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Cultural Diversity- Exam 8 page summary

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Cultural Diversity

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Universiteit Utrecht (UU)

During the exam for this course, you may use a “cheat sheet”. And this is my cheat sheet. I don't recommend copying this cheat sheet, but you can use it as inspiration. I passed this exam with this 8-page summary that I copied on both sides (the cheat sheet should not be longer than 4 A4 p...

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cultural diversity

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Universiteit Utrecht (UU)
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Cultural Diversity

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Cultural Diversity (HC1, Bodine Romijn) *Culture  WEIRD Science (Henrich et al., 2010), -Most behavioral science is based on the
WEIRD samples (Western, Educated, industrialized, rich, democratic). * New model (velez-agosto, 2017)  Culture as everchanging system
consisting of practices of social communities and the interpretation of these practices through language; Culture as inherently part of all settings
(proximal and distal); Importance of daily, cultural practices *culture defined: “Culture involves the ways of life, including their ways of thinking
and orienting, of generations of people in communities that are shared among members of the community and in which individuals engage and
which individuals contribute to maintaining and modifying.”*Culture shapes individuals’ lives and vice versa culture is shaped by individuals.*
What is culture? (Kagitcibasi 1996)  individualistic (If you focus your parenting or a certain way of life, you see the importance in
development, independence, and autonomy) vs relational (Life is about the relations with others, not just you as one person, you are always part
of a group. You are also interdependent with other people, as a group/community you can achieve more)  criticized -Risk of
overgeneralization, hard to classify an array of culture in one simple scheme. -These were made years ago; will it still be applicable? Does this
still apply to the culture/ time of now. BUT, this model still holds value in terms of parental orientations: What is important to parents?;
Individualistic and relational orientations can coexist (in society and within people); Orientations can differ based on the context.*Parental
orientation (Berns, 2016)  individualistic orientation vs relational (collectivistic orientation) * Developmental niche: Settings (-Physical
aspects of the setting: Housing arrangements, Family structure, Available materials and toys, Neighborhood (social and physical danger)- Social
aspects of the setting: Relations with family-members (adults & children), significant others, Parental roles); Developmental niche: Customs
[Everything you do as a parent. (intentional or not)]; Developmental niche: Caretaker psychology (What you believe is good for children).
*Dutch vs American culture  Sleeping arrangements (Harkness & Super, 2006): Similar setting; Different beliefs; Different practices;
Consequences for child outcomes; Dutch children sleep 2 hours more per day than American children (at age 6 months); Calm vs aroused/active
babies. * Cultural sensitivity: Creating a sense of cultural sensitivity in social sciences; Understanding limitations and opportunities of the
social sciences; Learning to discuss normative topics in a culturally sensitive way; and Using culturally sensitive terminology (in writing and
discussions).* responsibility as a social scientist: Responsibility for the social scientist Be critical about how studies group people into
categories; Be critical about the generalization of results (WEIRD); By the authors; By yourself ( being critical of overgeneralizing own
experiences); Watch out for harmful overgeneralization: don’t let social sciences contribute to stigmatization and stereotypes; Don’t
overgeneralize your personal experiences. (Rogof et al., 2018) *The field of developmental research needs to focus more on understanding
children’s lived experience and practices in the everyday settings of their lives, as participants in cultural communities. *Culture is not seen as an
external factor that influences people, but rather as an integral part of individuals' lives that shapes their experiences and development. Main
