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UW -Madison > School of Education > Counseling Psychology

Research Scales

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Cultural Congruity Scale (CCS: Gloria & Robinson Kurpius, 1996)

  • Developed to assess the congruity or fit of a student’s personal cultural values with those of the university.
  • 13-items (8 items reversed-scored)
  • Based on a 7-point Likert-type scale, higher scores reflect increased cultural congruity. (Has also been used on a 4-point Likert-type scale - See Gloria, Hird, & Navarro, 2001).

The CCS has been used with:

  • Chicana undergraduates (Gloria, 1997)
  • Latina undergraduates (Gloria, Castellanos, & Lopez, 2005; Gloria Castellanos, Segura-Herrera, & Mayorga, in press)
  • Latino male undergraduates (Gloria, Castellanos, Scull, & Villegas, 2009)
  • Latina/o undergraduates (Gloria, Castellanos, Lopez, & Rosales, 2005)
  • Latina/o undergraduates (Orozco, 2007, unpublished dissertation)
  • Latino/a and Black college students (Constantine, Robinson, Wilton, &  Caldwell, 2002)
  • First-year Latina/o undergraduates (Bordes & Arredondo, 2005)
  • African American women college students (Constantine & Watt, 2002)
  • African American undergraduates (Gloria, Robinson, Hamilton, & Willson, 1999; Constantine & Watt, 2002)
  • American Indian undergraduates (Gloria & Robinson-Kurpius, 2001)
  • Asian American undergraduates (Gloria & Ho, 2003)
  • White and racial and ethinc minority undergradutes (Gloria, Hird, & Navarro, 2001)

 

University Environment Scale (UES: Gloria & Robinson Kurpius, 1996)

  • Developed to measure student perceptions of the university environment.
  • 14-items (5 items reversed-scored)
  • Based on a 7-point Likert-type scale, higher scores reflect more postitive perceptions of the university enviroment (Has also been used on a 4-point Likert-type scale - See Gloria, Hird, & Navarro, 2001).

The UES has been used with:

  • Chicana undergraduates (Gloria, 1997)
  • Latina undergraduates (Gloria, Castellanos, & Lopez, 2005; Gloria Castellanos, Segura-Herrera, & Mayorga, in press)
  • Latino male undergraduates (Gloria, Castellanos, Scull, & Villegas, 2009)
  • Latina/o undergraduates (Gloria, Castellanos, Lopez, & Rosales, 2005)
  • Latina/o undergraduates (Orozco, 2007, unpublished dissertation)
  • First year Latina/o students (Bordes & Arredondo, 2005)
  • Latino college student (Castillo, Conoley, Choi-Pearson, Archuleta, Phoummarath, & Van Landingham, 2006)
  • First-time Latina/o freshman (Bordes, Sand, Arredondo, Robinson Kurpius, & Rayle, 2006)
  • African American undergradutates (Gloria, Robinson, Hamilton, & Willson, 1999)
  • American Indian undergraduates (Gloria & Robinson-Kurpius, 2001)
  • Asian American undergraduates (Gloria & Ho, 2003)
  • White and racial and ethinc minority undergradutes (Gloria, Hird, & Navarro, 2001)

The CCS and UES can be found in the following article:

Gloria, A. M., & Robinson-Kurpius, S. E. (1996). The validation of the cultural congruity scale and the university environment scale with Chicano/a students. Hispanic Journal of Behavioral Sciences, 18, 533-549.