The Cultural Psychology of Development: One Mind, Many Mentalities

Shweder, Richard A.; Goodnow, Jacqueline J.; Hatano, Giyoo; Levine, Robert A.; Markus, Hazel Rose; Miller, Peggy J.

doi:10.1002/9780470147658.chpsy0113

Cited by 311 publications

(277 citation statements)

References 255 publications

Supporting

Mentioning

264

Contrasting

Unclassified

Order By: Relevance

“…For Caucasian adolescents, an internal locus of control may lead adolescents to be agentic and to show initiative in peer (McCullough et al 1994), which in turn may lead to higher social status and greater peer acceptance. However, for African American, Hispanic, and Asian adolescents, an internal locus of control in peer relationships may conflict with cultural values, leading them to see their own and peers' agentic attitudes and behavior as a threat to positive relationships in the peer group-especially, perhaps, in relationships with their peers of their same ethnicity, and thus leading to differential experiences in peer relationships (Shweder et al 2006;Way 2006;Wheeless et al 1986). An alternative explanation is that external locus of control may have developed as a coping mechanism among minority youths in response to social threats, such as overt and perceived discrimination (Burgess and Brown 2000;Dyal 1984).…”

Section: Discussionmentioning

confidence: 99%

“…Children are encouraged to retain their sense of autonomy and freedom, even when interacting with peers (Rubin et al 2002). In contrast, Asian and Latino cultures emphasize cooperation and interdependence in the establishment and maintenance of peer relationships (Chen 2000;Shweder et al 2006;Way 2006). For example, one must be flexible when interacting with others to avoid embarrassing or hurting others' feelings.…”

Section: Introductionmentioning

confidence: 99%

“…European American culture is characterized by an emphasis on the personal responsibility of individuals (or ''agency'') to enter and to maintain relationships (Shweder et al 2006). Children are encouraged to retain their sense of autonomy and freedom, even when interacting with peers (Rubin et al 2002).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Locus of Control and Peer Relationships Among Caucasian, Hispanic, Asian, and African American Adolescents

Kang

Chang

Chen

et al. 2013

J Youth Adolescence

View full text Add to dashboard Cite

Past research has shown that locus of control plays an important role in a wide range of behaviors, such as academic achievement and positive social behaviors. However, little is known about whether locus of control plays the same role in minority adolescents' peer relationships. The current study examined ethnic differences in the associations between locus of control and peer relationships in early adolescence using samples from the Early Childhood Longitudinal Study (ECLS-K: 5,612 Caucasian, 1,562 Hispanic, 507 Asian, and 908 AfricanAmerican adolescents) and the National Education Longitudinal Study (NELS: 8,484 Caucasian, 1,604 Hispanic, and 860 Asian, and 1,228 African American adolescents).Gender was approximately evenly split in both samples. The results from the two datasets were highly consistent. Significant interactions between ethnicity and locus of control indicated that having a more internal locus of control was particularly important for Caucasian students' peer relationships (ECLS-K) and social status (NELS), but less so for Asian, Hispanic, and African American students. Our findings suggest that the role of locus of control in peer relationship is contingent upon culture.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Locus of Control and Peer Relationships Among Caucasian, Hispanic, Asian, and African American Adolescents

Kang

Chang

Chen

et al. 2013

J Youth Adolescence

View full text Add to dashboard Cite

show abstract

“…Drawing from cultural understandings of language as social practice, we take into account the ways in which language practices and associated rituals and artifacts contain within themselves the prevailing attitudes and skills sets (Shweder et al, 1998) that are constitutive of enacting conflict. From this perspective, the language used to talk about a practice -in this case, the resolution of conflict -reflects a particular set of values and imposes a particular point of view.…”

Section: Conflict Resolution As Cultural Inventionmentioning

confidence: 99%

‘Use Your Words:’ Reconsidering the Language of Conflict in the Early Years

Blank

Schneider

2011

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

This article explores the nature of classroom conflict as language practice. The authors describe the enactment of conflict events in one kindergarten classroom and analyze the events in order to identify the language practices teachers use, considering teachers' desires for language use in relation to conflict and exploring the nature of the interplay between what is said to be desired and the implicit messages of the lived experience of conflict. The authors describe the nature of conflict events as apology ritual and suggest that this practice is reflective of a way of framing conflict as destructive, illustrating the way in which the notion of 'using words' situates the language of conflict as a conflict resolution convention. They argue that there are complex and contradictory underlying assumptions at play in conflict events and position them within larger school discipline and developmentally appropriate practice discourses. Finally, they close the article with a consideration of alternative perspectives on classroom conflict events.

show abstract

“…What about family obligation, which is also more important globally than in the individualistic USA? As cultural psychologists have stressed (Shweder et al, 2006), it is generally a mistake to take theories and measures developed in one culture and transport them uncritically to other cultures, because every theory and measure is laden with underlying cultural assumptions that may not apply widely.…”

mentioning

confidence: 99%

Well-Being of Youth and Emerging Adults across Cultures

Dimitrova¹

2017

Cross-Cultural Advancements in Positive Psychology

View full text Add to dashboard Cite

The aim of the Cross Cultural Advancements in Positive Psychology book series is to spread a universal and culture-fair perspective on good life promotion. The series will advance a deeper understanding of the cross-cultural differences in well-being conceptualization. A deeper understanding can affect psychological theories, interventions and social policies in various domains, from health to education, from work to leisure. Books in the series will investigate such issues as enhanced mobility of people across nations, ethnic conflicts and the challenges faced by traditional communities due to the pervasive spreading of modernization trends. New instruments and models will be proposed to identify the crucial components of well-being in the process of acculturation. This series will also explore dimensions and components of happiness that are currently overlooked because happiness research is grounded in the Western tradition, and these dimensions do not belong to the Western cultural frame of mind and values.More information about this series at

show abstract

The Cultural Psychology of Development: One Mind, Many Mentalities

Cited by 311 publications

References 255 publications

Locus of Control and Peer Relationships Among Caucasian, Hispanic, Asian, and African American Adolescents

Locus of Control and Peer Relationships Among Caucasian, Hispanic, Asian, and African American Adolescents

‘Use Your Words:’ Reconsidering the Language of Conflict in the Early Years

Well-Being of Youth and Emerging Adults across Cultures

Contact Info

Product

Resources

About