Tentamenstof Cultural Diversity
Hoorcolleges
HC1. Cultural Diversity
What is culture?
4 theoretical frameworks/models
Ecological theory Bronfenbrenner
o Individual & cultural processes as seperate entities
o Culture as macro layer
Sociocultural theory Rogoff et al.
Individualism vs relationalism/collectivism Kagitcibasi
Developmental niche Super & Harkness
o Core framework of paper
Vélez-Agosto in reaction to this, inspired by
Vygotsky: culture as system in which every human activity is realized and internalized (micro)
Weisner: internalization of cultural scripts (routines)
Rogoff: culture as community participation instead of internalization.
New model:
Culture as inherently part of all settings (proximal and distal)
Culture as everchanging system consisiting of practices of social communities and the
interpretation of these practices through language
Importance of daily, cultural practices
Culture shapes individuals lives and vice versa culture is shaped by individuals
Studying development: studying the lives and experiences of children.
Individualistic orientation
Individual development
Independence
Autonomy
Collectivistic orientation
Relations with others
Interdependence
Loyalty
Individualistic orientation Collectivistic orientation
Authority role Achieved, egalitarian Ascribed, hierarchial
Relationships Competitive Cooperative
Communication Direct, verbal, face to face, Indirect, non-verbal (facial & body
independent of context language) dependent on context
Displays of emotion Open with all others or just with Outward (face or body) or inward
intimate others (personal distance)
Discipline/guidance Learning by doing, instruction & Obedience, imitation, sense of
reasoning, sense of independence obligation
Skills emphasis Decision making, individual Sharing, helping, interaction with
achievement, self-expression, other people, group loyalty
personal choice & responsibility
,Developmental niche
Combines insights from developmental psychology and anthropology
3 components: setting, customs, caretaker psychology
Setting:
Housing arangements
Family structure
Available materials and toys
Neigborhood (social and psysical danger)
Relations with family members
Parental roles
Customs:
Social traditions
Organizing daily life
Developmental activities
Language
Techniques to connect or comfort children
Everything you do as a parent (intentional or not)
Caretaker psychology:
Parental beliefs
Children and the proces of development and education
Milestones or developmental timetables
Socializing goals, cultural values
Educational and developmental aspirations
Effective parenting
Developmental niche: homeostasis
Components of developmental niche impact child outcomes
o Similar settings can lead to different child outcomes
o Different customs can lead to similar child outcomes
Interaction between components
Cultural sensitivity
Responsibility for the social scientist:
Be critical about how studies group people into categories
Be critical about the generalization of results (WEIRD)
Watch out for harmful overgeneralization (stigmatization and stereotypes)
Terminology
Think about the words you use to describe (groups of) people
Be concrete, specific and neutral
What not to use:
Allochtoon/autochtoon
Westers/niet-westers
What to use:
CBS changed terminology in 2022 (foreign-born or not/country/continent)
Hyphenated terms (Turkish-Dutch)
HC2. diversity in society
Acculturation theory
Psychological well-being, educational aspirations, school effort and adjustment
Multicultural society in research
, Multiculturality in (pre)schools: selection processes
Another perspective on classroom quality
Acculturation:
Process of social, psychological and cultural change stemming from the encounter between two
cultures. People adopt, acquire and adjust to a new cultural environment as a result of moving in to a
new culture.
In a broad sense, so also when moving from the city to the countryside, moving into a highly religious
community, and moving to another country.
Berry:
Individual/societal Maintenance of heritage culture Contact with host society
Integration/multicultural + +
Assimilation/melting pot - +
Segregation/'''' + -
Marginalization/exclusion - -
Confusion in political and societal debate about integration: integration = assimilation?
In this course: integration, selective acculturation, and segmented assimilation refer to the
maintance of some aspects of the heritage culture while adopting some aspects of the host society.
Child outcomes:
Acculturation strategy Psychological (personal) Social-cultural (in school)
Integration + +
Ethnic (segregation) +/- -
National (assimilation) - -
Diffuse (unclear) --- ---
Aspects of acculturation:
Heritage language -> positive predictor of educational aspirations, unrelated to effortr
Religion -> unrelated to aspirations, positive predictor of effort
Family orientation -> positive predictor of educational aspirations and effort
Mainstrean orientation -> more school belonging (positive school attitudes)
Ethnic orientattion -> more school belonging in supportive and unsupportive policies
Interdisciplinary frramework: culture and adaption (Pérez)
Global: context in which migration takes place
Push (war, natural disasters, climate changes) and pull conditions (economicc and
educational opportunities)
Cultural globalization and socialization (online and social media)
Transnational ideologies: beliefs and values systems -> xenophobia, islamophobia, long-
distance nationalism
Macrosystem
National and immigrant policies
o Regulate influx immigrants and refugees
Hoorcolleges
HC1. Cultural Diversity
What is culture?