findings: *Culture as Embedded in Lived Experiences: culture is not something separate from individuals, but rather a fundamental aspect of
their lived experiences. *Dynamic and Contextual Nature of Culture: culture evolves over time and influenced by various social, historical,
and environmental factors. *Implications for Research: Researchers studying child development and the role of culture must adopt culturally
sensitive and contextually grounded methodologies that recognize the diversity and complexity of children's experiences; engage in collaborative
and participatory research approaches that involve members of the community in all stages of the research process, from conceptualization to
dissemination of findings; prioritize building rapport and trust with participants, acknowledging their expertise and perspectives, and valuing
diverse ways of knowing and being; Longitudinal and ethnographic research methods are particularly well-suited for capturing the dynamic and
context-specific nature of children's lived experiences within cultural contexts. *development happens through everyday
participation in cultural practices. (Super & Harkness, 1986) *The notion that development is influenced by the environment is
about as old as the idea of development itself *Bronfenbrenner’s ecological model of the environment and its network of influences as one
product of the new look at the context of development. *Bronfenbrenner’s (1979) frequently quoted statement that ‘much of developmental
psychology, as it now exists, is the science of the strange behavior of children in strange situations with strange adults for the briefest possible
periods of time’*The developmental niche, attempts to capture important features from both disciplines (psychology and anthropology). It is a
theoretical framework for studying cultural regulation of the micro-environment of the child, and it attempts to describe this environment from
the point of view of the child in order to understand processes of development and acquisition of culture. It has 3 major subsystems that operate
as a larger system: 1. The physical and social settings in which the child lives [This component refers to the physical and social environments
in which children grow and develop, including their home, school, community, and broader cultural context; the physical setting encompasses the
material resources, such as housing, infrastructure, and natural surroundings, that provide the context for children's daily activities and
interactions].; 2. Culturally regulated customs of child care and child rearing [This component refers to the culturally specific beliefs, values,
practices, and rituals surrounding childrearing and caregiving within a particular cultural group; Customs of childcare encompass a wide range of
activities and practices, including feeding, sleeping, hygiene, discipline, play, education, and socialization.; 3. The psychology of the caretakers.
The three components of the developmental niche form the cultural context of the child development.*system aimed at homeostasis; Change in
one of the components affects the others as well. *Culture influences child development through the ‘physical [biologically] and social settings of
the daily life’ ex. Kokwet Kenya babies vs American babies (culturally regulated). (Velez-Agosto et al., 2017) *Bronfenbrenner’s
bioecological theory of human development (Individual, micro, meso, exo, and macro systems) is one of the most widely known theoretical
frameworks in human development. The bioecological theory’s stance on culture can be challenged from major theoretical views. Vygotsky’s
sociocultural theory; Barbara Rogoff’s transformation of participation perspective; Thomas Weisner’s ecocultural theory.  all propose that
“culture is not separate from the individual; it is a product of human activity. Meaning, culture is within the everyday practice and NOT in the
Macro, it is part of communities of practice through language and cognitive processes (intelligence and memory). *Vygotsky’s sociocultural
theory  how culture mediates human experience and transforms human activity. It was psychology that would harmonize with Marxism.
*Thomas Weisner’s ecocultural theory  the cultural community provides children with developmental pathways inside an ecocultural context.

