Collectivism and Individualism

The concepts of individualism and collectivism, introduced in Week 1, are important terms to keep in mind when studying human development and socialization. As a reminder, individualist cultures prioritize concern for self or immediate family. Collectivist cultures are more oriented to the larger community group and emphasize traditions. Both types of cultures have many more characteristics, and any given culture does not necessarily belong exclusively in one category.

As you might expect, parenting styles and expectations for family members in individualist cultures are often different from those in collectivist cultures. For this Assignment, you will analyze collectivism and individualism as it applies to parenting styles.

To prepare:

• Review Chapter 8 in your course text. Pay particular attention to the sections on norms, customs, and child care; parental values and expectations; and late adulthood.
• Review the concepts of individualism and collectivism from Chapter 1 of the course text. Also, review the Week 4 media piece in the Learning Resources.
• Consider this scenario: Imagine you are watching a reality television show in which two sets of parents trade places and take their same roles in the other family. Keep these details in mind:
• One family is characterized as coming from a collectivist culture,
• The other family is characterized as coming from an individualist culture.
• Each family has one 1-year-old, one 8-year-old, one 14-year-old, and two grandparents living in the household.
• In trading places, each set of parents must interact with the grandparents in the new household and parent the children in the new household.
• Consider what the outcomes would be in each household based on the differences between collectivist cultures and individualist cultures.

By Day 7

Submit a 2- to 3-page paper in which you do the following:

• Explain the differences in parenting style of “collectivist” and “individualist” parents.
• Describe how each couple would differ in their expectations of each of the children in their “new” household.
• In light of the differing styles and expectations, analyze points of conflict that would arise with the children when the parents swapped households and why (i.e., how the collectivist parents would respond to each of the individualist children, and how the individualist parents would react to each of the collectivist children).
• Compare the grandparents’ role in the collectivist family to the grandparents’ role in the individualist family.
• Analyze conflicts that the grandparents’ roles could cause when the parents swapped households and how the “new” mother and father might wish to change the existing roles.
• Describe how you think the show would end. Will anyone (i.e., parents, children, grandparents, or people watching the show) learn something from the experience?
• Is it possible to change cultural values? Explain your ideas and your reasoning.

