
)
)
)
)
)
)
)
)
)
)
)
)
)
)
)
friendly
tno strict with school wrrk
not interested in teaching
understanding
not interested in pupils
willing to help out in activities
unapproachable
Do you agree or disagree that

agree
disagree
( )
( )
( )
( )
( )
( )
( )
( )
The real qualities of a person come out in the group.

If I could make a change,I would be someone different
from myself.
I enjoy social gatherings just to be with people.
I am often not able to keep up with the rest.
123
agree
)
( )
42.
disagree
( )
I am not doing so well at school
( )
If a person want to be part of the leading group
around here, he sometimes has to go against his
principles.
( )
I often find myself day-dreaming.
Rank the following in terms of their attractiveness for you, if you

could be any of these
an executive in a large company
a respected leader in civic and political affairs in my
community.
a successful business man in my community
43.
Do ynu read any magazines regularly or fairly regularly ?

yes
nr>
If yes : which ones ?
44.
45-
46.
Which type(s) of books you read regularly ?

1. Chinese literature
6. Science fiction
2. English literature
"J. Detectives
3. Chinese fiction
8. Historical novels
4. Enfelish fiction
9. ^ ^ ,JN ^j
5. Science and technology
10. others
Do you read newspapers everyday ?
yes
no
if yes : which ones ?
Hank the following seven occupations in terms of their desirability
writer or journalist
scientist
business executive
medical doctor
engineer
solicitor
accountant
secondary ^choo!1. teacher
others
47.
Rank the following occupations in terms of their desirability

clerical staff
trained mechanic
proprietor of a store
owner-operator of a printing shop
124
primary school teacher
nurse
46.
Thinking realistically, do you think you will live and work in Hong Kong
when you leave school ?
1.
2.
3.
4.
5.
definitely yes
probably yes
don't know
probaMy no
definitely no
49.
'hat kind of work do you plan to take up when you finish your schooling ?
50.
Rank the five itewis below in terms of their importance to you Concerning
a job
the security of steady work
the opportunity for rapid promotion
the enjoyment of the work itself
friendly people to work with
51.
a hi^h salary
If you had a hundred dollars, and you were completely free to do With
it whatever you wanted, what "would you do with it ?
1.
2.
3.
4.
52.
If you were goint to university and money were no problem, would you
rather go abroad to study or attend university here ?
1.
2.
3.
53.
3pend it all on
spend moet of it on
save most of it
save it all
&o abmad to 3tudy

3tudy here
don't know
Are you planning to go to university after secondary school if money

were no problem
1 yes
2. undecided because
3. no because
54.
Check the category which comes closest to your feelings about your self :1.
2.
3.
55.
I don't like myself the way I am, I'd like to change completely.
There are many things I'd like to ohange, but not completely.
I'd like to stay very much the same; there is very little I would like
to ohange.
The years in secondary school have been

1.
2.
3.
4.
5.
full of fun and excitement

hard woTk but interesting
fairly pleasant
fairly dull
unhappy
125
56.
Complete the following sentences :
More than anything else, I'd like to
The best thing that could happen to me this year at school would be
The most important thing, in life is
I worry most about

o7 Where were you born ?
8.
How much formal education did your father and mother have ?
Father
Mother
59.
( )
(
( )
;
( )
(
( )
(
( )
(
( )
(
( )
(
( )
(
( )
(
What is your
)
no schooling
)
a few years of schooling
)
comppeted primary school
)
a few year3 of secondary schol
)
completed secondary school
)
attended professional training caurse
)
attended post-secondary education
)
completed university
)
don't know
father's occupation ? What does he do ?
eO.
Does your mother have a job outside the home ?

1. yes, full-tiem
2. ye3, part-time
3. no
4. If yes : what job ?
fcl. Do you get any money from your parents ?

