Literature
Week 1: Migration and multicultural society. (69 pp.)
Bonjour, S. A., & Scholten, P. (2014). The Netherlands. In A. Triandafyllidou, & R. Gropas (editors),
European immigration: a sourcebook. - 2nd edition (pp. 262-271). (Research in migration and
ethnic relations series). Farnham: Ashgate.
https://www.uva.nl/profiel/b/o/s.a.bonjour/s.a.bonjour.html
Crul, M., & Schneider, J. (2010). Comparative integration context theory: participation and belonging in
new diverse European cities. Ethnic and racial studies, 33, 1249-1268.
Kağıtçıbaşı, (1996). Family and Human Development across Cultures: A View from the Other Side.
Lawrence Erlbaum Associates, Inc., Publishers. (pp. 72-85). Available on Blackboard.
Super, C. M. & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of
child and culture. International Journal of Behavioral Development, 9, 545-569
Week 2: Culture and identity. (71 pp.)
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and
Brain Sciences, 33, 61-83.
Velez-Agosto, N. M., Soto-Crespo, J. G., Vizcarrondo-Oppenheimer, M., Vega-Molina, S., & Coll, C. G.
(2017). Bronfenbrenner's bioecological theory revision: Moving culture from the macro into
the micro. Perspectives on Psychological Science, 12, 900– 910.
https://doi.org/10.1177/1745691617704397
Verkuyten, M. (2006). Multicultural recognition and ethnic minority rights: A social identity
perspective, European Review of Social Psychology, 17:1, 148-184, doi:
10.1080/10463280600937418
Week 3. Early childhood education and care (35 pp.)
Huijbregts, S. J., Leseman, P. P. M., & Tavecchio, L.W.C. (2008). Cultural diversity in center-based
childcare: Childrearing beliefs of professional caregivers from different cultural communities in
the Netherlands. Early Childhood Research Quarterly, 23, 233-244.
doi:10.1016/j.ecresq.2007.10.001
Prevoo, M. J. L., Tamis-LeMonda, C. S. (2017). Parenting and globalization in western countries:
explaining differences in parent–child interactions. Current Opinion in Psychology.
https://doi.org/10.1016/j.copsyc.2017.02.003
Rosenthal, M.K (2003). Quality in childhood education and care: a cultural context. European Early
Childhood Education Research Journal,11, 101-116 . doi: 10.1080/133502930385209191
,Week 4. Street culture. (48 pp.)
Chalhi, S., Koster, M., & Vermeulen, J. (2018). Assembling the Irreconcilable: Youth Workers,
Development Policies and “High Risk” Boys in the Netherlands. Ethnos, 83(5), 850–867.
doi:10.1080/00141844.2017.1362452
El Hadioui, I. (2011). Hoe de straat de school binnendringt. Amsterdam: van Gennep. Hoofdstuk 7, (pp.
79-104) beschikbaar op Blackboard. English translation available on Blackboard
Voronov, M., & Singer, J. A. (2002). The myth of individualism-collectivism: A critical review. The
Journal of Social Psychology, 142, 461-480. https://doi.org/10.1080/00224540209603912
Week 5. Parenting support. (66 pp.)
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford University Press. Chapter 4, pp.
102-120. https://ebookcentral.proquest.com/lib/uunl/detail.action?docID=272865
Harkness, S., Super, C.M., & van Tijen, N. (2000). Individualism and the "Western mind" reconsidered:
American and Dutch parents' ethnotheories of the child. In S. Harkness, C. Raeff & C.M. Super
(Eds.), Variability in the social construction of the child. New Directions for Child and
Adolescent Development, 87, 23-39.
van Beurden SL, de Haan M, Jongmans MJ. How Moroccan-Dutch parents learn in communities of
practice: Evaluating a bottom-up parenting programme. Child & Family Social Work.
2019;24:283–291. https://doi.org/10.1111/cfs.12613
Van Mourik, K. Crone, M. R., Pels, T. V. M., & Reis, R. (2016). Parents’ belief about the cause of
parenting problems and the relevance of parenting support: Understanding low participation
of ethnic minority and low socioeconomic status families in the Netherlands. Children and
Youth Services Review, 61, 345-352. doi: 10.1016/j.childyouth.2015.12.028
Yaman, A., Mesman, J., & Linting, M. (2010). Parenting in an individualistic culture with a collectivistic
cultural background: The case of Turkish immigrant families with toddlers in the Netherlands.
