Cultural diversity aantekeningen, Universiteit Utrecht, Bachelor 1, blok 3 2021
Cultural Diversity Literature week 1 (Migration and multicultural society), Universiteit Utrecht
Hoe je dit kan lezen:
Zwart: informatie of vragen vanuit de 'reading guide'
Blauw: mijn uitwerkingen op de vragen
Rood: aanvullingen op mijn uitwerkingen n.a.v. de werkgroep
This weeks readings consists of two articles about a scientific approach to culture and development, and two articles about migrants and the society they live in.
Kağıtçıbaşı
In this article a model is presented that is frequently used in science and policy to characterize family structure, socialization values and interactions within different cultures. It is important that you know and understand both the model of independence and the model of interdependence. Kağıtçıbaşı presents in this text from 1996 the original model, plus background. The original model is still used today. The model is discussed during the first lecture and serves as a theoretical framework for the paper. In the first seminar the model is discussed and applied to a case. In one of the next seminars the article by Vonorov is discussed in which critical comments are made about the model and alternative models are presented.
- What is the main question?
Hij stelt een model van familie en familie verandering voor, dmv socioeconomische ontwikkeling, die een causale/functionele analyse van de zelf ontwikkeling geeft.
Meer een nieuwe benadering van vergelijken van multiculturele samenlevingen. Hij vindt dat voorgaande frameworks niet voldoende recht doen aan beide vormen van samenlevingen, interdependent en independent. En beniuwd waarom bepaalde socialisatienormen in ene maatschappij gezien of in andere. Dit brengt ze in kaart met 2 raamwerken.
- In what way is the question answered?
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- Which theories and key concepts are described?
Model of interdepence & model of indepence
Moderneriseringstheory
Model interdependence: çollectivistische samenleving, non westere sulcuut, afhankelijk samenleveng
Model of indepdencen: reversed
Context (agrarische samenleving vs stedelijk en welvarend), gezinsstrctuur (veel kinderen en opa en omas vs weinig kinderen), belangrijke waarden (loyaliteit vs investeren in kind), gezinsinteractie en socialisatie (opvoedingsstijlen bijv.)
Interactief en dynamisch model, verschillnede facetten hebben effect op elkaar
- What are the main results and or conclusions?
Zie de 2 modellen uitgetekend voor samenvaating
- How is the article related to the theme of the week? The theme of the course? To lectures and other articles?
This week introduced some models on immigration theories and introduced some history and facts about immigration into the Netherlands. This article assembles this topic by presenting a model frequently used in science and policy to characterize family structure, socialization values and interactions within different cultures.
Nuance aanbrengen dat relateert met thema van de week. Je kan niet simpelweg 2 samenlevingen vergelijken; je kijkt dan vaak maar vanuit 1 perspectief. Zo eer doen aan beide vormen en patronen in beide samenlevingen.
Patronen passend
.....read more Cultural Diversity Literature week 2 (Migration and multicultural society), Universiteit Utrecht
Hoe je dit kan lezen:
Zwart: informatie of vragen vanuit de 'reading guide'
Blauw: mijn uitwerkingen op de vragen
Rood: aanvullingen op mijn uitwerkingen n.a.v. de werkgroep
Reading guide cultural diversity, week 2:
This week’s readings consist of two articles about the question how culture could be studied in relation to development and one article about identity in relation to the multicultural society.
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33, 61-83
The article of Henrich and colleagues is about the cultural bias of many studies and theories. Many studies are conducted in and applied to WEIRD societies, and are not universal, not applicable to people living in non-WEIRD societies. Results are representative for a specific group of people and not for all humans alive. The main part of this article consists of examples of how studies and research fits one group or culture, but not the other. You don’t need to know each example by heart, but you do need to know Contrast 1 to 4. Furthermore, given a specific example you should be able to relate the example to the questions of bias and WEIRD societies. It’s important that you recognize questions of representation. Some examples are easy to comprehend, like the part about perceiving colors in chapter 3.6. Some examples demand specific knowledge to understand, like the part in the same paragraph about false belief tasks. You can look it up or ask the teacher of your seminar about it. Some examples are a tough read, and very interesting the moment you catch the meaning of it, like the part on folkbiological reasoning in paragraph 3.3.
- What is the main question?
