Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-02T20:11:14.576Z Has data issue: false hasContentIssue false

Development

from Part II - Teaching across the Psychology Curriculum

Published online by Cambridge University Press:  30 March 2018

Edited by
Kenneth D. Keith
Kenneth D. Keith
Affiliation:
University of San Diego
Get access

Summary

Language is a central topic in modern psychological science. In addition to longstanding interest in the psychology of language in its own right, language is an important topic within many subfields of psychology, such as developmental psychology, cognition, perception, neuroscience, comparative psychology, and multicultural psychology. The study of language is also important because of its role in the historical development of psychology. I propose that instructors can integrate cultural concepts into a course without substantially reducing other content about language. An efficient way to integrate culture into the teaching of language is to use cultural examples as a tool for helping students understand language concepts. This approach supports effective teaching of language concepts via the integration of cultural content.
Type
Chapter
Information
Culture across the Curriculum
A Psychology Teacher's Handbook
 , pp. 221 - 262
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Arnett Jensen, L. (Ed.) (2015). The Oxford handbook of human development and culture: An interdisciplinary perspective. New York, NY: Oxford University Press.Google Scholar
Baumrind, D. (1968). Authoritarian vs. authoritative parental control. Adolescence, 3(11), 255–272.Google Scholar
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1, Pt. 2), 1–103. doi:10.1037/h0030372Google Scholar
Baumrind, D. (2013). Authoritative parenting revisited: History and current status. In Larzelere, R. E., Morris, A. S., Harrist, A. W., Larzelere, R. E., Morris, A. S., Harrist, A. W. (Eds.), Authoritative parenting: Synthesizing nurturance and discipline for optimal child development (pp. 11–34). Washington, DC: American Psychological Association. doi:10.1037/13948-002Google Scholar
Berry, J. W. (2003). Ecocultural perspective on human psychological development. In Saraswathi, T. S. (Ed.), Cross-cultural perspectives in human development: Theory, research, and applications (pp. 51–69). Thousand Oaks, CA: Sage.Google Scholar
Berry, J. W., Poortinga, Y. H., Segall, M. H., & Dasen, P. R. (2002). Cross-cultural psychology: Research and applications (2nd ed.). New York, NY: Cambridge University Press.Google Scholar
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. doi: 10.1111/j.1467-8624.2007.00995.xGoogle Scholar
Bornstein, M. H. (Ed.) (2010). Handbook of cultural developmental science. New York, NY: Psychology Press.Google Scholar
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513–531. doi:10.1037/0003-066X.32.7.513Google Scholar
Bronfenbrenner, U. (2005). The bioecological theory of human development. In Bronfenbrenner, U. (Ed.), Making human beings human: Bioecological perspectives on human development (pp. 3–15). Thousand Oaks, CA: Sage.Google Scholar
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In Damon, W. (Series Ed.) & Lerner, R. M. (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 993–1028). New York, NY: Wiley.Google Scholar
BuzzFeed Yellow (Producer). (2014). The bedrooms of children around the world [YouTube video]. Available from www.youtube.com/watch?v=lJx4SkDhh7IGoogle Scholar
Chabat, A. (Producer), & Balmès, T. (Director). (2009). Babies (Motion picture). United States: Focus Features/NBC Universal.Google Scholar
