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 BACKGROUND
Theory: Individualism-Collectivism Model
 Used to explain large amounts of variation seen in human
behavior, social interaction, and personality
 Explain differences in people and/or groups
How?
 Collectivist Cultures: individual needs, desires, etc. are
secondary to those of the group (Asia)
 Individualistic Cultures: Higher value on the needs and
accomplishments of the individual rather than the group
(United States)
CULTURE INFLUENCES ON DEVELOPMENT
Culture and the self: individualism and collectivism
 Individualist cultures value independence. They promote
personal ideals, strengths, and goals, pursued in competition
with others, leading to individual achievement and finding a
unique identity.
 Collectivist cultures value interdependence. They promote group
and societal goals and duties, and blending in with group
identity, with achievement attributed to mutual support.
Individualist and Collectivist Cultures Compared
CHILD-REARING: CULTURAL DIFFERENCES

 People in individualist cultures

might raise children to be self-
reliant and independent.
 People in collectivist cultures
might raise children to be
compliant, obedient, and
integrated into webs of mutual
support.
 People in Asian and African
cultures might raise children
to be more emotionally and
physically close to others than
in western European cultures.
COLLECTIVIST-INDIVIDUALISTIC CULTURAL CONTINUUM
 West
• The Difference and East
Between West and East

Independence
Develop early independence
Express yourself
Responsible for self
Live on one’s own
One’s own goals take priority
 Motivated by own
 preferences, needs ,
 rights
Tasks more important than
relationships
Cognitive skills independent
of social skills
Interdependence
Learn to depend on others
Read nonverbal cues
Listen to authority
Be responsible for others
Personal goals secondary to
goals of the group
Motivated by the norms of, and
duties imposed by, the
group
Relationships more important
than tasks
Social and cognitive skills
integrated
Westby (2009)
 West
• The Difference and East
Between West and East

HOW IS A CHILD TAKEN CARE OF?

• Individualistic VS. Collaborative

Lilly Cheng, San Diego State University

 RESEARCH DIFFERENCES
Comparing Anglo-American parents with Chinese-American parents
 64% of the Anglo-American parents mentioned building children’s self-esteem as a childrearing goal
while only 8% of the Chinese-American parents agreed.
 40% of the Anglo-American mothers considered helping the child to be aware of his/her feelings and
encouraging the child to be honest to be important while none of the Chinese-American mothers did

In Asian cultures, doing well academically may be fueled more by desires to fulfill family
expectations rather than by individualistic desires to achieve
Chinese-American mothers show significantly higher levels of verbosity and agree that it
is important for children to understand why their behavior is problematic.
European-American mothers are less lax than Chinese-American
East Asian parents downplay children’s success and highlight children’s failure.
Americans do the opposite.
 CAUTIONS IN DEFINING “INDIVIDUALISTIC & COLLECTIVISTIC

“Conclusions about collectivist and individualistic cultures shouldn’t be overly sweeping and
must be carefully applied to selective, specific behaviors, situations, and
cultures”(Triandis, 1988)
DISCUSSION EXERCISE:
 After reading the articles that were
provided to you and reading pages
(138-139 & 450-452) in the Myers
text, divide into groups of four and
answer the following questions:
 Identify three values and/or attitudes
about child rearing and family that
are similar to what you read in the
articles and what you know about
child rearing and family in the
United States.
 Identify three values and/or attitudes
that are different in India and/or
China vs. the United States.
 What might be some reasons for such
differences? Are there cultural points of
view we discussed in this chapter that
might be contributing to how India vs.
the United States view the issue of child
rearing or family?
 If you had the opportunity to ask a
father or mother from India any
questions about how they raise their
children, what might they be, and why?
 Do you think that your view about child
rearing / family is better or worse than
what you have read about India? Why?
 REFLECTION PAPER
Write a reflection paper after the class
activity and respond to the following
questions:
1. From a psychological frame of
reference, what might be some of the
reasons there is a variance between
expectations for parenting in India and
China vs. the United States?
2. How might our view of such cultural
differences (individualistic
/collectivistic) impact our judgment of
those families and the society of which
they are part?
Construction Specifics:
Format: This paper is designed to reflect your
thinking process and should be 3 pages in
length, typed, double-spaced and in a 12-point
Times New Roman (TNR) font with one-inch
margins. Grammar and spelling will be
evaluated. This reflection paper is to be used as
proof of meeting a level of understanding about
variant parenting practices and expectations in
other global cultures and how they compare to
the United States. I expect your writing to be
thoughtful and meaningful.
Due Date: Your reflection paper is due one week
after the completion of our in-class discussion.
(see grading rubric in next slide)
REFLECTION PAPER
Reflection Paper Points Exceeds Standards Meets Standards Unsatisfactory Score
Rubric Possible
     
Paper is neatly typed, Paper is neatly typed, Formatting rules ignored,  
double-spaced, 12-point TNR double-spaced, 12- TNR shorter than 2.5 pages in
Format 5 font, one-inch margins, and 3 font, one-inch margins and length. (1-3)
pages in length. (5) 2 pages in length. (4)

5 No errors. (5) 1-2 minor errors. (3-4) Lacks basic proofreading  

Grammar and or contains major errors.
Spelling (1-2)
5 Well-organized, well written, Well-organized but “flow” Organization lacking and  
Organization easy to read and understand. could be improved. (3-4) difficult or impossible to
(5) follow. (1-2)
15 Shows strong evidence of Shows evidence of reasoned Lacks reflection and  
Reflection reasoned reflection and reflection. (11-13) depth. (1-10)
depth. (14-15)
10 Addresses all elements Addresses all elements Fails to address all the  
contained within the two contained within the two elements contained within
Completeness stated questions of stated questions of the two stated questions of
assignment and extends assignment. (7-9) assignment. (1-6)
beyond. (10)
 “I may not be able to give my
Nothing has a stronger kids everything they want
influence psychologically but I give them what they
on their environment and need. Love, time, and
especially on their children attention. You can’t buy
than the unlived life of the those things.”
parent. – Nishan Panwar 

—Carl Gustav Jung Life doesn't make any sense witho

ut interdependence. We need each
other, and the sooner we learn tha
t, the better for us all.

Erik Erikson