Perspectives on Human Development, Family, and Culture

Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
Figures......Page 10
Tables......Page 11
Contributors......Page 13
Preface......Page 15
Foreword In honor of Professor Cigdem Kagitcibasi......Page 21
References......Page 23
Articles and chapters......Page 24
Part I: Cultural and cross-cultural psychology: selected perspectives......Page 29
1 Indigenization and beyond: the process and extent of psychology\'s growth as an international science......Page 31
Indigenization......Page 32
My approach......Page 34
Empirical evidence regarding indigenization......Page 35
Internationalization......Page 36
International presence and visibility......Page 37
The new database and method......Page 38
International collaborations......Page 39
Current journals: global contributions......Page 40
International publications from the majority world......Page 41
Concluding observations and questions for future research......Page 42
References......Page 43
2 The continuing quest for psychological universals in categories, dimensions, taxonomies, and patterns of human behavior......Page 45
Methodological and conceptual challenges and encumbrances......Page 48
Is there a universal structure of human personality? The five-factor model......Page 49
Kluckhohn and Strodtbeck\'s perspective on values......Page 51
Schwartz\'s perspective on values......Page 52
Social axioms......Page 53
Concluding remarks......Page 55
References......Page 57
Musings inspired by Cigdem Kagitcibasi......Page 59
My early enculturation......Page 60
Setting the stage for a career in culture......Page 61
Beginning cross-cultural research......Page 63
Extending our range......Page 65
Moving into process......Page 68
Moving from two-cultural to multi-cultural comparisons......Page 69
Discovering the moderating effect of culture......Page 70
References......Page 74
4 The emerging global psychology movement: Lessons from Arab psychology......Page 78
A brief history of international psychology......Page 79
Factors influencing the emergence of global psychology......Page 81
Publications......Page 84
International conferences......Page 88
Some limitations of Arab psychology......Page 89
Conclusion......Page 91
References......Page 92
Part II: Development in the family context......Page 95
Introduction......Page 97
Caregivers......Page 98
Culture and caregiving......Page 100
Culture and caregiving cognitions......Page 101
Culture, caregiving, and child development......Page 102
Psychodynamic socialization and internalization......Page 104
Learning and imitation......Page 105
Cognition and scaffolding......Page 106
Conclusions......Page 108
References......Page 110
Introduction......Page 114
Cross-cultural studies on demographic changes and the changing value of children......Page 116
Goals of the original and extended value of children studies......Page 117
The value of children in times of socio-economic changes......Page 118
Value of children in relation to macro-level variables: cross-cultural studies on economic development, fertility rate, and value orientations......Page 119
Discussion......Page 123
Value of children and parenting......Page 124
Parenting goals and the value of children......Page 125
Cultural differences in parenting behavior: control and acceptance......Page 126
Cultural meaning of acceptance and control......Page 127
Summary and conclusion......Page 129
References......Page 132
7 Turkish family structure and functioning......Page 136
Emotional distance......Page 140
Social structural variables......Page 141
Family roles......Page 145
Discussion......Page 149
References......Page 151
8 Mothers\' and fathers\' child-rearing practices and self-esteem in three generations of urban Turkish families......Page 154
Participants......Page 156
Self-esteem......Page 157
Child-rearing and self-esteem......Page 158
Discipline......Page 159
Differences by sex of child and generation......Page 160
Self-esteem......Page 161
Overall CRPR findings......Page 163
Summary and conclusions......Page 164
References......Page 165
Part III: Culture and self......Page 169
9 In search of autonomous-relational self-construal......Page 171
The measurement problem......Page 173
The conceptualization problem......Page 175
The Kagitcibasi model......Page 177
Toward a new measure......Page 178
Concluding remarks......Page 181
References......Page 182
10 Culture and developmental pathways of relationship formation......Page 185
Biological preparedness for relationship formation......Page 186
Developmental pathways towards independence and inter-dependence......Page 188
Developmental pathways and the formation of early relationships......Page 189
The foundation of the independent self......Page 192
The interdependent pathway: the development of a communal self......Page 193
Socialization goals and parenting practices......Page 194
Culture, discourse, and socialization practices......Page 196
The behavioral foundation of the interdependent self......Page 197
Effects of social change and interactions between the pathways......Page 198
Concluding remarks......Page 200
References......Page 201
11 Microgenesis of narrative competence during preschool interactions: Effects of the relational context......Page 206
Research setting......Page 208
Data collection......Page 209