Chen, X. (2011). Culture and children’s socioemotional functioning: A contextual-developmental perspective. In Rubin, K. H. (Series Ed.) & Chen, X. & Rubin, K. H. (Vol. Ed.), Social, emotional, and personality development in context, Vol. 3: Socioemotional development in cultural context (pp. 29–52). New York, NY: Guilford.Google Scholar
Chen, X., Cen, G., Li, D., & He, Y. (2005). Social functioning and adjustment in Chinese children: The imprint of historical time. Child Development, 76(1), 182–195. doi:10.1111/j.1467-8624.2005.00838.xCrossRefGoogle ScholarPubMed
Chen, X., DeSouza, A., Chen, H., & Wang, L. (2006). Reticent behavior and experiences in peer interactions in Canadian and Chinese children. Developmental Psychology, 42, 656–665. doi:10.1037/0012-1649.42.4.656Google Scholar
Chen, X., Wang, L., & Cao, R. (2011). Shyness-sensitivity and unsociability in rural Chinese children: Relations with social, school, and psychological adjustment. Child Development, 82 (5), 1531–1543. doi:10.1111/j.1467-8624.2011.01616.xGoogle Scholar
Cimpian, A., Arce, H.-M. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18, 314–316. doi:10.1111/j.1467-9280.2007.01896.xGoogle Scholar
Dasen, P. (2003). Theoretical frameworks in cross-cultural developmental psychology: An attempt at integration. In Saraswathi, T. S. (Ed.), Cross-cultural perspectives in human development: Theory, research, and applications (pp. 128–165). Thousand Oaks, CA: Sage.Google Scholar
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.Google Scholar
Dweck, C. S. (2015). Growth. British Journal of Educational Psychology, 85(2), 242–245. doi:10.1111/bjep.12072Google Scholar
Ember, C., & Ember, M. (2009). Cross-cultural research methods (2nd ed.). New York, NY: Alta Mira.Google Scholar
Galimberti, G. (2014). Toy stories: Photos of children from around the world and their favorite things. New York, NY: Abrams.Google Scholar
Gardiner, H. W., & Kosmitzki, C. (2011). Lives across cultures: Cross-cultural human development (5th ed.). Boston, MA: Allyn & Bacon/Pearson.Google Scholar
Gardiner, H. W., & Kosmitzki, C. (2018). Lives across cultures: Cross-cultural human development (6th ed.). New York, NY: Pearson.Google Scholar
Gartstein, M., Slobodskaya, H., Kinsht, I. (2003). Cross-cultural differences in temperament in the first year of life: United States of America (US) and Russia. International Journal of Behavioral Development, 27(4), 316–328. doi:10.1080/01650250244000344CrossRefGoogle Scholar
Grolnick, W., & Pomerantz, E. (2009). Issues and challenges in studying parental control: Toward a new conceptualization. Child Development Perspectives, 3(3), 173–175. doi:10.1111/j.1750-8606.2009.00101.xCrossRefGoogle Scholar
Hall, E. T. (1976). Beyond culture. New York, NY: Doubleday.Google Scholar
Harkness, S. (2002). Culture and social development: Explanations and evidence. In Smith, P. & Hart, C. (Eds.), Blackwell handbook of childhood social development (pp. 60–77). Malden, MA: Blackwell.Google Scholar
Harkness, S., Mavridis, C. J., Liu, J. J., & Super, C. (2015). Parental ethnotheories and the development of family relationships in early and middle childhood. In Arnett Jensen, L. (Ed.), The Oxford handbook of human development and culture: An interdisciplinary perspective (pp. 271–291). New York, NY: Oxford University Press.Google Scholar
Harkness, S., & Super, C. M. (2006). Themes and variations: Parental ethnotheories in Western cultures. In Rubin, K. H. & Chung, O. B. (Eds.), Parenting beliefs, behaviors, and parent-child relations: A cross-cultural perspective (pp. 61–79). New York, NY: Psychology Press.Google Scholar
