Cultural diversity HC1 Bodine Romijn
Ecological theory Bronfenbrenner Vélez-Agosto et al. (2017)
Individual and cultural processes as separate entities
Culture as the ‘macro layer’ (homogenizing)
Vélez-Agosto in reaction to this, inspired by
Vygotsky: culture as system in which every human activity is realized and internalised (micro layer) even things like eating
(chopsticks of cutlery?)
Weisner: internalisation of cultural scripts (routines) as an actor instead of passive recipient (child layer), culture is experienced
through daily routines
Rogoff: culture as community participation instead of internalisation you are events, participation in social settings
New model Valez-Agosto et al. (2017)
Culture as inherently part of all settings (proximal and distal)
Culture as everchanging system consisting of practices of social communities and the interpretation of these practices through
language
Importance of daily, cultural practices
The original bioecological model fails to properly incorporate culture, treating it as something external rather than an essential part of
development.
A revised bioecological model is needed, where culture is integrated into the microsystem (not just macro) and flows through all levels
of the developmental system.
Sociocultural theory by Rogoff et al. (2018)
“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
Studying development = studying the lives and experiences of children within context, not done enough
o Even in WEIRD samples
Individualism vs relationalism/collectivism by Kagitcibasi (1996)
Individualism wealth distributed downwards, independence
Collectivism wealth distributed upwards, interdependence
Model has been widely used in science, but is also widely criticized
Risk of oversimplification and categorization of cultures as a whole
Influence of globalization, migration, social media
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
Developmental niche by Super & Harkness (1986)
Combines insights from developmental psychology and anthropology
Three components
System aimed at homeostasis: change in one of the components affects the others as well, same setting can lead to different child
outcomes
Developmental niche: settings
Physical aspects of the setting
Housing arrangements, Family structure, Available materials and toys, Neighbourhood (social and physical danger)
Social aspects of the setting
Relations with family-members (adults & children), significant others
Parental roles
Developmental niche: customs
Customs and practices, Social traditions, Organizing daily life (sleeping arrangements, meals), Developmental activities, Language
Techniques to connect or comfort children
Everything you do as a parent (whether intentional or not)
Developmental niche: caretaker psychology
Parental beliefs
, Children and the process of development and education, Milestones or ‘developmental timetables’, Socialization goals, cultural values,
Educational and developmental aspirations, Effective parenting
Developmental niche: homeostasis
Components of developmental niche impact child outcomes
Similar setting can lead to different child outcomes
Different customs can lead to similar child outcomes
Parental orientation (Berns, 2016)
HC2 Diversity in society Pauline Slot
Acculturation (Berry, 2006 individual and societal level)
Process of social, psychological and cultural change stemming from the encounter between two (or more) cultures. People adopt,
acquire and adjust to a new cultural environment as a result of moving into 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. both majority and minority groups undergo acculturation.
Segregation: "We keep our culture, but we are not (or cannot be) part of the larger society."
Integration: A process in which individuals or groups maintain their own cultural identity while also actively participating in the
broader society.
Assimilation: A process where individuals or groups give up their own cultural identity and adopt the culture of the dominant group.
Marginalisation: A situation where individuals or groups are excluded from both maintaining their cultural identity and participating in
the dominant society.
Bornstein et al. (2019): ouderlijke kennis varieert per samenleving, waar je woont heeft invloed op ouderschapskennis die je hebt en
of je je ouders raadpleegt voor kennis of je buren en een pediatrician.
Sidler et al. (2022): wederzijdse acculturatie gewenst door jongeren waarbij beide groepen culturele veranderingen ondergaan.
Meeste adolescenten willen wederzijdse integratie en willen dat scholen intercultureel contact bevorderen.
Acculturatie uitkomsten (friberg 2019, Schachner et al 2017)
- Taal land van herkomst positieve predictor op schooluitkomsten
- Religie positieve voorspeller familiegerichtheid positieve voorspeller onderwijs en inzet
- Orientatie op dominante cultuur meer gevoel van schoolverbondenheid
- Etnische orientatie meer schoolverbondenheid in supportive en niet supportive landen (want je wordt gessuport door je eigen
community).
Francor et al 2023 acculturatie strategieën bij turkisch en maghreb parents
- language use was geen onderdeel van de acculturatie stratgie. Ouders spraken in de taal waarin zij het meest bekwaam zijn
- interculureel contact: Ouders stimuleerde kinderen om met andere kinderen om te gaan buiten hun eigen culturele groep. Grote
verschillen per land. In Nederland wordt dat minder gedaan zegt iets over hoe wij ze hier ontvangen
Perez et al (2021)
Global: context in which migration takes place: Push (war, climate
change) and Pull conditions (economic etc). Globalisatie veranderd de
mogelijkheden. Er zijn bijv meer mogelijkheden om contact te houden
met je thuisland. Transnational ideologieen: gelood en waarde
xenophobia (haat aan immigranten, Islamophobia of long distance
nationalism (terug naar thuisland om te vechten) Dit zal de mate van
acculturatie beinvloeden.
