Description

The Stephenson Multigroup Acculturation Scale (SMAS-32) is a psychometric instrument designed to measure the degree of acculturation among individuals in multicultural settings. The scale was developed to provide a comprehensive assessment of acculturation processes across multiple cultural groups, particularly in contexts where individuals are exposed to more than one cultural environment.
The SMAS-32 is composed of 32 items that assess two primary dimensions of acculturation: Ethnic Society Immersion (ESI) and Dominant Society Immersion (DSI). These dimensions reflect the extent to which individuals engage with and integrate into their ethnic culture versus the dominant culture of the society in which they reside.

Data Analysis and Usage

When utilizing the SMAS-32 in research or clinical practice, the following steps are typically involved:
Data Collection: Participants are asked to respond to the 32 items on a Likert-type scale, typically ranging from “Strongly Disagree” to “Strongly Agree.” The responses are then scored to reflect the levels of acculturation in both the ethnic and dominant cultural dimensions.
Scoring: The scale provides two subscores corresponding to the ESI and DSI dimensions. These scores indicate the individual’s orientation towards their ethnic culture and the dominant culture. High scores on both scales suggest biculturalism, where the individual is highly engaged with both cultures.
Data Analysis:
Descriptive Statistics: Mean scores, standard deviations, and distribution of responses are analyzed to understand the general trends within the sample.
Factor Analysis: Exploratory or confirmatory factor analysis is often used to validate the dimensional structure of the scale in different populations.
Comparative Analysis: Researchers may compare the acculturation levels across different demographic groups (e.g., age, gender, length of residence in the host country).
Correlation and Regression Analysis: The relationship between acculturation and various outcome variables, such as mental health, social integration, and identity, can be explored using correlation or regression techniques.
Interpretation: The results from the SMAS-32 can provide insights into how individuals balance their cultural identities and how this balance impacts their overall well-being and social functioning. This information can be crucial for developing culturally sensitive interventions and support systems.

Calibration

Calibration of the SMAS-32 involves ensuring that the scale is valid and reliable across different cultural groups and settings. This process includes:
Reliability Testing: Assessing the internal consistency of the scale, typically using Cronbach’s alpha, to ensure that the items within each dimension are cohesively measuring the same construct.
Validity Testing:
Content Validity: Ensuring that the scale adequately covers the concept of acculturation across different cultures.
Construct Validity: Using factor analysis to confirm the dimensional structure of the scale.
Criterion Validity: Comparing SMAS-32 scores with other established measures of acculturation to ensure it accurately reflects the acculturation process.
Cross-Cultural Calibration: Adapting the scale for use in different cultural contexts, which may involve translating the items and adjusting the scale to account for cultural nuances. Cross-cultural calibration ensures that the SMAS-32 is a robust tool for measuring acculturation in diverse populations.

Bibliography

Stephenson, M. (2000). Development and validation of the Stephenson Multigroup Acculturation Scale (SMAS). Psychological Assessment, 12(1), 77–88. doi:10.1037/1040-3590.12.1.77
Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5–34. doi:10.1111/j.1464-0597.1997.tb01087.x
Yoon, E., Lee, R. M., & Goh, M. (2008). Acculturation, social connectedness, and subjective well-being. Cultural Diversity and Ethnic Minority Psychology, 14(3), 246–255. doi:10.1037/1099-9809.14.3.246
Schwartz, S. J., Unger, J. B., Zamboanga, B. L., & Szapocznik, J. (2010). Rethinking the concept of acculturation: Implications for theory and research. American Psychologist, 65(4), 237–251. doi:10.1037/a0019330