Harkness, S., Super, C. M., Barry, D., Zeitlin, M., & Long, J. (2009). Assessing the environment of children’s learning: The developmental niche in Africa. In Grigorenko, E. (Ed.), Multicultural psychoeducational assessment (pp. 133–155). New York, NY: Springer.Google Scholar
Heine, S. J. (2012). Cultural psychology (2nd ed.). New York, NY: W.W. Norton.Google Scholar
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world. Behavioral and Brain Sciences, 33, 61–83. doi:10.1017/S0140525X0999152XCrossRefGoogle ScholarPubMed
Jensen Arnett, J. (2016). Human development: A cultural approach (2nd ed.). New York, NY: Pearson.Google Scholar
Jensen Arnett, J., & Maynard, A. (2013). Child development: A cultural approach. Upper Saddle River, NJ: Pearson.Google Scholar
Jensen Arnett, J., & Maynard, A. (2017). Child development: A cultural approach (2nd ed.). New York, NY: Pearson.Google Scholar
Kamins, M., & Dweck, C. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835–847. doi:10.1037/0012-1649.35.3.835Google Scholar
Maccoby, E., & Martin, J. (1983). Socialization in the context of the family: Parent-child interaction. In Mussen, P. H. (Series Ed.) & Hetherington, E. M. (Vol. Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social Development (4th ed., pp. 1–101). New York, NY: Wiley.Google Scholar
Mollison, J. (2010). Where children sleep. London: Chris Boot.Google Scholar
Rattan, A., Good, C., & Dweck, C. S. (2012). “It’s ok – not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48, 731–737. doi:10.1016/j.jesp.2011.12.012Google Scholar
Rattan, A., Savani, K., Naidu, N. R., & Dweck, C. S. (2012). Can everyone become highly intelligent? Cultural differences in and societal consequences of beliefs about the universal potential for intelligence. Journal of Personality and Social Psychology, 103(5), 787–803. doi:10.1037/a0029263Google Scholar
Rogoff, B. (2003). The cultural nature of human development (Reprint ed.). New York, NY: Oxford University Press.Google Scholar
Rohner, R. P. (1986). The warmth dimension: Foundations of parental acceptance-rejection theory. Thousand Oaks, CA: Sage.Google Scholar
Rohner, R. (1994). Patterns of parenting: The warmth dimension in worldwide perspective. In Lonner, W. & Malpass, R. (Eds.), Psychology and culture (pp. 113–120). Boston, MA: Allyn & Bacon.Google Scholar
Rohner, R. P., & Khaleque, A. (2013). Parenting essentials: Parental warmth, behavioral control, and discipline. In Keith, K. D. (Ed.), The encyclopedia of cross-cultural psychology (Vol. III, pp. 971–976). Chichester: Wiley-Blackwell.Google Scholar
Rothbart, M. K., & Bates, J. E. (1998). Temperament. In Damon, W. (Series Ed.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 105–176). New York, NY: Wiley.Google Scholar
Rothbart, M. K., & Bates, J. E. (2006). Temperament. In Damon, W. & Lerner, R. M. (Series Eds.) & Eisenberg, N. (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 99–166). New York, NY: Wiley.Google Scholar
Rubin, K. H., Coplan, R., & Bowker, J. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141–171. doi:10.1146/annurev.psych.60110707.163642Google Scholar
Skinner, E., Johnson, S., & Snyder, T. (2005). Six dimensions of parenting: A motivational model. Parenting: Science and Practice, 5(2), 175–235. doi:10.1207/s15327922par0502_3CrossRefGoogle Scholar
Super, C. M., & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development, 9, 545–570. doi:10.1177/016502548600900409Google Scholar
Super, C. M., & Harkness, S. (1994). The developmental niche and culture. In Lonner, W. & Malpass, R. (Eds.), Psychology and culture (pp. 95–99). Boston, MA: Allyn & Bacon.Google Scholar
