How Do the Debates on Multiculturalism Affect the Understanding of Parenting - Term Paper Example

?Running Head: Education How do the debates on multiculturalism affect your understanding of parenting and childcare processes and how you build positive relationships with parents? Name Course Title Name of Professor Date of Submission Abstract The multiculturalism debate has reached other domains of individual endeavors and of the larger society. The issue of parenting style and child care practices has been greatly informed of and influenced by the multiculturalism debate. It has been deliberated in the past whether migrant parents should conform to the culture of the host country or preserve their own cultural identities. This dilemma has been prevalent in educational institutions all over the world. Nevertheless, this dilemma can be resolved by deeply exploring cultural differences, as well as the individual merit, of parenting style and child rearing practices. All parenting styles have inherent strengths and limitations. Hence, the challenge to educators is to take advantage of these strengths and transform these weaknesses into something productive. Compromising migrant parents’ own cultural identities, and integrating them into the mainstream culture, is not the solution to this multiculturalism issue. Introduction A continuing debate in a number of Western cultures nowadays puts emphasis on the importance of multiculturalism against the value of integrating diverse groups and subgroups which strips society of cultural diversity. This debate has been extended to parenting and childcare. It has been argued that parents create their own parenting style rooted in their cultural socialization, aside from personality, individual experiences, family background, and traits of children. But this view is criticized by the other side stating that cultural differences in parenting style and childcare process negatively affect developmental outcomes of children. The perceptions, beliefs, and assumptions of parents about childrearing and childcare influence parental performance and, consequently, affect the development of the child. This paper is an attempt to understand the effect of multiculturalism debate on the perception of parenting and childcare. The Multiculturalism Debate The concept multiculturalism broadly denotes an actual condition of cultural diversity within the population of a certain society. A number of countries have established multiculturalism rules intended to protect the cultures, especially the cultural norms of immigrant populations, within an integrated social order (Willett, 1998). In this framework, added by Willett (1998), multiculturalism supports a society that gives equitable position to diverse religious and cultural groups. Multiculturalism usually grants legal rights to and protections for the ethnic groups. Culture is not confined to racial or ethnic affinity. Culture is manifested in any population that has a homogenous value system and history that affects how they behave and think (Mitchell, 2004). For the purposes of this paper, it is relevant to differentiate ‘home culture’ and ‘societal culture’ (Shapiro, 2000, 282). The former is comprise of the societal institutions that reflect the belief and value system of a particular population, such as the media, political structures, educational systems, etc. On the other hand, ‘home culture’ is composed of the beliefs and attitudes of the family (Shapiro, 2000). At times, these two types of culture conflict with each other. For instance, the cultural performance of parenting; it can be difficult for parents to preserve their home culture with their children at the same time as assimilating them into the larger society they belong to (Shapiro, 2000). The integration and harmonizing process of the two types of culture can be very difficult for parents who are constantly adjusting to new value and belief systems, and institutions. Cultural standards can generally be classified into ‘interdependence’ or ‘independence’. The culture of the United States generally emphasizes principles of ‘independence’ whereas other cultures put more value on ‘interdependence’ (Harkness, 1995). The major objective of rearing ‘interdependent’ children is to integrate them into a larger social network, to ‘rely’ on others for security. In contrast, the primary objective or rearing ‘independent’ children is to make them self-reliant and responsible for their own decisions and actions (Marx & Moss, 2011). A continuum of interdependence and independence can be found in any parenting style and childcare process. Parents normally adjust to each value system in accordance to the specific objective they are striving to attain for their children. As Greenfield and Suzuki (1998 as cited in Marx & Moss, 2011, 35) stated, “Being unaware of one’s own cultural framework creates the potential for both personal conflict and interpersonal misunderstanding in multicultural environments.” A Multicultural Understanding of Parenting and Childcare Process Parenting involves an array of distinct attributes, such as behaviors, objectives, values, and beliefs. Each of these attributes can affect, and be affected by, the traits of children like disposition, as well as attributes of the larger society where in children are reared, such as integration and multiculturalism policies, political structure, and conflict (Harness, 1995). Parenting is also influenced by adults’ psychological features, childrearing practices, and social and physical environments (Porter, 2008). Hence, different features of parenting and childcare are reported to differ both within and across cultural groups. Harkness (1995) formulated the concept ‘parental ethnotheories’ to contribute to the explanation of cultural disparities in parenting style. Ethnotheories are shared values and ideas embraced by a cultural group about the behavior, mindset, growth, and development of children, and comprise beliefs about the emotional, social, and cognitive growth of children (Harkness, 1995). They stem from the cultural experiences of parents within their reference group or society, and manifest cultural ideas about the development and attributes of children that are cherished by the society where in the child is reared (Harkness, 1995). Culturally rooted expectations and values are believed to influence childcare processes and other components in the child’s immediate environmental perspective. Particular cases of childcare processes that are informed by ethnotheories involve the social and physical context encountered by the child, like