1. no
2. I get money when I ask for it
3. I get a regular allowance
4. How much per week ?
G. L.
Oct. 1968.
126
A Study Project of the Department of Education, University of Hong Kong
This is not a test but a study project to get a picture

of your feelings concerning various matters.
The statements below describe various kinds of attitudes
and behaviour regarding '-ne's relationship towards others and
also about oneself.
There are no "right" or "wrong" answers. All the
information you provide here will be kept strictly confidential.
It is not necessary to sign your name on the answer sheets.
Please answer the items as quickly as you can, and do
not spend more than a few seconds on each items. All items can
be answered by simply ticking the box next to the appropriate
answer category.
( s/ )
If any of the stated alternative choices does not
describe your exact feeling or attitude, it does not matter,
but choose the one that is closest to what you believe is right.
All the following items must be answered
item only.
1.
I consider the head of my family to be

(
2.
one answer to each
grandfather
father
grandmother
or
step-father
mother or
step-mother
uncle
aunt
elder brother
elder sister
(
(
)
)
brother-in-law
sister-in-law
myself
The head of my family can best be describe as

(
kind
cheerful
dignified
fair
hardworking
understanding
honest
stern
obstinate
dishonest
unfa ir
old fashioned
uninteresting
la zy
127
Page 2
3.
4.
5,
6,
7i
8,
9.
I would most want to

(
obey the head of the family
help my family
plan my own life
take advice from my friends
take advice from my teachers
I think I should
(
chooso my own friends
keep to my relatives
have the friends approved by my par ents
When I start work I shall

(
give all my money to parents
share it with parents
keep my money all to myself
I think it most important to discuss my career plans with

(
parents
teachers
brothers/sisters
relatives
friend
no one
I most often discuss school problem with

(
parents
teachers
(
(
(
(
)
)
)
)
brothers/sisters
relatives
friend
no one
When the matter is about boy-girl relationship, I shall

discuss it with
(
parents
teachers
brothers/sisters
relatives
friend
When the matter is about health, I shall discuss it with

(
parents
teachers
(
(
)
)
brothers/sisters
relatives
friend
doctor
128
Page 3
10,
11,
12,
13
When it is a family problem, I shall discuss it with

(
parents
teachers
brothers/sisters
relatives
friend
no one
When it is a financial problem, I shall discuss it with

(
parents
teachers
brothers/sisters
relatives
friend
no one
When I marry I will

(
choose my own partner
do what my parents advise
expect my parents to find me a partner
In my spare time I prefer to

(
1^.
15.
16.
17.
help ny family at home
have a hobby
do homework.
take a job outside
I feel my father is
(
too old fashioned
quite understanding
modern in his outlook
I feel my mother is
(
too old fashioned
quite understanding
m o d e m in her outlook.
Regarding my family
(
I feci quite proud
I don't have any strong feeling
I don't want to think of it because it hurts
Concerning members of my family

(
(
)
)
I feel very relaxed

indifferent
rather uncomfortable
129
Page 4
18.
If money were no problem I would prefer to

(
19.
20.
21 .
22,
24,
25,
live with my family
live with relatives
live with friends
live alone
I think a parent needs

(
to appear dignified
to be a friend to his/her children
to allow his/her children to make their own

decisions
I think a teacher needs

(
to have dignity
to be a friend to his/her pupils
to allow the pupils to make their own decisions
male
female
I am a
I am a student in
(
(
23,
)
)
Arts stream
Science stream
In my family, I am the
(
only child
eldest child
middle child
youngest child
My nationality is
(
British
Chinese
uncertain
other
My religion is
(
Protestant
Catholic
Buddhist
Moslem
(
(
(
(
)
)
)
)
Ancestor-Worship
other
no i n t e r e s t
no r e l i g i o n
Page 5
26.
27.
28.
29.
30.
31.
32.
I consider my natiyo country to be

(
Hong Kong
China
Taiwan
Macao
other
I consider ir.y place of origin

(
Hong Kong
China
Taiwan
Macao
other
I consider my national anthum begins with

(
God saves the Queen
The East is aed
Sam Man Chu Yee
other
I consider my f amily bjsl-ong-e to the

(
upper class
middle class
lower class
In general I think. Chinese customs should be

(
fully preserved
partially perserved
largely discarded
In general I think Western customs should be

(
fully adopted
partially adopted
largely discarded
quite satisfied with myself as a person
that I still have a lot to learn
that I am a rather inadequate person
I feel
33
I think
(
(
(
34.
I prefer to be with friends of

(
playing games is
) a waste of time
) a good enjoyment
) nocessary for hetlth
my own sex
opposite sex
both sexes
130
131
Pago 6
35.
36.
37>
38.
39-
40.
kl,
42.
Most of my friends are

(
older than myself
of similar age
younger than myself
I consider the happiest period of my life to be

(
pre-school
kindergarten
lower primary
upper primary
lower secondary
upper
secondary
I consider the most unhappy period of my life to be