Super, C. M., & Harkness, S. (1997). The cultural structuring of child development. In Berry, J., Dasen, P., & Saraswathi, T. S. (Eds.), Handbook of cross-cultural psychology: Vol. 2. Basic processes and human development (2nd ed., pp. 1–39). Boston, MA: Allyn & Bacon.Google Scholar
Super, C. M., Harkness, S., van Tijen, N., van der Vlugt, E., Fintelman, M., & Dijkstra, J. (1996). The three R’s of Dutch childrearing and the socialization of infant arousal. In Harkness, S. & Super, C. M. (Eds.), Parents’ cultural belief systems: Their origins, expressions, and consequences (pp. 447–466). New York, NY: Guilford.Google Scholar
Tamis-LeMonda, C., Nga-Lam Sze, I., Fei-Yin Ng, F., Kahana-Kalman, R., & Yoshikawa, H. (2013). Maternal teaching during play with four-year-olds: Variation by ethnicity and family resources. Merrill-Palmer Quarterly, 59(3), 361–398. doi:10.1353/mpq.2013.0016CrossRefGoogle Scholar
Thomas, A., Chess, S., & Birch, H. (1968). Temperament and behavior disorders in children. New York, NY: New York University Press.Google Scholar
Thomas, A., Chess, S., & Birch, H. (1970). The origin of personality. Scientific American, 223(2), 102–109. doi:10.1038/scientificamerican0870-102Google Scholar
Triandis, H. (1994). Culture and social behavior. In Lonner, W. & Malpass, R. (Eds.), Psychology and culture (pp. 169–173). Boston, MA: Allyn & Bacon.Google Scholar
United Nations Development Programme (UNDP). (2006). Human development report. New York, NY: Author.Google Scholar
Yang, F., Chen, X., & Wang, L. (2015). Shyness-sensitivity and social, school, and psychological adjustment in urban Chinese children: A four-wave longitudinal study. Child Development, 86(6), 86, 1848–1864. doi:10.1111/cdev.12414CrossRefGoogle ScholarPubMed

References

Action for the Rights of Children. (2002). Critical issues: Child soldiers. Retrieved from www.unicef.org/violencestudy/pdf/ARC_working_with_children.pdfGoogle Scholar
Advocates for Youth. (2008). Youth and the state of the world. Retrieved from www.advocatesforyouth.org/storage/advfy/documents/fsstateworld.pdfGoogle Scholar
Akanferi, A. A., Aziale, L. K., & Asampana, I. (2014). An empirical study on mobile phone usage among young adults in Ghana: From the viewpoint of university students. International Journal of Computer Applications, 98, 15–21. doi:10.5120/17178-7273Google Scholar
Alam, M., Warren, R., & Applebaum, A. (2016). Closing the gap: Adolescent girls’ access to education in conflict-affected settings. Washington, DC: Georgetown Institute for Women, Peace and Security. Retrieved from https://giwps.georgetown.edu/sites/giwps/files/closing_the_gap_adolescent_girls_access_to_education_in_conflict-affected_settings.pdfGoogle Scholar
Arnett, J. J. (1999). Adolescent storm and stress reconsidered. American Psychologist, 54, 317–326. doi:10.1037/003-066X.54.5.317Google Scholar
Arnett, J. J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63, 602–614. doi:10.1037/0003-066X.63.7.602Google Scholar
Arnett, J. J. (2012a). Adolescence and emerging adulthood: A cultural approach. (5th ed.) Upper Saddle River, NJ: Prentice-Hall.Google Scholar
Arnett, J. J. (2012b). Adolescent psychology around the world. New York, NY: Psychology Press.Google Scholar
Ausubel, D. P. (1959). Maori youth: A psychoethnological study of cultural deprivation. New York, NY: Holt, Rinehart, and Winston.Google Scholar
Ballvé, T. (2006). Homies Unidos. In Sherrod, L. R., Flanagan, C. A., Kassimir, R., & Syvertsen, A. K. (Eds.). Youth activism: An international encyclopedia (pp. 316–318). Westport, CT: Greenwood.Google Scholar
Buchanan, C. M., & Hughes, J. L. (2009). Construction of social reality during early adolescence: Can expecting storm and stress increase real or perceived storm and stress? Journal of Research on Adolescence, 19, 261–285. doi:10.1111/j.1532-7795.2009.00596.xGoogle Scholar
