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The influence of the extended family and peers.

Research on the self demonstrates the profound influence of the extended family and peers on the development of the self. Self concept research draws on information from the fields of personality theory and social psychology (Yang & Bond, 1990). Triandis noted that aspects of the self are influenced by cultural values like individualism-collectivism. Childrearing and other interpersonal relationships are the means by which the self is formed consistent with cultural values. Kagitcibasi (1996) discussed the relational self based on a family model of material and emotional interdependence. Societies fostering the relational self are often pre-industrial where families have to rely on one another for subsistence and survival. Individualistic Western societies are more likely to nurture a separated self where children in the extended family live lives separate and distinct from one another. Although emotional relatedness exists in individualistic families this feeling is not extended to the rest of society or the world.

These considerations brought Markus and Kitayama (1991a) to make a distinction between the independent and interdependent self. They argued that the self is construed differentially in various cultures with consequences for interpersonal relationships. In the extended family and peer relationships the child first experiences the construal of the social self that becomes the model for behavior in the larger society. In collectivistic societies the self is not separate from others, but seen as interdependent and connected. On the other hand the self is incomplete in collectivistic societies when independent from others since only in relationships is the self seen as fully functioning.

However, Matsumoto (1999) reviewed 18 studies that examined differences between Japan as a collectivistic society, and the individualistic United States on the individualism-collectivism construct. The results showed that only one study supported differences between the two countries in the direction predicted. Takano and Osaka (1999) in a review of 15 studies came to a similar conclusion calling into question the validity of the existence of individualistic and collectivistic societies. However, Kitayama, Markus, Matsumoto and Norasakkunit (1997) in other studies found evidence for the utility of the collectivistic-individualistic construct. Nevertheless, we must exercise caution in accepting results that might be more stereotypic impression management especially in a globalized world of cultural change.

Extended families are more involved in childrearing in non-European collectivistic cultures. In these societies extended families are the main source for cultural transmission. In a multi-cultural society like the United States, extended families continue to play a role transmitting expectations related to gender appropriate behavior, and emphasizing the importance of family loyalty, cooperation among family members, and duties related to childrearing (Nydell, 1998; Tolson & Wilson, 1990). Where extended families play a role children experience more frequent interaction with other family members and provide useful models for the growing child of expected duties and contributions. In polygamous extended families children are provided with mothering from several individuals, and as in other collectivistic societies the entire community takes an interest in the well-being of children and in the requirement of obedience to cultural values. In the U.S. poverty plays a role where parents utilize the extended family in support of childrearing. Since the nuclear family has lost ground in recent decades and many children are born out of wedlock grandparents and in many cases great-grandparents play a socializing role in the lives of the affected children. The grandmother is particularly important as she is often more responsive to the children of teen age mothers and is a role model for childrearing (Leadbeater & Way, 2001).



The peer group influences socialization in all societies, but probably plays distinct roles in individualistic versus collectivistic cultures. In the modern society parents are often so busy with career issues that they are unable to invest time in teaching their children cultural values. When the nuclear family cannot play that socializing role, children learn from peers the common stereotypes, norms and customs of a culture. In more industrialized societies parents have little time for family life, and children spend more time with their peers (Foligni & Stevenson, 1995).

During the teenage years, the role of the mentor is also very important. The mentor could be a teacher, a coach, a relative, a family friend or an elder friend of the teenager. As for the teenager since this is a time for rebellion against their parents the influence of a mentor is invaluable (Dolto, 1995)

 


Date: 2015-01-11; view: 781


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