The expressed values of European American and Latino children, their parents, and their teachers reveal the multifaceted nature of individualistic and collectivistic conceptions of relationships and the varied ways in which cultural value conflict may be manqested in children's daily developmental settings.
Parent-teacher conferences between Latino immigrant parents and their children5 elementary school teacher revealed cross-cultural value conflict. Discourse analysis indicated that parents and the teacher often use dgerent criteria to evaluate children5 progress; that is, they have different goalsfor child development. The teacher5 goals are usually more individualistic, whereas the parents' goals are often more collectivistic.
Abstract— Understanding the complexities of culture and development has been advanced by theory and research on how cultural conceptions of independence and interdependence shape child development. This article begins with a theoretical overview that traces a move from characterizing cultures in terms of either independence or interdependence to considering how both independence and interdependence are understood and structured in varied cultures. Then, a research review points to cross‐cultural and within‐culture variability in understanding and structuring children’s independence and interdependence. Applied implications and directions for future research are discussed.
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