Cultural diversity Module 2

cultural conditioning

how people learn the behaviors that are regarded as right and wrong in their society

childhood conditioning

learn such basic activities such as eating, walking, walking, dressing, bathing

adult conditioning 

people learn new behaviors to perform already conditioned behaviors 

observation/instruction

beginning to become aware of a particular behavior but have not yet tried it yourself 

first step of cultural conditioning

observation/instruction

step two of cultural conditioning

imitation

imitation

carrying out the activity, feeling awkward or focused on it to try and do it right 

reinforcement

people encourage you that it is the right way to do something

step three of cultural conditioning

reinforcement

step four of cultural conditioning 

internalization 

internalization 

not needing much reinforcement anymore, now know how to do it, may have to think about it a little bit

step five of cultural conditioning

spontaneous manifestation

spontaneous manifestation

the action comes naturally to you now

attachment

a mutual, affective, enduring relationship between 2 individuals, usually caregiver and infant 

bowlby and attachment theory

rooted in evolutionary perspective and believes the attachment between infants and parents evolved to protect infant survival. When infants would stay close to their caregivers their parents would be able to protect them

ainsworth

•developed the four different attachment types. We measure this through the “strange situation”

secure pattern strange situation 

child plays happily, when mother leaves child pauses and shows signs of distress, when mother returns, child seeks contact and returns to play 

insecure-avoidant pattern strange situation

child plays happily, when mother leaves, child continues playing and shows little to no signs of distress, when mother returns child ignores her and avoids contact

insecure resistant pattern strange situation 

child slings, is preoccupide with mother, when mother leaves, child is unhappy stops playing, when mother returns, child is angry, seeks out and avoids contact simultaneously 

disorganized pattern strange situation

before mother leaves child is cautious, when mother leaves child may stare or yell, looks scared, confused, when mother returns, child acts oddly, may scream hit self, throw things 

1st modification to SS

change what is being recorded and how behaviors are coded based on the cultural differences 

2nd change to SS

understand that children from other cultures may explore and demonstrate interest in their environment differently

3rd change to ss

use indigenous researchers/lab workers to help intepret the information through the lens of that culture 

parental ethnotheories

parents general beliefs about children, family, family dynamics, parental customs, and parenting How does culture

who created the theory of parenting styles

Baumrind

authoritarian

strict, physical punishment(sometimes), little affection, high demandingness, low responsiveness

permissive parents

high responsiveness, low demandingness, accepting and loving, but not disciplining children 

authoritative 

high on responsiveness and demandingness, accepting, value individuality, also discipline, have clear but rational rules 

neglectful parents

involved in own-needs and ignore their children, low responsiveness, low demandingness, 

traditional parents

stern parenting combined with love, incorporating religion.

parenting style preferred by western thinking

authoritative

do p-c relationships in other cultures experience parenting styles differently

yes, often asian children thrive in authoritarian p-c relationships

chinese parenting style optimal parenting 

emphasize parental involvement, parent selflessness, child devotion, supportive parental control, emphasize training child to behave according to social norms and expectations

korean parenting styles

fairness and parental control coexists with love and affection. physical and reasoning techniques used for discipline, emphasize teaching children cultural norms and expectations 

arab societies/mixed parenting styles

use mixed parenting styles- use some of baumrind w/local parenting styles, beliefs, and practices

effects of authoritarian parenting in western children

•aggressive children and children who experience pressure to meet their parents expectations

effects of authoritarian parenting in asian children

children feel connected, close to parents

eastern teaching philosophy

most instruction is teacher led, students often sit wuiet and passive, completing assignments

western teaching philosophy

student as active learner, student-centered )self-expression, small group collaborative learning exercises) 

eastern learning styles 

rote memorization and drills, proficiency in recalling facts 

west

conceptual learning, critical thinking, problem solving skills, encouraged to ask questions

eastern student-teacher relationship

teacher= authority figures, obedience and respect, teachers give knowledge and students receive it