(
pre-school
kindergarten
lower primary
upper primary
lower
upper secondary
secondary
I consider myself
(
soinc thing of a leader
just one of the crowd
a follower
I believe it is best
(
to express opinions on social matters
to take a passive interest in social matter
to leave such matters to responsible person
I have in this class

(
no one I care for
a special friend
a fow good friends
a lot of frionds
With my situation in life I am generally

(
contented
striving for improvement
discontented
My personal appearance is, I believe

(
attractive
average
plain
132
Page 7
^3.
kk.
^5
I live in Hone ICong now because

(
it is my home
thure is nowhere else to go
I hope to go abroad
Chinese i3 the essential language
English is the essential language
Chinese and English are both essential
To me
To attempt to form a concept of myself is

(
uncomfortable
amusing
interesting.
133
13**
A atudy
Project.
of
the
Department
of
E d u c a tion,
University
of
Hong
Kong
In a aeco.idary school, there are many different expectations

about what a pupil ought to do and how he ought to spend his time.
We are presenting you here with a list of differing expectations and
we are interested in your opinions about them.
Read over the list and place a tick (s/)
i*1 * n e box next to
the item which you consider describes something a pupil in a
secondary school should be, Check as many of the following items
as apply to your expectation.
He or she should :
1.
be kind
2.
be friendly
3.
be tolerant
4.
be obedient
5.
be independent
6.
be honest
7.
be family-minded
8.
be civic-minded
9.
be hardworking
10.
be creative
11.
be sociable
12.
be an individual
13.
be curious and inquiring
14.
write well
15-
be strong in English and have a reasonable command

of Chinese
16.
be strong in Chinese and have a reasonable command
17.
be cautious in forming friendships
18.
strive for excellence in all he/she does and says
19.
20.
(
(
)
)
emphasize knowingn'ot doing

not be afraid of new ideas
21.
participate
22.
23.
24.
25.
26.
27.
(
(
(
(
(
(
)
)
)
)
)
)
receive a university education

have acceptable manners and appearance
balance vork and leisure
be a scientist
be a humanist
be responsible and whole hearted
of English
in
extra-curricular
activities
28.
get good grades
29.
be at easo with members of the opposite sex
30.
31
32.
(
(
(
)
)
)
respect the Chinese tradition

respect the privacy of others
totally accept Western influence
33
maintain the Chinese tradition but be prepared to

accept Western influence
34.
live in harmony with nature
35.
emphasize
the past and present
36.
emphasize
the present and future
136
Page 2
The same list is repeated below. This time consider
what your parents would expect of a secondary pupil. Check
as many of the following items as apply to your parents'
expectations.
He or she should!
1.
bo kind
2.
be friendly
3.
be tolerant
k,
be obedient
5.
bo independent
6.
be honest
7.
be
family-minded
8.
bo
civic-minded
9.
be
hardworking
10.
be
creative
11.
be
sociable
12.
bo an
13.
be c u r i o u s and
\U.
write
15.
16.
be s t r o n g i n E n g l i s h and have a r e a s o n a b l e
of C h i n e s e
be s t r o n g i n Chinese and have a r e a s o n a b l e
of E n g l i s h
17.
18.
19.
emphasize knowing not doing
20.
21.
participate in extra-curricular activities
22.
individual
inquiring
well
command
command
23.
24.
25.
be a scientist
26.
be a humanist
27.
28.
get good grades
29.
be at ease with members of the opposite sex
30.
31
32.
33
(
(
)
)
34.

maintain the Chinese tradition but be prepared
to accept Western influence
35.
emphasize
36.
emphasize
137
Page 3
The same list is repeated below* This tirne consider
what teachers in your school would expect of a secondary p u p i l .
Check as many of the following items as apply to your teachers'
expectations,
H e o r she s h o u l d :
1.
b>^ kind
2.
be friondly
3.
be tolerant
4.
be obedient
5.
be independent
6.
be honest
7.
be
fanily-mindod
8.
be
civic-minded
9.
be
hardworking
10.
be
creative
11.
be
sociable
12.
be an
13.
be
14.
write
15.
16.
be strong in English and have a reasonable

of Chinese
be strong in Chinese and have a reasonable
individual
c u r i o u s and
inquiring
well
command
command
of English
17
18.
19.
emphasize knowingnot doing
20.
21.
participate in extra-curricular activities
22.
23.
2k.
25.
be a scientist
26.
be a humanist
27.
28.
get good grades
29.
be at ease with members of the opposite sex
32.
33.
maintain the Chinese tradition but be prepared
34.
35.
emphasize
36.
emphasize
to accept Western influence
Page
4
138
The same list is repeated b e l o w . T h i s time consider