4 theoretical frameworks/models
Ecological theory Bronfenbrenner
o Individual & cultural processes as seperate entities
o Culture as macro layer
Sociocultural theory Rogoff et al.
Individualism vs relationalism/collectivism Kagitcibasi
Developmental niche Super & Harkness
o Core framework of paper
Vélez-Agosto in reaction to this, inspired by
Vygotsky: culture as system in which every human activity is realized and internalized (micro)
Weisner: internalization of cultural scripts (routines)
Rogoff: culture as community participation instead of internalization.
New model:
Culture as inherently part of all settings (proximal and distal)
Culture as everchanging system consisiting of practices of social communities and the
interpretation of these practices through language
Importance of daily, cultural practices
Culture shapes individuals lives and vice versa culture is shaped by individuals
Studying development: studying the lives and experiences of children.
Individualistic orientation
Individual development
Independence
Autonomy
Collectivistic orientation
Relations with others
Interdependence
Loyalty
Individualistic orientation Collectivistic orientation
Authority role Achieved, egalitarian Ascribed, hierarchial
Relationships Competitive Cooperative
Communication Direct, verbal, face to face, Indirect, non-verbal (facial & body
independent of context language) dependent on context
Displays of emotion Open with all others or just with Outward (face or body) or inward
intimate others (personal distance)
Discipline/guidance Learning by doing, instruction & Obedience, imitation, sense of
reasoning, sense of independence obligation
Skills emphasis Decision making, individual Sharing, helping, interaction with
achievement, self-expression, other people, group loyalty
personal choice & responsibility
,Developmental niche
Combines insights from developmental psychology and anthropology
3 components: setting, customs, caretaker psychology
Setting:
Housing arangements
Family structure
Available materials and toys
Neigborhood (social and psysical danger)
Relations with family members
Parental roles
Customs:
Social traditions
Organizing daily life
Developmental activities
Language
Techniques to connect or comfort children
Everything you do as a parent (intentional or not)
Caretaker psychology:
Parental beliefs
Children and the proces of development and education
Milestones or developmental timetables
Socializing goals, cultural values
Educational and developmental aspirations
Effective parenting
Developmental niche: homeostasis
Components of developmental niche impact child outcomes
o Similar settings can lead to different child outcomes
o Different customs can lead to similar child outcomes
Interaction between components
Cultural sensitivity
Responsibility for the social scientist:
Be critical about how studies group people into categories
Be critical about the generalization of results (WEIRD)
Watch out for harmful overgeneralization (stigmatization and stereotypes)
Terminology
Think about the words you use to describe (groups of) people
Be concrete, specific and neutral
What not to use:
Allochtoon/autochtoon
Westers/niet-westers
What to use:
CBS changed terminology in 2022 (foreign-born or not/country/continent)
Hyphenated terms (Turkish-Dutch)
HC2. diversity in society
Acculturation theory
Psychological well-being, educational aspirations, school effort and adjustment
Multicultural society in research
, Multiculturality in (pre)schools: selection processes
Another perspective on classroom quality
Acculturation:
Process of social, psychological and cultural change stemming from the encounter between two
cultures. People adopt, acquire and adjust to a new cultural environment as a result of moving in to a
new culture.
In a broad sense, so also when moving from the city to the countryside, moving into a highly religious
community, and moving to another country.
Berry:
Individual/societal Maintenance of heritage culture Contact with host society
Integration/multicultural + +
Assimilation/melting pot - +
Segregation/'''' + -
Marginalization/exclusion - -
Confusion in political and societal debate about integration: integration = assimilation?
In this course: integration, selective acculturation, and segmented assimilation refer to the
maintance of some aspects of the heritage culture while adopting some aspects of the host society.
Child outcomes:
Acculturation strategy Psychological (personal) Social-cultural (in school)
Integration + +
Ethnic (segregation) +/- -
National (assimilation) - -
Diffuse (unclear) --- ---
Aspects of acculturation:
Heritage language -> positive predictor of educational aspirations, unrelated to effortr
Religion -> unrelated to aspirations, positive predictor of effort
Family orientation -> positive predictor of educational aspirations and effort
Mainstrean orientation -> more school belonging (positive school attitudes)
Ethnic orientattion -> more school belonging in supportive and unsupportive policies
Interdisciplinary frramework: culture and adaption (Pérez)
Global: context in which migration takes place
Push (war, natural disasters, climate changes) and pull conditions (economicc and
educational opportunities)
Cultural globalization and socialization (online and social media)
Transnational ideologies: beliefs and values systems -> xenophobia, islamophobia, long-
distance nationalism
Macrosystem
National and immigrant policies
o Regulate influx immigrants and refugees