Ecological theory Bronfenbrenner Vélez-Agosto et al. (2017)
Individual and cultural processes as separate entities
Culture as the ‘macro layer’ (homogenizing)
Vélez-Agosto in reaction to this, inspired by
Vygotsky: culture as system in which every human activity is realized and internalised (micro layer) even things like eating
(chopsticks of cutlery?)
Weisner: internalisation of cultural scripts (routines) as an actor instead of passive recipient (child layer), culture is experienced
through daily routines
Rogoff: culture as community participation instead of internalisation you are events, participation in social settings
New model Valez-Agosto et al. (2017)
Culture as inherently part of all settings (proximal and distal)
Culture as everchanging system consisting of practices of social communities and the interpretation of these practices through
language
Importance of daily, cultural practices
The original bioecological model fails to properly incorporate culture, treating it as something external rather than an essential part of
development.
A revised bioecological model is needed, where culture is integrated into the microsystem (not just macro) and flows through all levels
of the developmental system.
Sociocultural theory by Rogoff et al. (2018)
“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
Studying development = studying the lives and experiences of children within context, not done enough
o Even in WEIRD samples
Individualism vs relationalism/collectivism by Kagitcibasi (1996)
Individualism wealth distributed downwards, independence
Collectivism wealth distributed upwards, interdependence
Model has been widely used in science, but is also widely criticized
Risk of oversimplification and categorization of cultures as a whole
Influence of globalization, migration, social media
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
Developmental niche by Super & Harkness (1986)
Combines insights from developmental psychology and anthropology
Three components
System aimed at homeostasis: change in one of the components affects the others as well, same setting can lead to different child
outcomes
Developmental niche: settings
Physical aspects of the setting
Housing arrangements, Family structure, Available materials and toys, Neighbourhood (social and physical danger)
Social aspects of the setting
Relations with family-members (adults & children), significant others
Parental roles
Developmental niche: customs
Customs and practices, Social traditions, Organizing daily life (sleeping arrangements, meals), Developmental activities, Language
Techniques to connect or comfort children
Everything you do as a parent (whether intentional or not)
Developmental niche: caretaker psychology
Parental beliefs
, Children and the process of development and education, Milestones or ‘developmental timetables’, Socialization goals, cultural values,
Educational and developmental aspirations, Effective parenting
Developmental niche: homeostasis
Components of developmental niche impact child outcomes
Similar setting can lead to different child outcomes
Different customs can lead to similar child outcomes
Parental orientation (Berns, 2016)
HC2 Diversity in society Pauline Slot
Acculturation (Berry, 2006 individual and societal level)
Process of social, psychological and cultural change stemming from the encounter between two (or more) cultures. People adopt,
acquire and adjust to a new cultural environment as a result of moving into 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. both majority and minority groups undergo acculturation.
Segregation: "We keep our culture, but we are not (or cannot be) part of the larger society."
Integration: A process in which individuals or groups maintain their own cultural identity while also actively participating in the
broader society.
Assimilation: A process where individuals or groups give up their own cultural identity and adopt the culture of the dominant group.
Marginalisation: A situation where individuals or groups are excluded from both maintaining their cultural identity and participating in
the dominant society.
Bornstein et al. (2019): ouderlijke kennis varieert per samenleving, waar je woont heeft invloed op ouderschapskennis die je hebt en
of je je ouders raadpleegt voor kennis of je buren en een pediatrician.
Sidler et al. (2022): wederzijdse acculturatie gewenst door jongeren waarbij beide groepen culturele veranderingen ondergaan.
Meeste adolescenten willen wederzijdse integratie en willen dat scholen intercultureel contact bevorderen.
Acculturatie uitkomsten (friberg 2019, Schachner et al 2017)
- Taal land van herkomst positieve predictor op schooluitkomsten
- Religie positieve voorspeller familiegerichtheid positieve voorspeller onderwijs en inzet
- Orientatie op dominante cultuur meer gevoel van schoolverbondenheid
- Etnische orientatie meer schoolverbondenheid in supportive en niet supportive landen (want je wordt gessuport door je eigen
community).
Francor et al 2023 acculturatie strategieën bij turkisch en maghreb parents
- language use was geen onderdeel van de acculturatie stratgie. Ouders spraken in de taal waarin zij het meest bekwaam zijn
- interculureel contact: Ouders stimuleerde kinderen om met andere kinderen om te gaan buiten hun eigen culturele groep. Grote
verschillen per land. In Nederland wordt dat minder gedaan zegt iets over hoe wij ze hier ontvangen
Perez et al (2021)
Global: context in which migration takes place: Push (war, climate
change) and Pull conditions (economic etc). Globalisatie veranderd de
mogelijkheden. Er zijn bijv meer mogelijkheden om contact te houden
met je thuisland. Transnational ideologieen: gelood en waarde
xenophobia (haat aan immigranten, Islamophobia of long distance
nationalism (terug naar thuisland om te vechten) Dit zal de mate van
acculturatie beinvloeden.