what your own group of close friends in school w o u l d expect
of a secondary p u p i l . Check a s many of the following items
as apply to your group of close friends' e x p e c t a t i o n s .
He or she should :
1.
(,
bo
kind
2.
be
friendly
3.
be
tolerant
4.
be
obedient
5.
be
independent
6.
be
honest
7.
8.
(
(
)
)
be
bo
family-minded
civic-minded
9.
be
hardworking
10.
bo
creative
11.
bo
sociable
12.
be an
13.
be
14.
write
15.
be
of
16.
be strong in Chinese and have a reasonable command
individual
curious
and
inquiring
well
strong in
Chinese
English
and have a
reasonable
command
of English
17.
be
18.
strive
cautious
19.
emphasize
20.
not
21.
participate
22.
receive
23.
have
for
in
of
in
all
he/she
new
d o e s and
says
ideas
extra-curricular
university
acceptable
24.
balance
25.
be a
scientist
26.
be a
humanist
27.
be
28.
get
29.
be a t
30.
(.
respect
31.
32.
33.
34.
live
35.
emphasize
36.
responsible
activities
education
manners and
work and
good
friendships
in
k n o w i n g no.t d o i n g
be; a f r a i d
a
forming
excellence
appearance
leisure
and whole
hearted
grades
ease with
members of
the
Chinese
respect
the
privacy
totally
accept
maintain
the
to accept
of
Chinese
sex
others
influence
tradition
but be
prepared
influence
in harmony w i t h
nature
the past
the
opposite
tradition
Western
Western
the
and
present
present
and
future
G.L.

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Title

An enquiry into the cultural values of form five students, with

The author retains all proprietary rights, (such as patent rights)

AN ENQUIRY INTO THE CULTURAL VALUES OF FORM FIVE STUDENTS ,

UNIVERSITY OF HONG KONG

He returned to the Chinese University of

Hong Kong in September 1973 and guided the development

Turner and Mrs. W.F. Dukes who

advised on the statistical method; to Miss Fok Zar-yue,

The Two Systems:

THE DESIGN AND PROCEDURE

The Sample and The Test

The Concepts of Values and

Values and Expectations

General Treatment of Statistics

Family Versus Individual

Authorities Versus Peers

National and Cultural Identity ..

Festivals, Rituals and Religions

Food Habits and Medical Treatments

SUMMARY AND IMPLICATIONS

Comparison of Attitudes: Family

Comparison of Creeds and Customs:

Comparison of Creeds and Customs:

and urbanization have brought about tremendous changes

Changes have occurred not

only in the pattern of living, home, work, and

Problems and conflicts which traditionally

would be resolved within the family unit now seem beyond

Such situations call for a readjustment of

human needs and resources.

beliefs, attitudes and patterns of behaviour is obviously

Schools are among the possible

agents of change in attitudes and behaviour.

the values and attitudes of the youth population which

In 1971, 17 years after establishing it as a

Universal secondary education and an

improved school system are the targets for the immediate

A report published in 1973 by the Board of

Education on the proposed expansion of secondary education

The present study is dedicated to one aspect

to explore the patterns of values, attitudes, ideals,

The secondary schools in Hong Kong are

The general problem of this

study is to explore whether there are differences between

How do the groups see

themselves, their peers, teachers and parents?

the similarities and differences between the two groups

How do expressed ideals relate to alleged

Deliberate attempts have been made to answer

these specific questions in the following chapters.

The Two Systems;

vs. Chinese Middle Schools

In the Anglo-Chinese schools, English is used

Chinese (Cantonese) is the language of

instruction in the Chinese Middle schools with English

P a t t e r n e d a f t e r the school system in China,

t h e r e w e r e 101 Chinese Middle s c h o o l s and 122 A n g l o Chinese s c h o o l s .

The d e c l i n e of t h e Chinese Middle

s c h o o l s was n o t e d o n l y i n t h e 1 9 5 0 ' s a s t h e Chinese

s c h o o l s have o f f e r e d E n g l i s h and C h i n e s e , the A n g l o - C h i n e s e

chosen by t h e community as t h e means of e d u c a t i n g t h e

I n 1963 , t h e r e were 223