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Cultural Theories of Child-Rearing and Development
PSYC339 SP

This course will focus on cultural perspectives of child-rearing and theories of development. Recently there has been much discussion about how child-rearing methods differ in Western and non-Western cultures, particularly with respect to differences between individualistic and collectivistic approaches. This course will examine the propositions espoused by cultural theorists from a range of disciplines (psychology, anthropology, sociology) regarding methods of child-rearing in different cultures. I n addition, close attention will be paid to studies that have investigated how parents and children evaluate methods of teacher intervention in children's everyday interactions, parental discipline techniques, peer influences on children's behavior, and cultural norms regarding the child-rearing process. These studies will be analyzed in terms of the theoretical debates regarding individualism and collectivism and the role of culture on development.

MAJOR READINGS

Tobin, Wu & Davidson, PRESCHOOL IN THREE CULTURES: JAPAN, CHINA, AND THE U.S. Bornstein, CULTURAL APPROACHES TO PARENTING Wertsch, CULTURE, COMMUNICATION AND COGNITION Shewder, THINKING THROUGH CULTURES Malinowski, A SCIENTIFIC THEORY OF CULTURE Sigel, PARENTAL BELIEF SYSTEMS: THE PSYCHOLOGICAL CONSEQUENCES FOR CHILDREN Plus book chapters and journal articles.

EXAMINATIONS AND ASSIGNMENTS

Two papers, weekly questions on the readings, class presentations.

ADDITIONAL REQUIREMENTS and/or COMMENTS

This course is cross-listed with the Center for Humanities. Unless preregistered students attend the first class meeting or communicate directly with the instructor prior to the first class, they will be dropped from the class list. NOTE: Students must still submit a completed Drop/Add form to the Registrar's Office.

COURSE FORMAT: Lecture

REGISTRATION INFORMATION

Level: UGRD    Credit: 1    Gen Ed Area Dept: NSM PSYC    Grading Mode: Student Option   

Prerequisites: NONE

Last Updated on MAR-24-2000

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