Burbank, V. K. (1988). Aboriginal adolescence: Maidenhood in an Australian community. New Brunswick, NJ: Rutgers University Press.Google Scholar
Butt, B. (2015). Herding by mobile phone: Technology, social networks and the “transformation” of pastoral herding in East Africa. Human Ecology, 43, 1–14. doi:10.1007/s10745-014-9710-4Google Scholar
Chisholm, J. S., Quinlivan, J. A., Petersen, R. W., & Coall, D. A. (2005). Early stress predicts age at menarche and first birth, adult attachment, and expected life span. Human Nature, 16, 233–265. doi:10.1007/s12110-005-1009-0Google Scholar
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.Google Scholar
Compton, R. A., & Heeter, C. (2008). 2 million minutes [Motion picture]. United States: Broken Pencil Productions.Google Scholar
Condon, R. G. (1987). Inuit youth: Growth and change in the Canadian arctic. New Brunswick, NJ: Rutgers University Press.Google Scholar
Dasen, P. R. (1972). Cross-cultural Piagetian research: A summary. Journal of Cross-Cultural Psychology, 3, 23–39. doi:10.1177/002202217200300102Google Scholar
Davis, S. S., & Davis, D. A. (1989). Adolescence in a Moroccan town. New Brunswick, NJ: Rutgers University Press.Google Scholar
DiCarlo, M. A., Gibbons, J. L., Kaminsky, D. C., Wright, J. D., & Stiles, D. A. (2000). The use of street children’s drawings as windows into their life circumstances and aspirations. International Social Work, 43, 107–120. doi:10.1177/a010524Google Scholar
Erikson, E. (1968). Identity, youth, and crisis. New York, NY: Norton.Google Scholar
Eveleth, P., & Tanner, J. M. (1990). Worldwide variation in human growth. New York, NY: Cambridge University Press.Google Scholar
Farrer, C. R. (1987). Singing for life: The Mescalero Apache girls’ puberty ceremony. In Mahdi, L. C., Foster, S., & Little, M. (Eds.), Betwixt & between: Patterns of masculine and feminine initiation. (pp. 239–263). La Salle, IL: Open Court.Google Scholar
Gibbons, J. L. (2010). The power of resources: An exercise in inequality for teaching psychology of women. Psychology of Women Quarterly, 34, 127–130. doi:10.111/j.1471-6402.2009.01549.xGoogle Scholar
Gibbons, J. L., & Stiles, D. A. (2004). The thoughts of youth: An international perspective on adolescents’ ideal persons. Greenwich, CT: Information Age.Google Scholar
Global Partnership for Education. (2014). Out-of-school children. Retrieved from www.globalpartnership.org/focus-areas/out-of-school-childrenGoogle Scholar
Goldstein, S. (2007). Cross-cultural explorations: Activities in culture and psychology. London: Routledge.Google Scholar
Hall, G. S. (1904). Adolescence: Its psychology and its relation to physiology, anthropology, sociology, sex, crime, religion, and education (Vols. I & II). Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Harter, S. (2012). The construction of the self: Developmental and sociocultural foundations. New York, NY: Guilford.Google Scholar
Herdt, G., & Leavitt, S. C. (Eds.) (1998). Adolescence in Pacific Island societies. Pittsburgh, PA: University of Pittsburgh Press.Google Scholar
Hindin, M. J., & Fatusi, A. O. (2009). Adolescent sexual and reproductive health in developing countries: An overview of trends and interventions. International Perspectives on Sexual and Reproductive Health, 35(2), 58–62. doi:10.1362/3505809Google Scholar
Hollos, M., & Leis, P. E. (1989). Becoming Nigerian in Ijo Society. New Brunswick, NJ: Rutgers University Press.Google Scholar
Huntsinger, C. (2013, October 23). Armenian adolescents and globalization. Society for Research on Adolescence. Retrieved from www.s-r-a.org/announcements/online-newsletter/2013-10-25-armenian-adolescents-and-globalization-0Google Scholar