• 	A	B	C	D	F
  Explain the differences in parenting style of “collectivist” and “individualist” parents	5 (6.67%) – 5 (6.67%) Excellent application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources	4 (5.33%) – 4 (5.33%) Good application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources	3.5 (4.67%) – 3.5 (4.67%) Average application/analysis of concepts, skills, or issues (lacking some information or details; and/or has some inaccuracies; and/or demonstrates a lack of understanding) AND/OR Is not well-supported by evidence from the assigned Learning Resources	3 (4%) – 3 (4%) Weak application/analysis of concepts, skills, or issues (substantially lacking information or details; and/or has several inaccuracies; and/or demonstrates a lack of understanding) AND/OR Is not supported by evidence from the assigned Learning Resources	0 (0%) – 2 (2.67%) Substantially lacking in information or details; and/or has many inaccuracies; and/or does not address the prompt AND/OR Is not supported by evidence from the assigned Learning Resources
  Describe how each couple would differ in their expectations of each of the children	9 (12%) – 10 (13.33%) Excellent application/analysis of concepts, skills, or issues AND is supported by evidence from the assigned Learning Resources	8 (10.67%) – 8 (10.67%) Good application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources	7 (9.33%) – 7 (9.33%) Average application/analysis of concepts, skills, or issues (lacking some information or details; and/or has some inaccuracies; and/or demonstrates a lack of understanding) AND/OR is not well-supported by evidence from the assigned Learning Resources	6 (8%) – 6 (8%) Weak application/analysis of concepts, skills, or issues (substantially lacking information or details; and/or has several inaccuracies; and/or demonstrates a lack of understanding) AND/OR Is not supported by evidence from the assigned Learning Resources	0 (0%) – 5 (6.67%) Substantially lacking in information or details; and/or has many inaccuracies; and/or does not address the prompt AND/OR Is not supported by evidence from the assigned Learning Resources
  Analyze points of conflict that would arise with the children when the parents swapped households and why	9 (12%) – 10 (13.33%) Excellent application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources	8 (10.67%) – 8 (10.67%) Good application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources	7 (9.33%) – 7 (9.33%) Average application/analysis of concepts, skills, or issues (lacking some information or details; and/or has some inaccuracies; and/or demonstrates a lack of understanding) AND/OR Is not well-supported by evidence from the assigned Learning Resources	6 (8%) – 6 (8%) Weak application/analysis of concepts, skills, or issues (substantially lacking information or details; and/or has several inaccuracies; and/or demonstrates a lack of understanding) AND/OR Is not supported by evidence from the assigned Learning Resources	0 (0%) – 5 (6.67%) Substantially lacking in information or details; and/or has many inaccuracies; and/or does not address the prompt AND/OR Is not supported by evidence from the assigned Learning Resources
  Compare the grandparents’ role in the collectivist family to the grandparents’ role in the individualist family	5 (6.67%) – 5 (6.67%) Excellent application/analysis of concepts, skills, or issues AND is supported by evidence from the assigned Learning Resources	4 (5.33%) – 4 (5.33%) Good application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources	3.5 (4.67%) – 3.5 (4.67%) Average application/analysis of concepts, skills, or issues (lacking some information or details; and/or has some inaccuracies; and/or demonstrates a lack of understanding) AND/OR is not well-supported by evidence from the assigned Learning Resources	3 (4%) – 3 (4%) Weak application/analysis of concepts, skills, or issues (substantially lacking information or details; and/or has several inaccuracies; and/or demonstrates a lack of understanding) AND/OR Is not supported by evidence from the assigned Learning Resources	0 (0%) – 2 (2.67%) Substantially lacking in information or details; and/or has many inaccuracies; and/or does not address the prompt AND/OR is not supported by evidence from the assigned Learning Resources
  Analyze conflicts that the grandparents’ roles could cause when the parents swapped households and how the “new” mother and father might wish to change the existing roles	9 (12%) – 10 (13.33%) Excellent application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources	8 (10.67%) – 8 (10.67%) Good application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources	7 (9.33%) – 7 (9.33%) Average application/analysis of concepts, skills, or issues (lacking some information or details; and/or has some inaccuracies; and/or demonstrates a lack of understanding) AND/OR Is not well-supported by evidence from the assigned Learning Resources	6 (8%) – 6 (8%) Weak application/analysis of concepts, skills, or issues (substantially lacking information or details; and/or has several inaccuracies; and/or demonstrates a lack of understanding) AND/OR Is not supported by evidence from the assigned Learning Resources	0 (0%) – 5 (6.67%) Substantially lacking in information or details; and/or has many inaccuracies; and/or does not address the prompt AND/OR Is not supported by evidence from the assigned Learning Resources
  Describe how you think the show would end. Will anyone learn something from the experience?	5 (6.67%) – 5 (6.67%) Excellent application/analysis of concepts, skills, or issues AND is supported by evidence from the assigned Learning Resources	4 (5.33%) – 4 (5.33%) Good application/analysis of concepts, skills, or issues AND Is supported by evidence from the assigned Learning Resources	3.5 (4.67%) – 3.5 (4.67%) Average application/analysis of concepts, skills, or issues (lacking some information or details; and/or has some inaccuracies; and/or demonstrates a lack of understanding) AND/OR is not well-supported by evidence from the assigned Learning Resources	3 (4%) – 3 (4%) Weak application/analysis of concepts, skills, or issues (substantially lacking information or details; and/or has several inaccuracies; and/or demonstrates a lack of understanding) AND/OR Is not supported by evidence from the assigned Learning Resources	0 (0%) – 2 (2.67%) Substantially lacking in information or details; and/or has many inaccuracies; and/or does not address the prompt AND/OR is not supported by evidence from the assigned Learning Resources
  Is it possible to change cultural values? Explain your ideas and your reasoning	9 (12%) – 10 (13.33%) Excellent application/analysis of concepts, skills, or issues	8 (10.67%) – 8 (10.67%) Good application/analysis of concepts, skills, or issues	7 (9.33%) – 7 (9.33%) Average application/analysis of concepts, skills, or issues (lacking some information or details; and/or has some inaccuracies; and/or demonstrates a lack of understanding)	6 (8%) – 6 (8%) Weak application/analysis of concepts, skills, or issues (substantially lacking information or details; and/or has several inaccuracies; and/or demonstrates a lack of understanding)	0 (0%) – 5 (6.67%) Substantially lacking in information or details; and/or has many inaccuracies; and/or does not address the prompt
  Quality of Writing. Writing is original, free of mechanics, usage, grammar, or spelling (MUGS) errors, and follows academic writing expectations (AWE) guidelines for citing and referencing	18 (24%) – 20 (26.67%) No or very few MUGS errors AND Writing is always clear, well organized AND All work is properly citied and referenced as per AWE AND Writing is original and properly paraphrased; contains no direct quotes unless necessary.	16 (21.33%) – 17 (22.67%) Few MUGS errors AND/OR Writing is mostly clear and organized AND/OR Work is mostly properly citied and referenced as per AWE AND/OR Majority of writing is original and properly paraphrased; contains no direct quotes unless necessary.	14 (18.67%) – 15 (20%) Several MUGS errors AND/OR Writing is somewhat clear and organized AND/OR Some issues with proper citing and referencing as per AWE AND/OR Some under-use of original writing; overuse of directly quoted content; material not all properly paraphrased.	12 (16%) – 13 (17.33%) Many MUGS errors AND/OR Writing is unclear and disorganized AND/OR Many issues with proper citing and referencing as per AWE AND/OR Mostly under-use of original writing; overuse of directly quoted content; material is not properly paraphrased.	0 (0%) – 11 (14.67%) Excessive MUGS errors AND/OR Writing is extremely unclear and disorganized AND/OR No proper citations and referencing as per AWE AND/OR No original writing; all directly quoted content; no proper paraphrasing

  Total Points: 75