Image of the Teacher by Adolescent Children in Four Countries: Germany, England, Mexico, United States

Anderson, Harold H.; Anderson, Gladys L.; Cohen, Isaac; Nutt, F. D.

doi:10.1080/00224545.1959.9921976

Cited by 12 publications

(2 citation statements)

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“…T h e dominance of the German father, however, has by no means vanished, particularly among families of high-ranking officials and other members of the upper classes (Baumert, Rapp (1961) has shown that mothers of children attending nursery school in South-West Germany score higher on controlling attitudes in response to a parentattitude survey than a similar group of American mothers in Florida. There are some anecdotal and empirical studies which suggest that German teachers and other adults in comparison with their American counterparts lay more stress on obedience, respect for authority, and other indications of a more authoritarian relationship with children (Lewin, 1946 ; McGranahan, I 946 ;Anderson, Anderson, Cohen & Nutt, 1959). However, many questions remain unanswered.…”

Section: Introductionmentioning

confidence: 99%

A Cross‐Cultural Comparison of Parent‐Child Relationships in the United States and West Germany*

Rabbie¹

1965

Br J Soc Clin Psychol

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In view of conflicting reports on the alleged autocratic structure of the German family as contrasted with the alleged equalitarian structure of the American family, two matched samples of forty‐four American and forty‐four German high‐school graduates, all participants in a foreign exchange programme, were questioned about parent‐child relationships in their own country. American parents were reported to be less strict and to give their children more autonomy than German parents, who also tended to use more punitive child‐rearing methods. In both nations the father is viewed as the main disciplinarian, while the mother is described as being more affectionate. The German father appears to be stricter with his children than his American counterpart, while the American mothers exert more achievement pressure than German mothers. In general, the parental role of father and mother is more differentiated in Germany than in the United States. The author wishes to thank the officials and students of the American Field Service whose co‐operation made this research possible. He is also indebted to Mrs S. Soutendijk, J. Quint, J. Hörst and Miss I. Sixma who assisted in all parts of the investigation., Manuscript received 21 August 1964, Revised manuscript received 15 November 1964

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Section: Introductionmentioning

confidence: 99%

A Cross‐Cultural Comparison of Parent‐Child Relationships in the United States and West Germany*

Rabbie¹

1965

Br J Soc Clin Psychol

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“…In a preliminary report on seven locations ( 3 ) it was shown that most children had Betty tell the truth, the percentages of such stories ranging from 83. 6 to 89.5 per cent.…”

Section: The Lost Composition T H E Lost Composition Story Reads As F...mentioning

confidence: 99%

Culture components as a significant factor in child development: Symposium, 1960: 1. Image of the teacher by adolescent children in seven countries.

Anderson

1961

American Journal of Orthopsychiatry

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urpose of the research program of which this is a part was to TE develop and test an instrument that would be sensitive to cross-national similarities and differences and to examine children's responses in the light of hypotheses about integrative and dominative cultures. DEFINITIONSThe terms integrative and dominative have been defined in previous studies in which measures were developed for recording dynamic human interacting. In those studies integrative behavior was defined as "flexible, dynamic, yielding, spontaneous (harmonious behavior); . . . An integrating person seeks and finds common purposes with another; he expends energy with another, not against another." He accepts another, shows respect for the individuality of another; he does not reject another."Dominative behavior on the contrary is rigid, fixed, static. A dominating person has his mind made up, has his goals or desires predetermined. (He is not open to new experience.) H e does not yield to differences; he is not abandoning his status; he is trying to preserve status. H e is not seeking a better understanding of another nor is he trying to achieve a redefining of desires, values or objectives in order to discover a lower common denominator of differences. H e is expending energy against another. H e is not reducing conflict, he is either maintaining or increasing the conflict of differences" (1).Integration represents a participating, stimulating, facilitating, "democratic" process, while domination represents a restricting, conflicting, stifling, usurping, "autocratic" or "dictatorial" relating. Integration also represents an openness to new data, new experience, an "open system" of relating. Domination represents, on the contrary, a "closed system" of relating, an effort to close the life of another to new or different experience.This cross-national study is an investigation in social Creativity: Creativity not as producing originals in painting, sculpture or science, but Creativity as social invention in interpersonal relating.

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Story Completion Methods

Lansky¹

1968

Projective Techniques in Personality Assessment

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Image of the Teacher by Adolescent Children in Four Countries: Germany, England, Mexico, United States

Cited by 12 publications

References 4 publications

A Cross‐Cultural Comparison of Parent‐Child Relationships in the United States and West Germany*

A Cross‐Cultural Comparison of Parent‐Child Relationships in the United States and West Germany*

Culture components as a significant factor in child development: Symposium, 1960: 1. Image of the teacher by adolescent children in seven countries.

Story Completion Methods

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