International Labour Organization. (2015). Global employment trends for youth 2015. Retrieved from www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/---publ/documents/publication/wcms_412015.pdfGoogle Scholar
Jensen, L. A. (2003). Coming of age in a multicultural world: Globalization and adolescent cultural identity formation. Applied Developmental Science, 7, 189–196. doi:10.1207/S1532480XADS0703_10Google Scholar
Karapanou, O., & Papadimitriou, A. (2010). Determinants of menarche. Reproductive Biology and Endocrinology, 8, 1–8. doi:10.1186/1477-7827-8-115CrossRefGoogle ScholarPubMed
Kato-Wallace, J., Barker, G., Sharafi, L., Mora, L., Lauro, G. (2016). Adolescent boys and young men: Engaging them as supporters of gender equality and health and understanding their vulnerabilities. Washington, DC: Promundo-US. New York City: UNFPA.Google Scholar
Kuhn, M. H., & McPartland, D. S. (1954). An empirical investigation of self-attitudes. American Sociological Review, 19, 68–76. doi:q0.2307/2088175Google Scholar
Larson, R. W. (2001). How U.S. children and adolescents spend their time: What it does (and doesn’t) tell us about their development. Current Directions in Psychological Science, 10, 160–164. doi:10.1111/1467-8721.00139Google Scholar
Larson, R. W., & Verma, S. (1999). How children and adolescents spend their time across the world: Work, play, and developmental opportunities. Psychological Bulletin, 125, 701–736. doi:10.1037/0033-2909.125.6.701Google Scholar
Lloyd, C. B., Grant, M., Ritchie, A. (2008). Gender differences in time use among adolescents in developing countries: Implications of rising school enrollment rates. Journal of Research on Adolescence, 18, 99–120. doi:10.1111/j.1532-7795.2008.00552.xGoogle Scholar
Macek, P., Jezek, S., & Vazsonyi, A. T. (2013). Adolescents during and after times of social change: The case of the Czech Republic. Journal of Early Adolescence, 33, 1029–1047. doi:10.1177/0272431613507758Google Scholar
Markus, H. R., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969. doi:10.1037/003-066X.41.9.954Google Scholar
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253. doi:10.1037/0033-259X.98.2.224Google Scholar
Mead, M. (2001). Coming of age in Samoa: A psychological study. New York, NY: HarperCollins.Google Scholar
Mensch, B. S., Bruce, J., & Greene, M. E. (1998). The unchartered passage: Girls’ adolescence in the developing world. New York, NY: The Population Council.Google Scholar
Morabia, A., Costanza, M. C., & the World Health Organization. (1998). International variability in ages at menarche, first livebirth, and menopause. American Journal of Epidemiology, 148, 1195–1205. doi:10.1093/oxfordjournals.aje.a009609Google Scholar
Nehra, R., Kate, N., Grover, S., Khehra, N., & Basu, S. (2012). Does the excessive use of mobile phones in young adults reflect an emerging behavioral addiction? Journal of Postgraduate Medicine, Education and Research, 46, 177–182. doi:10.5005/jp-journals-10028-1040Google Scholar
Nurmi, J.-E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 11, 1–59. doi:10.1016/0273-2297(91)90002-6Google Scholar
Offer, D., Ostrov, E., & Howard, K. I. (1981). The mental health professional’s concept of the normal adolescent. Archives of General Psychiatry, 38, 149–152. doi:10.1001/archpsyc.1981.01780270035003Google Scholar
Offit, T. A. (2008). Conquistadores de la calle: Child street labor in Guatemala City. Austin, TX: University of Texas Press.Google Scholar
Pan American Health Organization. (2013). Reaching poor adolescents in situations of vulnerability with sexual and reproductive health. Washington, DC: Author.Google Scholar