gender stereotypes, child care arrangements, and so on. Fundamental care practices are influenced by cultural beliefs and culture. For instance, sleeping arrangements and parents’ emotional or physical attachment to their children are likely to manifest the beliefs and patterns of the parents’ culture (Porter, 2008). Cultural disparities are reported as well in several diverse attributes of feeding routines, with a number of parents supporting self-sufficient feeding and others promoting ‘dependent’ (Porter, 2008) feeding practices. In view of these cultural differences in parenting style and childcare processes, and the underlying multiculturalism debate, one of the most relevant concepts worth mentioning here is acculturation. Acculturation can regulate the effect of culture on childrearing practices. Acculturation implies “changes in cultural models of parenting that result from continuous contact with another cultural influence, as in the case of migration” (Mitchell, 2004, 423). This particular concept is one of the most cited in the multiculturalism debate. Even though the acculturation process is varied and relies on a number of aspects, like parents’ opinion of cultural integration, according to Porter (2008), quite a few studies have reported adjustments in parents’ childcare practices and attitudes across generations of immigrant parents and within one generation, in line with the duration of time living in the foreign culture. Nature and Effects of Multiculturalism Debate on Parenting Migrant children within a dominant child care culture encounter intercultural occurrences early on in their development. Due to the substantial effect of culture on parenting and child care practices, these children may be obliged to deal with their two contexts that have completely distinct social and emotional requirements (Porter, 2008). Studies which have explored child care contexts and children’s home have been vague. Even though several studies have reported major disparities between the dominant culture and migrant parents along particular parenting domains, such as developmental goals, discipline practices, and socialization of the child, other studies have discovered several commonalities between the dominant culture and migrant parents. For instance, Feagans and Manlove (1994 as cited in Porter, 2008, 159) discovered that the dominant culture and migrant parents placed importance on specific emotional and social attitudes equally. They also discovered that the mainstream culture and migrant parents share the same opinion about the attitudes they view undesirable in children. Nevertheless, in order to understand the effect of the multiculturalism debate on parenting and child care process it is important to concretely demonstrate this through a particular scenario. This is the scenario (adapted from Thirumurthy, 2004, 94): Asian parents living in the United States have an inflexible parenting style and the teachers of their children are having difficulties in persuading them to assimilate their parenting approach to the mainstream culture. These Asian parents usually take for granted lectures about parenting concerns. Applying the multiculturalism debate, should these Asian parents be left alone with their own parenting style or should they adjust to the American parenting culture? Educators are frequently confronted with this dilemma. In order to resolve this dilemma, different examples from diverse cultural contexts are used. What is appropriate or inappropriate behavior and attitude is rooted in cultural perspectives and values. Western cultures place importance on self-sufficiency and individualism in children. Independence and self-reliance are the main ideals and parents do not consider the disobedience of a child as something negative or undesirable (Harkness, 1995). They may have some disagreements with their children; however, they may view the behavior and attitude of the child as his/her means of expressing him/herself. In contrast, parents in majority of non-Western cultural systems have confidence in enforcing unbending values on their children. They give importance to compliance and expect their children to obey those in authority (Thirumurthy, 2004). Their objective is to foster mutual aid and interdependency (Thirumurthy, 2004, 94): Interdependence is promoted by fostering intense emotional bonds with children at an early age… children are motivated to cooperate and meet the needs of others, since [their activities] promote a sense of self-worth and emotional security. Disobedience or noncompliance is the reverse of mutual aid and a non-interdependent attitude is viewed as a threat to sustaining the solidarity of their family. Hispanic and Asian cultures normally give less importance on individuality and more on mutual aid and group effort (Marx & Moss, 2011). They exert more power or control over their children to attain these objectives. However, most Western cultures view this practice as being severe or authoritative. Westerners are apprehensive that these parenting approaches would lead to ‘poor school achievement among Euro-Americans’ (Thirumurthy, 2004, 94). Still, compliance is a virtue for non-Western cultures and parents have an unspoken belief in punishment. Likewise, Asian parents, more particularly the Chinese, liken parenting to teaching and vice versa. For instance, Chinese parents expected vigorous compliance rather than obedience through compromise when they ordered their children quite a few times every morning to address their teachers respectfully (Porter, 2008). In contrast, Latin American parents would come in and go out of the classroom in silence as if they would interrupt the peacefulness of the class. They seldom give salutations to teachers or other parents. When children regulate their parents’ behaviors, scholars refer to it a lenient parenting approach. For instance, as mentioned by Rudy and colleagues (1999 as cited in Thirumurthy, 2004, 94), “parents promote the child’s assertion of his or her will: Israeli mothers, for example, are more likely than those in Japan to value disobedience when it is a reflection of the child’s assertion of individuality” (p. 302). However, it is important to bear in mind that emotionally entangled attitudes are regarded favorable in numerous cultures and it is thought to reinforce the parent-children relationship (Porter, 2008). It cannot be classified as improper parenting style. In terms of communication style, most American and European parents were distinct from others. They converse gently with their children and were non-forceful. Western culture