Findings and discussion......Page 210
Role of teachers......Page 211
Excerpt 1 (Ubaruz data)......Page 212
Role of peers......Page 214
Excerpt 2 (Eryavuz data)......Page 215
Excerpt 4 (Eryavuz data)......Page 216
Conclusions......Page 217
References......Page 218
12 Self-development, individuation, and culture: A psychoanalytic search......Page 222
Psychoanalysis and self-development......Page 223
Contemporary psychoanalytic conceptualizations......Page 224
Culture and the psychoanalytic self......Page 226
New findings, new constructions......Page 228
How does culture enter into a process view of self-development?......Page 230
References......Page 232
Part IV: Social change, family, and gender......Page 235
Introduction......Page 237
Kagitcibasi\'s Model of Family Change......Page 240
Van de Kaa\'s and Lesthaeghe\'s model of the Second Demographic Transition......Page 245
Empirical evidence, or: wait and see the late revenge of modernization theory?......Page 248
References......Page 252
Introduction......Page 255
Acculturation: cultural and individual......Page 256
Intercultural strategies......Page 257
Multiculturalism......Page 260
The 1997 exchange......Page 261
Immigrant youth......Page 262
Turkish youth......Page 264
References......Page 266
15 Cultural continuity and discontinuity in Turkish migrant families: Extending the Model of Family Change......Page 269
Extending Kagitcibasi\'s Model of Family Change......Page 270
Acculturative change in migrant families......Page 273
Cultural transmission in migrant families......Page 278
Value acculturation and value transmission......Page 280
The role of parenting in migrant families......Page 283
Conclusion: cultural continuity and discontinuity......Page 285
References......Page 287
16 Values and attitudes of young people in urban Turkey: A further test of Schwartz\'s theory of values and Kagitcibasi\'s Model of Family Change......Page 291
Research on values in Turkey......Page 292
Research questions......Page 295
Attitudes toward gender role expectations for women scale......Page 296
Demographic questionnaire......Page 297
Results......Page 298
Discussion......Page 307
References......Page 310
Introduction......Page 312
Women in the labor force in Turkey......Page 313
Career development of women managers......Page 314
Organizational context: attitudes toward women managers......Page 317
Family context: work-family conflict......Page 319
Conclusions and policy implications......Page 320
References......Page 324
Part V: Induced change......Page 327
18 Adapting intervention programs for use across societies: Between valid transfer and cultural imposition......Page 329
Legitimating program transfer......Page 331
Assessing equivalence......Page 333
Proactive strategies in program transfer......Page 335
The role of clients in program transfer......Page 338
References......Page 339
Introduction......Page 342
Definition of cultural appropriateness......Page 343
Culture and the targets of intervention......Page 344
Culture and outcomes of intervention......Page 345
Culture and the causal process that determines the outcomes of intervention......Page 347
Culture and the acceptability of the intervention process......Page 350
The design of culturally appropriate interventions......Page 351
Discussion......Page 352
References......Page 354
Designing education after school......Page 359
After-school education in the United States: a brief history......Page 360
A second motivation for the present model: problems in higher education......Page 361
The roots of a design: solving two problems by combining them in one location......Page 362
A U-C Link......Page 363
The centrality of context......Page 364
Providing a wide range of motivations......Page 366
The role of intergenerational participation......Page 367
The centrality of mediational means for organizing activity......Page 369
The importance of goal formation......Page 371
The cultural \"atmosphere\" of a Fifth Dimension: a brief example......Page 372
Is the Fifth Dimension effective?......Page 374
Is the Fifth Dimension scalable?......Page 375
References......Page 376
21 Intervention programs to improve cognitive skills......Page 378
Project Intelligence......Page 379
Mother-Child Education Program......Page 380
Teaching literacy to adults......Page 381
Cognitive capacity improvement program......Page 383
Attrition......Page 385
Inconsistent change across subgroups......Page 386
Long-term effects......Page 387
Issues for future cognitive intervention programs......Page 388
Who benefits?......Page 389
Generalization and transfer of skills to other domains......Page 390
The relationship to community......Page 391
References......Page 392
Introduction......Page 395
What is Pro-poor Information and Communications Technology for Education (ICT4E)?......Page 396
Considering one example in India......Page 398
Gender......Page 400
Marginalized populations......Page 403
Toward a pro-poor use of monitoring and evaluation......Page 405
Conclusions......Page 407
References......Page 408
Epilogue......Page 409
Going beyond theory construction and data assembly......Page 410
Questions in the real world that cry out for answers......Page 413
Reasons for hope......Page 414
References......Page 416
Subject Index......Page 419
Author Index......Page 421