Pew Research Center. (2015). U.S. smartphone use in 2015. Retrieved from www.pewinternet.org/2015/04/01/us-smartphone-use-in-2015/Google Scholar
Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15(1), 1–12. doi:10.1159/000271225Google Scholar
Poelker, K. E., & Gibbons, J. L. (2016). Adolescents in the majority world. In Gielen, U. P. & Roopnarine, J. L. (Eds.). Childhood and adolescence: Cross-cultural perspectives and applications (2nd ed., pp. 263–296). Santa Barbara, CA: Praeger.Google Scholar
Price, W. F., & Crapo, R. H. (2002). Cross-cultural perspectives in introductory psychology (4th ed.). Pacific Grove, CA: Wadsworth.Google Scholar
Qu, Y., Pomerantz, E. M., Wang, M., Cheung, C., & Cimpian, A. (2016). Conceptions of adolescence: Implications for differences in engagement in school over early adolescence in the United States and China. Journal of Youth and Adolescence, 45, 1512–1526. doi:10.1007/s10964-016-0492-4Google Scholar
Rafowitz, M. (2016). Crashing down: A tsunami survivor tells his story. Retrieved from http://aplus.com/a/tsunami-survivor-university-of-miami?no_monetization=trueGoogle Scholar
Rao, M. A., Berry, R., Gonsalves, A., Hostak, Y., Shah, M., Roeser, R. W. (2013). Globalization and the identity remix among adolescents. Journal of Research on Adolescence, 23(1), 9–24. doi:10.1111/jora.12002CrossRefGoogle Scholar
Ritchie, A., Lloyd, C. B., & Grant, M. (2004). Gender differences in time use among adolescents in developing countries: Implications of rising school enrollment rates. Policy Research Working Papers, 193, 1–34.Google Scholar
Rosenberg, M. (1986). Self-concept from middle childhood through adolescence. In Suls, J. & Greenwald, A. G. (Eds.), Psychological perspectives on the self (Vol. 3, pp. 107–131). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Schlegel, A., & Barry, H. (1991). Adolescence: An anthropological inquiry. New York, NY: Free Press.Google Scholar
Serpell, R. (1993). The significance of schooling: Life-journeys in an African society. Cambridge: Cambridge University Press.Google Scholar
Serpell, R. (2011). Social responsibility as a dimension of intelligence, and as an educational goal: Insights from programmatic research in an African society. Child Development Perspectives, 5(2), 126–133. doi:10.1111/j.1750-8606.2011.00167.xGoogle Scholar
Sherrod, L. R., Flanagan, C. A., Kassimir, R., & Syvertsen, A. K. (Eds.) (2006). Youth activism: An international Encyclopedia. Westport, CT: Greenwood.Google Scholar
Simulation Training Systems. (2016). BaFa’ BaFa’. Retrieved from www.simulationtrainingsystems.com/schools-and-charities/products/bafa-bafa/Google Scholar
Steinberg, L. (2001). We know some things: Parent-adolescent relationships in retrospect and prospect. Journal of Research on Adolescence, 11, 1–19. doi:10.1111/1532-7795.00001Google Scholar
Stern, C. (2002). Poverty, social vulnerability and adolescent pregnancy in Mexico: A qualitative analysis. Retrieved from www.cicred.org/Eng/Seminars/Details/Seminars/Bangkok2002/30BangkokStern.pdfGoogle Scholar
Stiles, D. A., Gibbons, J. L., & de Silva, S. S. (1996). Girls’ relational self in Sri Lanka and the United States. Journal of Genetic Psychology, 157, 191–203. doi:10.1080/00221325.1996.9914857Google Scholar
Sullivan, S. E., & Duplaga, E. A. (1997). The Bafa Bafa Simulation: Faculty experiences and student reactions. Journal of Management Education, 21, 265–272. doi:10.1177/105256299702100212Google Scholar
UNICEF. (2005). Voices of hope: Adolescents and the tsunami. Retrieved from www.unicef.org/publications/files/Tsunami_newbackcover.pdfGoogle Scholar