Behavioral scientists routinely publish broad claims about human psychology and behavior in the world’s top journals based on samples drawn entirely from Western, Educated, Industrialized, Rich, and Democratic (WEIRD) societies. Researchers – often implicitly – assume that either there is little variation across human populations, or that these “standard subjects” are as representative of the species as any other population. Are these assumptions justified?
Ontwikkelende aspecten van menselijke psychologie van meer culturele aspecten van psychologie. Onevenredige afhankelijk van WEIRD mensen. Problematiek en feit dat veel ontwikkelingsonderzoek alleen weird participanten bekijkt.
- In what way is the question answered?
We pursued this question by constructing an empirical review of studies involving large-scale comparative experimentation on important psychological or behavioral variables. The domains reviewed include visual perception, fairness, cooperation, spatial reasoning, categorization and inferential induction, moral reasoning, reasoning styles, self-concepts and related motivations, and the heritability of IQ.
Analyse van verschillende onderzoeken. Is weird inderdaad de norm?
- Which theories and key concepts are described?
Keywords: behavioral economics; cross-cultural research; cultural psychology; culture; evolutionary psychology; experiments; external validity; generalizability; human universals; population variability
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Cultural Diversity Literature week 3 (Early childhood education and care), Universiteit Utrecht
Hoe je dit kan lezen:
Zwart: informatie of vragen vanuit de 'reading guide'
Blauw: mijn uitwerkingen op de vragen
Rood: aanvullingen op mijn uitwerkingen n.a.v. de werkgroep
Reading guide Cultural diversity 2021, week 3.
These week’s readings are about goals, practices and resources of parents and professionals from different cultural communities.
Huijbregts, S. J., Leseman, P. P. M., & Tavecchio, L.W.C. (2008). Cultural diversity in center-based childcare: Childrearing beliefs of professional caregivers from different cultural communities in the Netherlands. Early Childhood Research Quarterly, 23, 233-244. doi:10.1016/j.ecresq.2007.10.001
Huijbregts. The authors focus on the ideas of professional caregivers in daycare centers. Again, a standard summery is advised. The authors compare caregivers of different cultural communities in the Netherlands. How do the beliefs of caregivers relate to differences mentioned in the I-C model? And how do their beliefs relate to daily practices and goals of the center?
- What is the main question?
First we investigate whether there are cultural differences in professional caregivers’ childrearing beliefs. Second, we investigate if caregivers’ childrearing beliefs are a typical ethnic/cultural phenomenon, or whether their beliefs are also determined by professional training and by the context of the daycare center, including years of experience and colleagues’ beliefs
- In what way is the question answered?
The present study investigated the cultural childrearing beliefs of 116 caregivers from different cultural communities in the Netherlands (Dutch, Caribbean-Dutch, and Mediterranean-Dutch), working with 2–4-year-olds in daycare centers.
Cultural childrearing beliefs were assessed with standard questionnaires, focusing on general and daycare-specific individualistic and collectivistic childrearing beliefs
- Which theories and key concepts are described?
Keywords: Daycare; Childrearing beliefs; Cultural differences; Individualism; Collectivism
Cultural belief systems on childrearing can be defined as a set of cognitions that parents and other caregivers personally hold about the nature of children and their development, and about their functioning in social groups, such as the peer group, the family, the community, and society at large. Belief systems include values and norms regarding children’s personal and social development, and specify appropriate strategies to socialize these values and norms (Harkness & Super, 1999; McGillicuddy-DeLisi & Subramanian, 1996). Following Harkness and Super (1999), we propose that the personal childrearing beliefs of caregivers basically stem from two sources: everyday personal experiences with childrearing in particular contexts, and socially shared cultural beliefs on childrearing within particular communities. Furthermore, we propose that these sources are dynamically interrelated
- What are the main results and or conclusions?
Cultural differences were evident regarding general individualistic and collectivistic beliefs. Both immigrant groups agreed more with collectivistic ideas and less with individualistic ideas than Dutch caregivers. Regarding caregivers’ daycare-specific beliefs, much smaller cultural differences were found. This indicates consensus among caregivers from different ethnic/cultural backgrounds on core issues of childrearing in daycare settings. Results further showed that caregivers’
.....read more Cultural Diversity Literature week 4 (Street culture), Universiteit Utrecht
Hoe je dit kan lezen:
Zwart: informatie of vragen vanuit de 'reading guide'
Blauw: mijn uitwerkingen op de vragen
Rood: aanvullingen op mijn uitwerkingen n.a.v. de werkgroep
[note: enkele afbeeldingen bij deze samenvatting zijn door de WorldSupporter redactie verwijderd wegens vermoedelijke inbreuk op het auteursrecht]
Reading guide Cultural diversity 2021, week 4.
