Socialization Practices of Parents, Teachers, and Peers in Israel: The Kibbutz versus the City

Devereux, Edward C.; Shouval, Ron; Bronfenbrenner, Urie; Rodgers, Robert R.; Kav-Venaki, Sophie; Kiely, Elizabeth; Karson, Esther

doi:10.2307/1127945

Cited by 61 publications

(9 citation statements)

References 9 publications

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“…Given that both Israeli groups at this age level also judged unequal distribution negatively because it causes negative interpersonal interactions more often than did Americans, it may be that Israeli children perceive their peer group to be more of a unit than do Americans. Some comparative studies of Israeli kibbutz and city children have suggested that the kibbutz peer group is more of a cooperative team than is the city group (Devereux et al, 1974;Shapira and Madsen, 1969), but the results here indicate that this difference may be slight compared to the dif ference between Israeli children in general and American peer-group feeling. This is consistent with the greater number of collections (e.g., stamps, coins) which are collectively owned among Israeli children than among Americans -each individual provides a portion and it is a team effort (Furby, 1976b).…”

Section: American Developmental Samplecontrasting

confidence: 86%

Inequalities in Personal Possessions: Explanations for and Judgments about Unequal Distribution

Furby¹

1979

Human Development

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This study examines concepts about and evaluations of the unequal distribution of personal possessions. As an exploratory study, its purpose was to map the dimensions of (a) explanations for the existence of unequal distribution and (b) judgments or evaluations of inequality. Interview questions were administered to (a) 150 Americans, 30 at each of five age levels (kindergarten, second, fifth, and eleventh grades, and 40- to 50-year-old adults), and to (b) 120 Israelis, 60 from the kibbutz and 60 from the city (in each case, 30 of kindergarten age and 30 of fifth grade age). A content analysis was performed on the interview responses. The general developmental trend in explanations for the existence of unequal distribution was for (a) both differential amounts of money and differential preferences and needs to be frequent explanations at all ages, (b) differential acquisition explanations to become increasingly active in nature (e.g., working, earning), and (c) an increasing recognition that unequal distribution is due to circumstances beyond the individual’s control. The main cultural difference in reasons given for unequal distribution occurred for fifth graders, where both Israeli groups mentioned differential work and achievement, as a major reason for the existence of inequality, whereas this reason was not frequent among Americans until older age levels. With respect to evaluations of unequal distribution, the youngest two age levels had difficulty making any evaluative statements at all, but those few they made tended to be negative. Fifth graders and high school students also judged unequal distribution more negatively than positively, and only the adults gave as many positive as negative evaluations. The principal difference between cultural groups was that a greater number of kibbutz children stated explicitly that they were indifferent to unequal distribution. There were also a number of smaller developmental and cultural differences, and the general pattern of results is interpreted as reflecting different experiential histories with inequality.

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Section: American Developmental Samplecontrasting

confidence: 86%

Inequalities in Personal Possessions: Explanations for and Judgments about Unequal Distribution

Furby¹

1979

Human Development

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“…On the whole, there is an attempt to keep sources of conflict between adults and children at a minimum. Kibbutz children generally expect a more positive feeling relationship with their parents and view them as more permissive and less punitive than the city children do (3). This way of life may be an explanation for the lower level of posttransgression fear and punitiveness in kibbutz children.…”

Section: Discussionmentioning

confidence: 91%

“…It is possible that they incorporate both the parents' and the metaplot's prohibitions. Metaplot in the kibbutz use significantly more physical forms of discipline than kibbutz parents (3). Therefore it is possible that the more love-oriented techniques used by kibbutz parents is counterbalanced by the metaplot who have the disciplinary role.…”

Section: Discussionmentioning

confidence: 99%

Moral Development: Parental and Peer Group Influence on Kibbutz and City Children

Ziv

Shulman²,

Schleifer³

1979

The Journal of Genetic Psychology

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“…That mothers do tend to maintain their association with caretaking func tions and remain (more than do fathers) the focus for more dependent behav iors, is suggested by the fact that 'mothers are seen [by their 11-and 12-year-old offspring] as generally more active than fathers on all child-rearing practises, and especially so on the variables in the supportive cluster' (Devereux et al, 1974; present author's italics; see also Devereux et al, 1962Devereux et al, , 1969. The implication is that parental roles are indeed enduring, and this encourages the belief that the importance of the paternal role is reinforced by the mother's unwillingness or inability to shift from one role to another in the process of continuing interac tion with the child.…”

Section: A Tentative Hypothesismentioning

confidence: 99%

Fathers: Forgotten Contributors to Child Development

Lamb¹

1975

Human Development

274

115

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Theoretical and research literature on the role of fathers in child development is reviewed. The first section points out that there is little known about father-infant interaction, and the impact of the father on infant social development, though diverse theoretical perspectives all assume that the father’s role is minimal, and, at best, indirect. It is suggested that this assumption is unsubstantiated. Fathers are believed to play an influential role in later child development, though the theoretical assumptions, again, are inadequately validated by research. A new hypothesis is proposed whereby fathers are seen as playing a vitally important role in socialization, yet one which is qualitatively different from that played by mothers. Various research designs are suggested whereby this hypothesis can be subject to empirical validation.

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Socialization Practices of Parents, Teachers, and Peers in Israel: The Kibbutz versus the City

Cited by 61 publications

References 9 publications

Inequalities in Personal Possessions: Explanations for and Judgments about Unequal Distribution

Inequalities in Personal Possessions: Explanations for and Judgments about Unequal Distribution

Moral Development: Parental and Peer Group Influence on Kibbutz and City Children

Fathers: Forgotten Contributors to Child Development

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