Collectivism and individualism: Jordanian mothers’ child-rearing values

Al-Hassan, Omayya M.; Baz, Theodora De; Ihmeideh, Fathi; Jumiaan, Ibrahim

doi:10.1080/09669760.2020.1814216

Cited by 7 publications

(6 citation statements)

References 28 publications

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“…This finding is consistent with a study by Al-Hassan 2021 which highlighted the negative impact that lack of support and encouragement can have on children's values and behaviors. This underscores the importance of directing families towards educational methods that emphasize effective communication between parents and children, with parents serving as models and high ideals for their children's moral, behavioral, and voluntary behavior [ 143 ].…”

Section: Discussionmentioning

confidence: 99%

Building a better society: The Vital role of Family's social values in creating a culture of giving in young Children's minds

Elsayed

2024

Heliyon

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Section: Discussionmentioning

confidence: 99%

Building a better society: The Vital role of Family's social values in creating a culture of giving in young Children's minds

Elsayed

2024

Heliyon

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“…Next, Islamic teachings are also often seen or labelled as incompatible with Western values, views and perceptions because Islam promotes collectivism, whereas the Western culture is heavily reliant on individualism (Younis & Hassan, 2019). The debate between living based on the values of collectivism, and individualism can lead young Muslims to feel isolated, confused and unable to balance differentiating views of two or more identities (Al-Hassan et al, 2021;Ahmad, 2011;Alam et al, 2016). Young Muslims also find themselves in a balancing act as secular states attempt to separate religion from everyday life and practices.…”

Section: Challenges With Maintaining Religious Identitymentioning

confidence: 99%

The Social Construct of Religious Identity and Its Implications on the Integration Experience of Immigrant Muslim Youth in Canada

Zulfiqar

2024

Preprint

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<p>As Islam is the second largest and fastest growing religion in Canada, the strong prevalence of Muslims requires the field of immigration to adequately address the community's issues. Consequently, this research explored the key social constructions of Muslim identities and considered their implications on religious identity and the integration experiences of immigrant Muslim youth in Canada. Following an academic literature review, and guided by a theoretical framework of social constructionism, orientalism, identity process theory, content analysis methods analyzed 49 selected articles from the Toronto Star and National Post between January 2015 to July 2022. Results show that Muslim immigrant youth are negatively constructed by these news media where: Islam is socially constructed as a violent religion, Muslim youth as victims of their faith, and Muslims are seen incompatible with the Canadian context. The results suggest that greater research and supports are needed for Muslim immigrant youth for positive integration. </p>

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“…The Middle East is home to people with different languages, ways of life, and religious orientations. Accordingly, studies focusing on parenting practices in different Middle Eastern countries have revealed a range of parenting styles on the individualistic-collectivistic spectrum (e.g., See Al-Hassan et al, 2021;Al-Hassan & Takash, 2011;Dwairy et al, 2006). For instance, Saudi Arabia, Yemen, and Palestine are reported to be more collectivistic than Lebanon (Dwairy et al, 2006), while Jordanian families are understood to lean towards collectivistic parenting as they place high emphasis on respect, interdependence, loyalty, and harmony (Al-Hassan et al, 2021).…”

Section: Childrearing Values Of Middle Eastern Parentsmentioning

confidence: 99%

“…Accordingly, studies focusing on parenting practices in different Middle Eastern countries have revealed a range of parenting styles on the individualistic-collectivistic spectrum (e.g., See Al-Hassan et al, 2021;Al-Hassan & Takash, 2011;Dwairy et al, 2006). For instance, Saudi Arabia, Yemen, and Palestine are reported to be more collectivistic than Lebanon (Dwairy et al, 2006), while Jordanian families are understood to lean towards collectivistic parenting as they place high emphasis on respect, interdependence, loyalty, and harmony (Al-Hassan et al, 2021). Turkish parents have been reported to value interdependence while discouraging assertiveness and autonomy (Sunar, 2002), while other studies (e.g., Kayrakli, 2008;Nacak et al, 2011) have suggested that individualistic and collectivistic parenting values coexist in Turkish society.…”

Section: Childrearing Values Of Middle Eastern Parentsmentioning

confidence: 99%

Middle Eastern Children in New Zealand Early Childhood Centres: Parental Expectations, Teacher Practices, and Children’s Experiences

Irajzad¹

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<p>This is the first systematic study of the experiences of Middle Eastern children and their parents in the context of New Zealand early childhood centres. Using a two-phase sequential mixed-method approach involving an online questionnaire sent to Middle Eastern parents across New Zealand followed by four qualitative case studies, I investigated: Middle Eastern parents’ expectations for their children’s early education; early childhood teachers’ practices and perspectives with respect to Middle Eastern families; and the challenges faced by Middle Eastern children in New Zealand early childhood centres. Using descriptive statistics and thematic analysis, and drawing on constructs from hybridity theory (Bhabha, 1994), critical multiculturalism (May & Sleeter, 2010), and funds of knowledge (González et al., 2006), I argue that there is a lack of congruence between the early childhood discourses promoted by the New Zealand teachers and Middle Eastern parents’ expectations for their children’s early education. Interviews indicated that Middle Eastern parents’ expectations were often dismissed and silenced while the dominant early childhood discourses were reinforced by teachers, indicating that some of the teachers were not prepared, or knowledgeable about how, to embrace Middle Eastern families’ funds of knowledge. Additionally, teachers had different approaches for accommodating Middle Eastern families’ needs. While some teachers were keen to learn about Middle Eastern families and implement practices that were reflective of their individual needs, there were teachers who expressed essentialised views and perceived Middle Eastern families as a homogenous group with similar needs. My findings also show that Middle Eastern children at times struggled to express themselves in English and teachers adopted specific practices to support children in this regard. While most of these practices helped children develop linguistic and social competence, some social competencies promoted by the teachers – such as ways of responding to peer conflict – were incongruent with the families’ practices. Possible implications for early childhood pedagogy are suggested to meet the needs of increasingly ethnically and culturally diverse early childhood educational contexts.</p>

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Collectivism and individualism: Jordanian mothers’ child-rearing values

Cited by 7 publications

References 28 publications

Building a better society: The Vital role of Family's social values in creating a culture of giving in young Children's minds

Building a better society: The Vital role of Family's social values in creating a culture of giving in young Children's minds

The Social Construct of Religious Identity and Its Implications on the Integration Experience of Immigrant Muslim Youth in Canada

Middle Eastern Children in New Zealand Early Childhood Centres: Parental Expectations, Teacher Practices, and Children’s Experiences

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