Two articles relate to this week’s main topic: street culture. The article of Vonorov and Singer relates to one of the central concepts of this course: Kağıtçıbaşı’s model
Chalhi, S., Koster, M., & Vermeulen, J. (2018). Assembling the Irreconcilable: Youth Workers, Development Policies and “High Risk” Boys in the Netherlands. Ethnos, 83(5), 850–867. doi:10.1080/00141844.2017.1362452
Chalhi, Koster & Vermeulen. This article is an ethnographic research from which the findings show the challenges youth workers face as ‘brokers’ between different worlds: the world of social welfare policies and the world of youth living in underprivileged areas. The authors write about the concept of positive youth development, the role of youth workers as brokers and it paints a good picture of the practice and field of youth work in Utrecht. Based on the article, you should know what positive youth development is, what challenges youth workers may face and importantly: how can you relate this to the article of Iliass el Hadioui? à brug slaan tussen straat cultuur en domein van beleid/instituties zoals school; zorgen dat jongeren niet de andere 2 domeinen (traditioneel thuis en feminien school) verlaten om nog slechts op straat te zijn
- What is the main question?
how youth workers in a Dutch city bring together seemingly irreconcilable worlds: the development policies of their organisations and the state on the one hand and the practices, needs and aspirations of young people on the other
- In what way is the question answered?
To demonstrate this, we begin by outlining the history of youth work and the notion of ‘positive youth development’ in the Netherlands. We then introduce two youth workers and describe two situations in which they have to cope with opposing interests and values. First, we show a situation in which some of their clients start ‘shopping’ – looking around for other workers who may better serve their needs. Second, we show what happens when some start ‘hunting’ (‘jagen’) – engaging in criminal practices that clash with the development policies of youth work. The research is based on 18 months of multi-sited ethnographic fieldwork, in 2012 and 2013, on the interface between youth and organisations carried out in an underprivileged neighbourhood in Utrecht.2 Data were collected through participant observation and informal interviewing. This article focuses on the interactions between youth workers and youth through over a period of seven months.
- Which theories and key concepts are described?
Keywords: Brokerage; frontline work; youth; the Netherlands; youth workers
Shift from term frontline workers to other terms
.....read more Cultural Diversity Literature week 5 (Parenting support), Universiteit Utrecht
Hoe je dit kan lezen:
Zwart: informatie of vragen vanuit de 'reading guide'
Blauw: mijn uitwerkingen op de vragen
Rood: aanvullingen op mijn uitwerkingen n.a.v. de werkgroep
Harkness, S., Super, C.M., & van Tijen, N. (2000). Individualism and the "Western mind" reconsidered: American and Dutch parents' ethnotheories of the child. In S. Harkness, C. Raeff & C.M. Super (Eds.), Variability in the social construction of the child. New Directions for Child and Adolescent Development, 87, 23-39.
Super and Harkness present their research on parental etnoheories, one of the settings of the developmental niche, using interviews with parents from a town in the Netherlands an a town in the United states. This article could be inspiration for your own paper. You can read how Super and Harkness reach the conclusion by analysing interviews. Particularly interesting is their conclusion about how Dutch and American parents describe dependence and independence in a similar and different way (see page 36/37). This conclusion will be discussed in the seminar. What are the implications of this conclusion for the way we should look at Kağıtçıbaşı’s model? And for the way we should look at the ‘Western mind’?
- What is the main question?
In this chapter, we challenge the idea of a unitary “Western mind” and reexamine the constructs of individualism and sociocentrism through an analysis of parents’ cultural models of the child in two Western, socioeconomically similar populations: one in the United States and the other in the Netherlands.
- In what way is the question answered?
Using parents’ descriptions of their own children as evidence for implicit cultural models of “the child,” we find patterns of similarity and difference between the two groups that belie both the assumed homogeneity of the “Western mind“ and the integrity of individualism and sociocentrism as cross-cultural dimensions of contrast. The ways that parents in both the U.S. and Dutch communities describe and comment on their own children, we find, require a new conceptualization of the individual in social context, which we discuss at the end of the chapter.