UNICEF. (2009). Adolescents and youth. Retrieved from www.unicef.org/kenya/children_3793.htmGoogle Scholar
UNICEF. (2011). The state of the world’s children 2011. Adolescence: An age of opportunity. Retrieved from www.unicef.org/sowc2011/pdfs/SOWC-2011-Main-Report_EN_02092011.pdfGoogle Scholar
UNICEF. (2012). Progress for children: A report card on adolescents. Retrieved from www.unicef.org/media/files/PFC2012_A_report_card_on_adolescents.pdfGoogle Scholar
UNICEF. (2013). Simple solutions to keep girls in school in Bangladesh. Retrieved from www.unicef.org/infobycountry/bangladesh_70622.htmlGoogle Scholar
UNICEF (2014). How poverty affects children: Shasha’s story. Retrieved from https://teachunicef.org/sites/default/files/documents/units-lesson-plans/shashas_story_full_unit_grades_9_to_12.pdfGoogle Scholar
UNICEF. (2015). The state of the world’s children 2015: Executive summary. Retrieved from www.unicef.org/publications/files/SOWC_2015_Summary_and_Tables.pdfGoogle Scholar
United Nations. (2012). World population monitoring: Adolescents and youth, a concise report. Retrieved from www.un.org/en/development/desa/population/publications/pdf/fertility/12_66976_adolescents_and_youth.pdfGoogle Scholar
United Nations. (2015). #YouthStats: Armed conflict. Retrieved from www.un.org/youthenvoy/armed-conflict/Google Scholar
United Nations Children’s Fund. (2016). Country programme document Bangladesh. Retrieved from www.unicef.org/about/execboard/files/2016-PL10-Bangladesh_CPD-ODS-EN.pdfGoogle Scholar
UNFPA. (2013). Motherhood in childhood: Facing the challenge of adolescent pregnancy. Retrieved from www.unfpa.org/sites/default/files/pub-pdf/EN-SWOP2013-final.pdfGoogle Scholar
UNFPA. (2014). The power of 1.8 billion: Adolescents, youth, and the transformation of the future. Retrieved from www.unfpa.org/sites/default/files/pub-pdf/EN-SWOP14-Report_FINAL-web.pdfGoogle Scholar
Urban Ministries of Durham. (2011). SPENT. Retrieved from playspent.orgGoogle Scholar
Wang, Q. (2017). Five myths about the role of culture in psychological research. Observer, 30(1), 20–24.Google Scholar
Warren, C. S. (2006). Incorporating multiculturalism into undergraduate psychology courses: Three simple active learning activities. Teaching of Psychology, 33, 105–109. doi:10.1207/s15328023top3302_5Google Scholar
Weigl, R. C. (2009). Intercultural competence through cultural self-study: A strategy for adult learners. International Journal of Intercultural Relations, 33, 346–360. doi:10.1016/j.ijintrel.2009.04.004Google Scholar
White, M. (1994). The material child: Coming of age in Japan and America. Berkeley, CA: University of California Press.Google Scholar
Wright, D. (2002). Japanese youth: Rewriting futures in the “no taboos” postbubble millennium. In Gidley, J. & Inayatullab, S. (Eds.). Youth futures: Comparative research and transformative visions (pp. 85–98). Westport, CT: Praeger.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Development
  • Edited by Kenneth D. Keith, University of San Diego
  • Book: Culture across the Curriculum
  • Online publication: 30 March 2018
  • Chapter DOI: https://doi.org/10.1017/9781316996706.018
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Development
  • Edited by Kenneth D. Keith, University of San Diego
  • Book: Culture across the Curriculum
  • Online publication: 30 March 2018
  • Chapter DOI: https://doi.org/10.1017/9781316996706.018
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Development
  • Edited by Kenneth D. Keith, University of San Diego
  • Book: Culture across the Curriculum
  • Online publication: 30 March 2018
  • Chapter DOI: https://doi.org/10.1017/9781316996706.018
Available formats
×