Journal of Child and Family Studies, 19, 617—628. doi: 10.1007/s10826-009-9346-y
Week 6. School (72 pp.)
Andriessen, I., & Phalet, K. (2002). Acculturation and school success: a study among minority youth in
the Netherlands. Intercultural Education, 13, 21-36. doi:10.1080/14675980120112913
Cummins, J. (2015). Inclusion and Language Learning: Pedagogical Principles for Integrating Students
from Marginalized Groups in the Mainstream Classroom. (pp 95-116)
Wubbels , T., Brok, P. den, Veldman , I. &Tartwijk, J. van (2006). Teacher interpersonal competence
for Dutch secondary multicultural classrooms. Teachers and Teaching: Theory and Practice, 12,
(pp. 407-433)
,Vervoort, M. H. M., Scholte, R. H. J., & Scheepers, P. L. H. (2011). Ethnic composition of school classes,
majorityminority friendships, and adolescents’ intergroup attitudes in the Netherlands. Journal
of Adolescence, 32, 257-267. doi:10.1016/j.adolescence.2010.05.005
Week 7. Radicalization (89 pp.)
Aiello, E., Puigvert, L., & Schubert, T. (2018). Preventing violent radicalization of youth through dialogic
evidence based policies. International sociology, 33(4), 435-453.
Leeman, L. & Wardekker, W. (2013) The contested professionalism of teachers meeting radicalising
youth in their classrooms. International Journal of Inclusive Education, 17:10, 1053-1066, doi:
10.1080/13603116.2012.729228
Sikkens, van San, Sieckelinck en De Winter. Parental Influence on Radicalization and De-radicalization
according to the Lived Experiences of Former Extremists and their Families. Journal for
Deradicalization. 192-223.
Young, H. F., Rooze, M., & Holsappel, J. (2015). Translating conceptualizations into practical
suggestions: What the literature on radicalization can offer to practitioners. Peace and Conflict:
Journal of Peace Psychology, 21(2), 212. http://dx.doi.org/10.1037/pac0000065
Week 8. Youth services and care (52. pp.)
Fassaert, T., Hesselink, A. E., & Verhoeff. A. P. (2009). Acculturation and use of health care services by
Turkish and Moroccan migrants: a cross-sectional population-based study. BMC Public Health,
3, 332. doi: 10.1186/1471-2458-9-332
Stevens, G. W., & Vollebergh, W. A. (2008). Mental health in migrant children. Journal of Child
Psychology and Psychiatry, 49, 276-294. https://doi.org/10.1111/j.1469-7610.2007.01848.x
Verhulp, E. E., Stevens, G. W., Pels, T. V., Van Weert, C., & Vollebergh, W. A. (2017). Lay beliefs about
emotional problems and attitudes toward mental health care among parents and adolescents:
Exploring the impact of immigration. Cultural Diversity and Ethnic Minority Psychology, 23(2),
269-280. doi: 10.1037/cdp0000092
Zwirs, B. W. C., Burger, H., Schulpen, T. W. J., Wiznitzer, M., Fedder, H., & Buitelaar, J. K. (2007).
Prevalence of psychiatric disorders among children of different ethnic origin. Journal of
Abnormal Child Psychology, 35, 556-566.
, Week 1: Migration and multicultural society
Kağıtçıbaşı, (1996). Family and Human Development across Cultures: A View from the Other
Side. Lawrence Erlbaum Associates, Inc., Publishers. (pp. 72-85). Available on Blackboard.
What is the main question? In what way is the question answered?
Why are certain socialization values and goals seen in certain societies and not in others? And how and
why change comes about.
Which theories and key concepts are described?
Modernization theory and it’s convergence hypothesis: the assumption of
unidirectional change toward the Western model with social development. The
expectation of a unidirectional shift in the human/family characteristics toward the
Western pattern. Developing countries are often characterized as ‘transitional
societies’ with the transition implied to be toward the Western pattern.
What are the main results and or conclusions?
General family/human model