- Which theories and key concepts are described?
parental ethnotheories-cultural belief systems that parents hold regarding the nature of children, development, parenting, and the family
The idea of a distinctive “Western mind” as opposed to its non-Western counterpart is very close to the contrasting constructs of individualism or independence versus sociocentrism, collectivism, or interdependence.
individualism and sociocentrism
autonomous relational self: She suggests that, in contrast to this confounding of two logically separate dimensions, in some societies (notably those in transition from traditional to individualistic family lifestyles) there is a “dialectical synthesis” involving close emotional relationships but allowing for individual agency. According to this interpretation, the “autonomous relational self” not only is adaptive in certain socioeconomic situations but also provides a healthier solution to the basic human need for both
.....read more Cultural Diversity Literature week 6 (School), Universiteit Utrecht
Hoe je dit kan lezen:
Zwart: informatie of vragen vanuit de 'reading guide'
Blauw: mijn uitwerkingen op de vragen
Rood: aanvullingen op mijn uitwerkingen n.a.v. de werkgroep
Reading Guide Cultural Diversity, week 6, 2021.
In this week week’s readings the same question is addressed from different angles. The question: how can differences between groups in school success be explained and adressed? The answer concerns acculturation strategies of different groups, the importance of language, competences of teachers and the relation of minority and minority groups at school.
Andriessen, I., & Phalet, K. (2002). Acculturation and school success: a study among minority youth in the Netherlands. Intercultural Education, 13, 21-36. doi:10.1080/14675980120112913
Andriessen. Focus on the different aspects of school adjustment (page 23) and try to understand the relation to Berry’s acculturation model as summarized in the second paragraph on page 26. A standard summery could be helpful and you should know and understand the detailed conclusions as presented in Discussion.
- What is the main question?
The aim of the study was to test cultural explanations of ethnic differences in success and well-being in school
- In what way is the question answered?
In this study, we examine the school performance and school adjustment of youth from three different minority groups: Turkish and Moroccan labor migrants, and Christian-Turkish refugees. We compare these groups with their native Dutch peers in secondary school settings.
- Which theories and key concepts are described?
Keywords:
School adjustment: sense of belonging or the affective attachment of students tot he school environment
- What are the main results and or conclusions?
With regard to school adjustment, our findings suggest highly selective acculturation effects for specific ethnic groups in specific contexts (home vs. school). We found that acculturation effects are highly context-dependent
Acculturation: a second look With regard to our research question about the impact of acculturation attitudes on the performance and the well-being of minority students, the most important conclusion is a negative one. The expectation that positive attitudes towards inter- cultural contact would contribute to better school performance was not supported. As long as we have not been able to grasp the complex cultural dynamics of schooling in multi-ethnic classrooms, caution is warranted with regard to cultural explanations of ethnic diversity in school success. Still, it may well be possible that acculturation is related in more complex and indirect way to school success.
The last part of our conclusions is concerned with the impact of acculturation on the school adjustment of minority students. Overall, the ndings provide only limited and seemingly contradictory support for the expected acculturation effects.
Indeed, the adaptive or maladaptive impact of acculturation attitudes appears to be highly context dependent.
- How
Cultural Diversity Literature week 7 (Radicalization), Universiteit Utrecht
Hoe je dit kan lezen:
Zwart: informatie of vragen vanuit de 'reading guide'
Blauw: mijn uitwerkingen op de vragen
Rood: aanvullingen op mijn uitwerkingen n.a.v. de werkgroep
Cultural diversity 2019-2020. Reading guide week 7
This week’s readings are about the process of radicalization of young people and how educators can deal with radicalization. The article of Young could be a good starting point to read. It describes the process of radicalization and summaries possible intervention strategies by different stakeholders. The article of Aiello describes intervention strategies in different European countries. Leeman is about the influence of teachers on radicalization and Sikkens is about parents.
