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Tentamenhulpmiddel - Beknopte samenvatting
- Instelling
- Universiteit Utrecht (UU)
Bij het tentamen van Cultural Diversity mag je 8 kantjes (4, dubbel bedrukt) erbij houden als hulpmiddel. Dit document is daarvoor gemaakt.
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Voorbeeld 2 van de 7 pagina's
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Voorbeeld van de inhoud
Rubric exam Week 1: Migration and multicultural societyExplain both problems, clearly describing: Crul, M., & Schneider, J. (2010): New perspective on integration or assimilation > comparative
- The origin of the problem and the factors that contribute integration context theory > participation in social organizations and belonging to local
communities stronly depends on the integration context. High degrees of local involvement in
to the problem
the second generation + dwindling centrality of single ethnic belongings show how fast
- The people/factors involved in the problem
ethnic + subcultural things change.
- The process/mechanics of the problems
Super, C. M. & Harkness, S. (1986): The developmental niche has 3 components: the physical
5 references mentioned in A + 2 in B (but 5 in total is fine) + social settings in which the child lives; the customs of child care; and the psychology of the
> properly explained caretakers.
Solution to the problems Kağıtçıbaşı, (1996): A family model in which context (culture and living conditions) is
- Clearly described solutions important for understanding family relations, socialization values and patterns. Individualism
- Proper explanation of the needed references per problem (western) vs collectivism (non-western):
chosen
individualism
Context Socialisation goals
Week 2 Culture and identity industrial and service economy individual development
WEIRD (Henrich et al., 2010): Western, Educated, Industrialised, Rich
and Democratic.
international and national trade
welfare states, high gdp > emotional and material investment
in children
extended education psychological value of children
Vélez-Agosto et al., 2017: Culture is an everchanging system consisting
<>
>
of social communities and the interpretation of these practices through
language. Inherently part of all settings. Mentions Bronfenbrenner’s Family structure Interaction/education
Nuclear family autoritative and permissive style
model (1943). But does not agree with it.
Rogoff (2003): Does not think there should be categorical properties of
Close, affective relations
Gender equality > autonomy, stimulation
confidence
Low fertility rate
individuals. Because individuals participation in cultural communities
>
are fluid. Values, understanding, history and practices also influence
this. Autonomous-self
Verkuyten (2006): multiculturalisme positief over het behoud van collectivism
cultuur en identiteit voor etnische minderheidsgroepen + Context Socialisation goals
rechtvaardigen diversiteit. Sociale identiteitstheorie: identeit ontleend Agrarian society Loyalty
aan sociale groep, mensen willen positief ervaren worden Low trade/commerce, low gdp
No or low education > Emotional and material investment
in elders
Cultural beliefs - Huijbregts et al. (2008) Utilitarian value of children
<>
General beliefs
- I: Kids learn bst by doing things rather than listening Family structure Interaction/education
- C: Teach kids to be obedient to caregivers Extended family Authoritarian parenting style
Daycare beliefs
- I: Kids should choices to foster autonomy
Patrilineality (family-eldest)
Women have a low status
> Obedience
Dependence/relatedness
- Rules + order: Kids should follow rules > social competence High fertility rate Modesty
- Group for ind: Kids learn that group participation is voluntary
>
Relational-self
Dutch: scored higher on individualistic belifs and lower on collectivistic
beliefs compared to the other two groups > general beliefs
Hardly any differences in domain-specific beliefs (except: Flaws of the individualism/collectivism model
maintainging order and observing group rules) Schematic and stigmatising
Most cultures combine individualistic and collectivistic features
As do individuals within cultures
The model does not capture the mechanisms of migration
Is the Dutch society individualistic?
Are non-Western societies collectivistic?
Continuum instead of a dichotomy
Co-existence: heterogeneity within society and within individuals
Context-dependent (individual vs team performance)
, Policy perspectives in NL (Entzinger, 2014) Berry’s (2005) acculturation model
Societal
Until 1980: Immigration as temporary phenomenon > exclusion?
- People were expected to return to their home country
- Policy focused on temporary accommodation and welfare measures + maintanance of heritage culture -
- Contact Participation/relationship sought among groups +
- Focused on preservation of own culture
Mother tongue teaching in primary school
After 1980: Minorities policy Multiculturality Melting pot
- Minorities > group identification and specific policy
- Drop the idea of temporariness
- Multicultural approach > preservation of own culture
- Promote participation in society Segregation Exclusion
- Economic difficult times > high unemployment
- Participation rates (post) secondary education > drop out
- Marginalization
- Not really part of Dutch society Individual
1990: Integration policy + maintanance of heritage culture -
- Contact Participation/relationship sought among groups +
- Mandatory language and integration classes poor quality
- High unemployment and reliance on social policy provisions
- Segregation in society and schools in particular Integration Assimilation
- Pillarized school system Islamic primary schools
- High delinquency rates among certain groups
- Towards 2000 > higher employment rates > success of the second
generation
Segregation Marginalisation
2000: Policy towards assimilation
- (inter)national events: 9/11, killing of Pim Fortuyn
- Public debate on integration and failure in this
- Changing political (populist) discourse -> “Dutch” identity
- Culturalization Fassaert et al., 2009:
- Growing emphasis on Islam as cause for all problems (killing Assimilation: old culture gone, full participation in new culture
of van Gogh) (melting pot) > participation in health care
- (Fear of) radicalization Segregation: old culte stays, little participation in new culture
- Public opinion > growing mistrust between Muslims and (seperation)
non-Muslims Marginalisation: both cultures are let go (exclusion)
Integration: Old culture stays, full participation in new culture
- Stereotypes on specific groups (e.g., Polish)
(multicultiorism) > participation in health care
- Polarization: growing divide in society
Week 3 Cultural Diversity in Youth services and care
Overrepresentation in more acute, involuntary care (Boon et
al., 2010; Health Council NL, 2012; CBS Youth Monitor, 2016).
Immigrants in NL
- Education-gap is decreasing Cauce et al., 2002: Theoretical model of help-seeking.
- School-dropout is decreasing 1. Problem recognition
- (seemingly) More psychological problems - Objective: exhibiting certain symtoms
- More unemployment - Subjective: Actually experience a problem
- More delinquency - Migrants reconize this less often (Verhulp et al., 2013)
- Persistent (local) language deficiencies - Don’t know what to look for
- Perception (ab)normal behaviour
Underrepresentation in youth mental care (Boon et al., 2010; - Talking w/ others
de Haan, 2012), youth care (Health council, 2012; CBS Youth 2. Decision to seek help
Monitor, 2016), professional care internalizing problems - Not an automatic result
(Verhulp et al., 2013) - Only if undesirable and won’t solve itself
- Depends, on beliefs, confidence and familiarity in
(mental) care (Verhulp et al., 2017)
3. Mental health service selection
- Formal (therapist)
- Terminate prematurely, less improvement
- Feel less understood (Knipscheer et al., 2017)
- Informal (parents) > but gossip (Flink et al., 2013)
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