encourages a speaker to look straight into the eye of the person s/he is conversing with to demonstrate focus and interest (Harkness, 1995). Hence, eye contact during conversations is regarded extremely essential. On the contrary, several other non-Western parents inform their children that looking directly into the eye of persons of age and power is impolite. Parental behavior patterns varied across cultures (Harkness, 1995). The social and cultural environment where in parents were raised, the relationship with their own parents and children influence parent attitudes, behavior, and cognition. Parents have a mental image of relationships, which is rooted in their experiences during childhood (Porter, 2008). It does not imply that parents submissively espouse and reflect their parents’ parenting approaches. They fumble through attitudes and behaviors and adopt jus those that are in line with their personal ideals. Hence, differences in parenting styles reflect individual and cultural disparities in childrearing and childcare approaches. Discussions and Conclusions Immigrants abandon their cultural norms, families, and homeland. Although it was their decision to relocate to another country, they confront great difficulties in adjusting to foreign culture, land, and circumstances. Teachers can express their beliefs and objectives vividly and allow the parents to perform it in their own distinct way. Provided that there is no maltreatment, educators should persevere to aid parents in preserving their cultural distinctiveness and be triumphant (Thirumurthy, 2004). The objective of educators is to help migrant parents acquire a more profound and accurate understanding of their own parenting approaches. The ambitions of parents for their children have constantly been shaped by the period and culture where in they exist. In the olden times it was generally believed that the primary purpose of humanity was to serve God by fulfilling His intentions, as taught by the church. Parents at that time did not have the comparatively modern idea that a life’s objective could be achievement or contentment, and children were always pressured to surpass their animal traits so as to become God-fearing adults. In particular cultures, like the Jewish and Chinese, it has been assumed that patriotism is most vital. Because of this belief, educators, religious heads, and parents in those cultures normally have the same opinion about the values that should be taught to children: commitment to national ideals, perseverance, interdependency, obedience, and lawfulness. In other cultures, it has been believed that children are meant to fulfill the objectives of the tribe or extended family, and should get ready for occupations or tasks essential to their family. Children should respect and obey their parents and other adults. They may even be pressured or coerced to marry a person preferred by their parents with the intention of improving the financial security or wellbeing of the family. Somehow, this makes child rearing and child care easier for parents because they share a common idea of what child rearing implies. This is contrary to Western cultures where every family has to develop or choose their own objectives, whether they are mostly religious or worldly, whether spirituality is to serve a vital function or whether a specific mental or emotional factor is the contributing force. When parents embrace a form of moral conviction about the objectives of rearing, caring for, and raising children, they normally do not have to be constantly worried and uncertain about whether their parenting approach and objective are appropriate. It all conforms to cultural expectations and values. Everyone approves those values and expectations and conform to similar child rearing and child care processes. It is all obvious. Parents gain knowledge of the objectives and styles of child rearing from traditional practices and from having their immediate relatives to assist and give advice. However, this refuge is usually absent in the contemporary period. For instance, in the United States, only a small number of children are reared and trained to think that their main goal is to serve God, their country, and their family. Children, in general, are taught that they can develop their personal goals and missions in life, in line with their predispositions. American children are socialized or trained to be strong individualists or highly independent, with achievement usually assessed materially. An English scholar argued that while in majority of cultures children are socialized to respect and obey their parents as fairly notable authoritative individuals, in Western cultures parents will tell their children, “you should achieve more than what I was able to achieve, otherwise, you don’t deserve recognition.” The assistance and advice from a tightly knit extended family is also usually lacking. Our predecessors abandoned their native soil because they were intolerant of traditional practices and had the audacity to confront the unpredictable. Ever since, their progenies have been impatiently moving from culture to culture in pursuit for greener pastures, usually rearing and socializing their children miles away from their native soil; because of this, large numbers of parents have resorted to expert counselors and psychological knowledge to obtain the support and understanding they require. The dilemma is that psychological theories and knowledge about parenting style and child care do not contribute significantly except if they are supported by a sense of morality, of what is appropriate and correct, in short by a strong groundwork of cultural principles. References Harkness, S. (1995). Parents’ Cultural Belief Systems: Their Origins, Expressions, and Consequences. New York: Guilford Press. Marx, H. & Moss, D. (2011). “Please Mind the Culture Gap: Intercultural Development during a Teacher Education Study Abroad Program.” Journal of Teacher Education, 62(1), 35+ Mitchell, B. (2004). “Making the Move: Cultural and Parental Influences on Canadian Young Adults’ Homeleaving Decisions.” Journal of Comparative Family Studies, 35(3), 423+ Porter, L. (2008). Young Children’s Behavior: Practical Approaches for Caregivers and Teachers. Australia: MacLennan and Petty, Pty., Ltd. Shapiro, E. (2000). Revising a Progressive Pedagogy. New York: State University of New York Press. Thirumurthy, V. (2004). “Kaleidoscope of Parenting Cultures.” Childhood Education, 81(2), 94+ Willett, C. (1998). Theorizing Multiculturalism: A Guide to the Current Debate. Massachusetts: Wiley-Blackwell. Read More