A Comparison of U.S. and Chinese University Students' Cognitive Development: The Cross-Cultural Applicability of Perry's Theory

Abstract

The cross-cultural generalizability of William Perry's (1970) theory of intellectual and ethical development was examined via the Zhang Cognitive Development Inventory (ZCDI; L. F. Zhang, 1995, which is based on Perry's theory), with 3 samples of college students, 1 from the United States and 2 from the People's Republic of China. The ZCDI was shown to be reliable and valid for all 3 samples. The results indicated that the Chinese college students' cognitive—developmental pattern differed from that proposed by Perry, but the U.S. students' pattern did not. Possible reasons for the different cognitive—developmental pattern of the Chinese students are presented, leading to the conclusion that Perry's scheme is not universal. Instead, students' cognitive—developmental patterns seem to vary as a function of different cultural and education systems. The implications of these results are discussed in relation to student affairs practice.