Leeman, L. & Wardekker, W. (2013) The contested professionalism of teachers meeting radicalising youth in their classrooms. International Journal of Inclusive Education, 17:10, 1053-1066, doi: 10.1080/13603116.2012.729228
Leeman. This article zooms in on the problems teachers face while creating a safe place like Aiello suggested. The article is about the difficulties that teachers experience to achieve inclusive education in an multicultural setting. The authors present the structure of the article in the final paragraph of the introduction. The paragraph Typically Dutch is about the context in which they operate and helps the reader to understand the dilemma teachers face, as described later in the paper. In the paragraphs Inclusiveness, Trust and Practical consequences the authors present a theoretical framework based on literature research. Next the authors describe their research method and in paragraphs The problem definition and The possibilities for action, they present their findings. It’s important to understand the dilemma teachers experience and the three points where teachers can use help according the authors as presented in Discussion from a pedagogical perspective.
- What is the main question?
In a diverse and unjust world, teachers experience difficulties to achieve inclusive education. In parts of the western world, including the Netherlands, the very possibility of a combination of ethnic and cultural diversity and common citizenship has come into question. Meanwhile some youngsters are in the process of radicalisation. We illustrate the problem definitions of teachers and teacher trainers with a case study of a professional learning activity in Amsterdam. This is followed by a critical discussion based on a pedagogical view on education.
This contribution focuses on the contested professionalism of teachers. It addresses the aims of education in a diverse world and the issue of creating inclusive relationships in the classroom across cultural, religious and political difference. We argue for the ideal of an inclusive, transcendent identity that guides teaching and the professional development of teachers as well.
- In what way is the question answered?
See above
- Which theories and key concepts are described?
Keywords:
teacher professionalism;
inclusive education;
citizenship;
democratic attitude;
radicalisation
- What are the main results and or conclusions?
When
.....read more Cultural Diversity Literature week 8 (Youth services and care), Universiteit Utrecht
Hoe je dit kan lezen:
Zwart: informatie of vragen vanuit de 'reading guide'
Blauw: mijn uitwerkingen op de vragen
Rood: aanvullingen op mijn uitwerkingen n.a.v. de werkgroep
Cultural diversity 2021, reading guide week 8.
Experiencing emotional or behavioural problems and getting help with them could be viewed as a process with a series of steps: being exposed to risk factors, getting problems, interpreting problems, seeking help, getting help. This process could apply to everyone, but to migrants each of the steps seems to be more complicated. Migration, culture, and cultural differences play a part in each step. An overall picture will be presented during the lecture. Each of the articles of this week is about one of these steps.
Zwirs and Stevens are about risk factors and prevalence, Verhulp is about interpretation and seeking help, and Fassaert is about getting help.
To our international students: the General practitioner (GP) or ‘huisarts’ is an important pillar of the Dutch healthcare system. There is one in every neighbourhood, on average 1 GP to 2300 residents. Access to the GP is free for everyone and the GP can do small interventions and is a gatekeeper to specialized interventions like therapy and surgery.
Fassaert, T., Hesselink, A. E., & Verhoeff. A. P. (2009). Acculturation and use of health care services by Turkish and Moroccan migrants: a cross-sectional population-based study. BMC Public Health, 3, 332. doi: 10.1186/1471-2458-9-332
The articles of Zwirs, Verhulp and Fassaert are based on research: a standard summery will do.
- What is the main question?
Background: There is insufficient empirical evidence which shows if and how there is an interrelation between acculturation and health care utilisation. The present study seeks to establish this evidence within first generation Turkish and Moroccan migrants, two of the largest migrant groups in present-day Western Europe.
- In what way is the question answered?
Methods: Data were derived from the Amsterdam Health Monitor 2004, and were complete for 358 Turkish and 288 Moroccan foreign-born migrants. Use of health services (general practitioner, outpatient specialist and health care for mental health problems) was measured by means of selfreport. Acculturation was measured by a structured questionnaire grading (i) ethnic selfidentification, (ii) social interaction with ethnic Dutch, (iii) communication in Dutch within one's private social network, (iv) emancipation, and (v) cultural orientation towards the public domain.
- Which theories and key concepts are described?
Keywords:
Acculturation
Health care
Language ability
- What are the main results and or conclusions?
Results: Acculturation was hardly associated with the use of general practitioner care. However, in case of higher adaptation to the host culture there was less uptake of outpatient specialist care among Turkish respondents (odds ratio [OR] = 0.90, 95% confidence interval [CI] = 0.82-0.99) and Moroccan male
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