western student-teacher relationship

active dialogue b/w student and teacher, interactive, often approachable, comfortability, academic and personal

eastern parental beliefs on academics

academics ar ea result of child’s effort, hard work, perseverance, success=ability to persevere in difficult tasks 

western parental beliefs on education

success linked to intellectual ability, intelligence- innate talent

why is the self prominent in individualistic cultures

these cultures emphasize the self and the ways we are unique

self-esteem

sense of self-worth (confidence and satisfaction in oneself)

self-efficacy

confidence in one’s capabilities to carry out actions to solve problems and manage situations (how confident are you in what you are doing, how confident are you in your ability to manage problems/solve problems)

childhood cultural conditioning

learn eating, walking, talking, dressing, bathing

adult cultural conditioning

new behaviors or ways to perform already conditioned behaviors

self concept

mental image of ourselves; includes beliefs about our attitudes, characteristics, and qualities

independent self

we are private, separate, our own entity. how we see ourself is not influenced by other people.

interdependent

relationships matter, the way in which other people view me, how i view myself is a reflection of everyone else

relational

revolves aroundthe ideas of balancing independent and interdependent

encompassing

acknowledges that in our relationships there are hierarchies and power dynamics that exist

latino ethnotheories 

emphasis on age-related hierarchies, respect for elders, familism, vertical transmission of culture through the mother 

individualistics use what self-descriptors

private self descriptors

collectivists use what self-descriptors

public

contact hypothesis 

the more we interact with people from different groups, the easier it is to get along with them 

face

how we present ourselves to others and how others perceive us in social situations

mien tzu

the kind of prestige that is emphasized, a reputation achieve through getting on in life, through success and ostentation

lien

the respect of the group for a man with a good moral reputation: the man who will fulfill his obligation regardless of the hardships involved, who under all circumstances shows himself a decent human being 

Erving Goffman

sociologist who is credited with the idea of face

losing face

losing respect

saving face

saving respect 

giving face

giving respect - also increase your self-worth

gaining face

gaining respect

western self concept

self esteem important element of self-concept, how you feel about yourself is connected to how you see yourself

eastern self concept

face is important element of self-concept, self regulation is a sign of maturity, inability will bring shame and embarrassment

Identity theorist

erikson

identification

how we incorporate the characteristics, attitudes, beliefs, and values from individuals and groups to which we belong

James Marcia theories 

extended Erikson’s work to have 4 different classifications of Identity, based on exploration and commitment 

achieved identity

high exploration, high commitment

foreclosed

low exploration, high commitment

moratorium 

high exploration, low commitment 

diffusion

low exploration, low commitment

cultural identity

identification with and perceived acceptance into a group that has a shared systems of symbols and meanings as well as norms/rules for conduct

who developed the cultural identity model 

Jean Phinney

unexamined cultural identity

do not show an interest in cultural differences, readily accept the cultural attitudes and beliefs of the parents and other socializing agents

search cultural identity stage

during adolescence parallels Erikson’s emphasis on identity exploration, teens begin to think critically about their cultural traditions, beliefs, and attitudes

achieved cultural identity stage 

individuals experience acceptance of their cultural identity and develop a strong sense of who they are culturally 

ethnic and racial identity

knowledge and attitudes towards the ethnic and racial groups to which a person feels they belong to

ethnicity

people who are closely related to each other through characteristics such as language, ancestry, religion, and culture

nationality 

place of birth 

race

physical characteristics such as skin color

ethnic identity developments 6-8

children able to label the ethnic group they belong to

ethnic identity developments 7-8 

children able to understand that differences are based on not just biological, but also social features 

ethnic identity developments 8-10

understanding that race or ethnicity remains the same across time and in different settings

O in the ocean model

openness to experience

c in ocean 

conscientiousness 

e in ocean

extroversion

a in ocean

agreeableness

n in ocean 

neuroticism 

Does the Five Factor Model translate across cultures

all cultures identified those factors, BUT these 5 factors may not be equally important across contexts and cultures