, *Barbara Rogoff’s transformation of participation perspective  places culture within ‘community routines’ that provide guidelines of
engagement to cultural participation to build on in daily activities. *the cultural microsystem model (portrays culture as existing within different
settings, distal or proximal in relation to the individual.

Cultural Identity Development (HC2, Semiha Bekir)* Erikson’s psycho-social theory of development: infant (trust vs mistrust); toddler
(autonomy vs shame & doubt); pre-schooler (initiative vs guilt); grade schooler (industry vs inferiority); teenager (identity vs role confusion);
young-adult (intimacy vs isolation); middle-age adult (generativity vs stagnation); older adult (integrity vs Despair). Each stage has a
crisis/tension that needs to be resolved and that resolution affects the next stage (CRISIS = not necessarily a catastrophe but a turning point  a
crucial period of increased vulnerability and heightened potential) *Identification in childhood (6-11): identification starts when the children
recognize themselves as a separate being as their parents; Entails copying (identifying with) characteristics of their parents or other significant
adults; Ends when the children experience a desire for uniqueness and greater differentiation from their parents. Identity formation during
adolescence (12-24): self-categorization and existential purpose in the world/role in society; contributing factors to the formation of identity =
onset of puberty & increased independence and autonomy: important stage for development of sense of well-being, sense of belonging (to a
place, group, or to one’s own body), and for a sense of direction in life; when individual can assess personal attributes and match these with
outlets of expression available in the environment = identity formed; however, if individual is unable to manage this developmental task = role
confusion; role confusion can lead to  individual’s questioning themselves and their personality characteristics, doubt regarding them meaning
in life; the more the adolescent differentiates themselves from the identity from their parents  conflict might arise. Identity development in
adulthood (25 and beyond): focus shifts from identity concerns towards intimacy issues and bonds with others; New life experiences can still
have an impact on identity development (e.g. migration, having children, divorce, coming out); Mid-life crises & Identity development: related to
examination and evaluation of one’s life path and changing values and norms.* Intersectionality’s in identity development  Intersectionality:
the overlapping of different social identities in one person (Coined in 1989 by Prof. Kimberlé Crenshaw, scholar of critical race theory)  A
concept that describes how certain aspects of who you are will increase your access to the good things (resources, opportunities) or increase your
exposure to the bad things in society (exclusion, discrimination, etc).* Hard/strong/essentialist understandings of identity: group members share
fundamental characteristics with each other: sameness over persons and sameness over time; High homogeneity of group members, strong
boundaries with other groups; reflect the everyday meaning of term (i.e. categories of practice); The idea of having differences and pertaining to
those differences  quite strict in boundaries.* Soft/weak/constructivist understandings of identity: The understanding of identity is seen as
pieces of puzzles that makeup who you are  might change over time; Identities of people belonging to the same group may vary over time, over
contexts and even from one group member to the other. CRITIQUE: Tension in some cases in the contradiction of the different uses and
definitions of the term identity and due to a focus on identity as a condition rather than a process  three interconnected alternatives to use to aid
in describing it properly.*self-understanding & social location: Less explicitly articulated than self-identification, with a higher emotional &
cognitive undertone; How you understand yourself is connected in where you are  interaction with your context; One’s understanding of who
they are changes per social location. Implies ‘situated subjectivity’. Commonality, connectedness, groupness: Must first perceive the shared
sameness, commonality of shared experience forms the basis of your groupnessalso creates the basis of solidarity also how your identity is
regarding the groupness; The process of solidarity with the shared sameness with the group might aid in feelings of threat and prejudice
towards others who do not pertain to this group (that do not share the sameness). (Brubaker & Cooper, 2000)’s critique: Categories of
practice and categories of analysis are often being conflated. What are different uses of the term ‘identity’?  the paper critiques the use of
identity. (Sokol, 2009) *objective: review identity development from a lifespan perspective; Through Erikson’s psychosocial theory of
development  8 successive psychosocial stages; Erikson believed that the individual cannot be understood apart from his or her social context.
Erikson considered adolescence to be a transitional period of development following childhood and leading into adulthood; the process of
forming an identity involves creating a coherent sense of self and who one is in relation to the world. It is an ongoing process throughout
adulthood; *emerging adulthood (ages 18 through 25)  childhood ages 6 to 1; young adulthood 25 to 39; middle adulthood 40 to 65; late
adulthood beyond age 65. *Identity begins much younger than adolescence; Identity formation begins with a synthesis of childhood skills, beliefs
and identifications into a coherent , unique whole that provides continuity with the past and direction for the future. *the primary psychosocial
task of adolescence (12-24) is the formation of identity (identity vs role confusion); increased independence and autonomy leads to greater
interactions with neighborhoods, communities, and schools; when the individual is able to assess their personal attributes and match these with
outlets for expression available in the environment Erikson considers that the identity is formed (if not then role confusion); Identity then refers to
a sense of who one is as a person and as a contributor to society; having a solid sense of identity is crucial to further development; research
appears to support that most extensive advances in identity development occur during the college years. *Transitioning from young to middle
adulthood (both men and women) frequently change their values, goals, what they find important in life, and what they are generally striving
toward; retirement allows the individual to reflect upon the choices that have been made throughout the course of life; reviewing life in a positive
manner allows the individual to experience satisfaction   negative life review can leave the individual with feelings of regret. (Sozeriet
al., 2022) *intervention  scholars argue that Muslim faith schools play a vital role in helping Muslim children develop a secure sense of
identity and belonging which are, in turn associated with higher self-esteem. These children are also more likely to have much higher levels of
Islamic religiosity *dual identity: a sense of national commitment and belonging without distancing oneself from one’s ethnic group; Ostenbeg’s
concept Integrated plural identity  implies that children are able to integrate different feelings of belonging and their corresponding identities
without losing a sense of self (intervention: schooling and mosque education, targeting multiple identities); research has established that
friendships might affect national identification and group belonging. *intervention  majority of co-ethnic friendships can be interpreted as
residential and school segregation for contact with native Dutch peers. -Sense of belonging and future perspectives Higher preference for co-

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