enculturation and acculturation

Question 1

what is enculturation?

Answer 1

is a broad term that includes all forms of cultural learning. it describes the process of being enveloped and surrounded by cultural influences that will enable us to understand the cultural norms and values of our primary culture. they affect how we behave in certain situations like conforming with the group even when we know they’re wrong. Enculturation is an important process because it gives us the knowledge and skills we need to be healthy and productive member of a society.

Question 2

ways of enculturation occurs

Answer 2

1. observing
2. direct teaching
3. participatory learning

Question 3

cultural transmissions

Answer 3

1. vertical transmission
2. oblique transmission
3. horizontal transmission

Question 4

what is acculturation?

Answer 4

is the process of changing and assimilating into a different culture from the original one into which a person was born. acculturation is needed if we stay for any extended length of time in another culture, and especially if we make our home there. it is a two ways process, whereby the host culture also changes to adapt to the newcomers, as well as individuals themselves having to adapt.

Question 5

study 1 (enculturation)

Answer 5

Osterweil and Nagano (1991) Maternal views on autonomy in Japan and Israel.
aim: to investigate the ideas that Japanese and Israeli mothers hold about autonomous behaviors (separateness and independence) of their 5-year-old children.
pps: 60 Japanese and 60 Israeli mothers (M=30) of kindergarten children.
procedure: pps were interviewed individually about their children’s capacity to manage on their own ( to measure of maternal appreciation of the child’s independence) as well as mothers’ assessment of the child’s obedience/disobediance. the content analysis was carried out with no preset categories. the qualitative responses transferred into quantitative data.
results: for the Japenese mothers, the capacity of the child to manage on their own is expressed in their moving from exclusive ties with mothers towards interacting with other children, while Israeli mothers emphasize the child’s instrumental independence in taking care of themselves, performing tasks (e.g. answering the call, setting the table) and being able to occupy themselves constructively when their mother is not present. Japenese mothers also report behaviors that can be labeled as instrumental independence, but present them as example of obedience. Israeli mothers describe the child’s instrumental independence as internal, often putting the mother in a conflict situation (i.e. wanting the child to be independent but not at an inappropriate time or in unsuitable endeavors). Japanese mothers did not mention this type of dilemma.
researchers argue that an early practice of independence leads to:
1. an early differentiation (the distinction between self and others)
2. instrumental independence (self-efficacy in terms of performing tasks, “I can”)
3. emotional independence (self-regulation and self-efficacy without praise or encouragement from others)
4. self-discipline (control of emotion and not being driven by impulses)

Question 6

study 2 (enculturation)

Answer 6

Odden and Rochat (2004) Observational learning and enculturation.

aim: to investigate how Samoan children were encultured by observing their parents, other adults, other siblings, and siblings.
pps: 28 children (4-12 years) as well as their caretakers and other adults surrounding these children.
procedure: a longitudinal study of 25 months. researchers observed children in a different context and he conducted semi-structured interviews with adults and children surrounding these children. they looked at the behavior of line fishing and conceptual understanding of rank and hierarchy. they also carried out a multiple-choice test.
conclusion: cultural norms are not taught directly, but rather learned through the active observation by the children of the adults in the community.

Question 7

study 3 (acculturation)

Answer 7

Berry et al (2006) immigrant youth in cultural transition: acculturation, identity, and adaptation across national contexts.
aim: to investigate attitudes towards acculturation in immigrant youth (how well they adapt to their new cultures)
pps: 7997 immigrant adolescents (13-18 years), living in 13 host countries.
procedure: pps completed a questionnaire, measuring via a 5-point scale of “most disagree with” to “most agree with” acculturation attitudes; ethnic identity; national identity; ethnic language proficiency; national language proficiency; language use; ethnic peer contacts and national peer contacts; family relationship values; perceived discrimination; life satisfaction; self-esteem; psychological problems; school adjustment; and behavior problems.
results: 4 distinct patterns emerged:
1) an integration pattern (36.4%).
2) an ethnic pattern, in which youth are oriented mainly to their own group (22.5%).
3) a national pattern, in which youth look primarily to the national society (18.7%)
4) a diffuse pattern, in which youth are uncertain and confused about how to live intercultural (22.4%).
the strongest sense of belonging to the original culture emerged from those who lived in ethnically homogenous neighborhoods. girls tended to report that they experienced acculturative stress via depression and anxiety whereas boys dealt with acculturative stress using aggression and confrontation.

Question 8

study 4 (acculturation)

Answer 8

Miranda and Matheny (2000) Socio-Psychological predictors of acculturative stress among Latino adults.

aim: to investigate which factors in the lives of Latino immigrants to the US would decrease the level of acculturative stress.
pps: a random sample of 197 Spanish-speaking American Immigrants. (mean age=28.7) the average age of migration to the US was 22.5. the average age length of residence in the US was 3.9 years.
procedure: pps completed a questionnaire and tests to assess family cohesion, level of acculturation, acculturative stress, and coping strategies for stress.
results: immigrants with effective coping strategies, good proficiency in English and a strong family structure were less likely to experience acculturative stress. in addition, immigrants who had spent a longer time in the US were less likely to demonstrate this stress and showed a higher level of acculturation.