Ebook PDF Child Development Worldwide A Cultural Approach PDF
Ebook PDF Child Development Worldwide A Cultural Approach PDF
Ebook PDF Child Development Worldwide A Cultural Approach PDF
The Development of Cultural Ways of Thinking 178 ■■ RESEARCH FOCUS: Measuring Temperament 219
Evaluating Sociocultural Theories of Cognitive Goodness-of-Fit 220
Development 179 Summary: Temperament: Individual Differences in
Emotion and Self-Regulation 220
■■ EDUCATION FOCUS: Bringing Theories of Cognitive
Development Into the Classroom 180 7.2 Emotions 221
Summary: Sociocultural Theories of Cognitive Development 180 Theories of Emotion Development 221
Apply Your Knowledge as a Professional 181 Infancy: Primary Emotions and Emotion Perception 222
Toddlerhood: Secondary Emotions and Self-Regulation 225
6 Learning Languages 182 Autism Spectrum Disorder 227
6.1 Languages in Today’s World 184 Childhood: Self-Regulation and Contentment 228
Humanity’s Linguistic Diversity 184 Adolescence: Emotional Storm and Stress? 230
The Impact of Globalization 185 Depression and Suicide in Adolescence
and Emerging Adulthood 231
Summary: Languages in Today’s World 187
Summary: Emotions 234
6.2 Evolutionary and Biological Bases of Language 187
7.3 Self-Conceptualization 235
Language and Human Biology 187
Infancy and Toddlerhood: The Birth of Self 235
An Evolutionary Advantage 188
Early and Middle Childhood: The Self in the Present 236
Summary: Evolutionary and Biological Bases of Language 189
Adolescence: Possible Selves 237
6.3 Theories of Language Development 189 Summary: Self-Conceptualization 237
Early Theories 190
7.4 Self-Esteem 238
Recent Theories 191
Culture and Self-Esteem 238
Summary: Theories of Language Development 193
The Development of Self-Esteem Among
6.4 First Sounds and Words 193 American Children 239
Perception of Speech 193 ■■ EDUCATION FOCUS: Praise, Motivation, and Academic
Recognition of Words 194 Achievement 241
Production of Sounds, Gestures, and First Words 196
Self-Esteem, Physical Appearance, and
Infant-Directed Speech 197 Eating Disorders 241
■■ CULTURAL FOCUS: Cultural Views on Speaking to Infants Summary: Self-Esteem 243
and Toddlers 199
7.5 Identity 243
Reading to Infants and Toddlers 199
Erikson’s and Marcia’s Theories 243
Summary: First Sounds and Words 200
Identity in Emerging Adulthood 245
6.5 From First Words to Cultural Competence 201 ■■ CULTURAL FOCUS: The Features of Emerging Adulthood 246
Adding Words 201 Identity and Variations Across Cultures 247
Forming Words and Sentences 203 Ethnic Identity 247
Becoming an Adept Native Speaker 204 Summary: Identity 249
■■ RESEARCH FOCUS: Observing Everyday Storytelling 206 Apply Your Knowledge as a Professional 250
Creating New Language 207
Language and Cultural Cognition 208 8 Gender: Biology, Socialization,
Summary: From First Words to Cultural Competence 209 and Cultural Change 251
6.6 Multilingualism 209
8.1 Development of a Gendered Self 253
The Development of Multilingualism 210
Early Childhood 253
Benefits and Risks of Multilingualism 210
Middle Childhood 253
■■ EDUCATION FOCUS: Early Multilingual Education
Adolescence 254
Across Contexts 212
Summary: Development of a Gendered Self 256
Language Brokering 212
8.2 Gender in Traditional Cultures 256
Summary: Multilingualism 213
From Girl to Woman 256
Apply Your Knowledge as a Professional 214
From Boy to Man 257
Historical Changes and Recent Revolutions 258
7 Emotions, Self, and Identity 215 Summary: Gender in Traditional Cultures 260
7.1 Temperament: Individual Differences in 8.3 Gender Comparisons in Developed Countries 261
Emotion and Self-Regulation 217 Analyzing Gender Differences 261
The Raw Material of Personality 217 ■■ RESEARCH FOCUS: Meta-Analyses of Gender Differences 261
viii Contents
Differences Between Females and Males 263 9.5 Siblings and Grandparents 306
Qualifications About Differences Between Family Systems Theory 306
Females and Males 264 Siblings 307
Summary: Gender Comparisons in Developed Countries 265 Grandparents 309
8.4 Reasons for Gender Differences: Theories Summary: Siblings and Grandparents 309
and Research 265 9.6 Changing Families 310
Biological and Biosocial Bases 265 Divorce and Remarriage 310
Socialization 268 Single Parenthood 312
■■ EDUCATION FOCUS: Gender in the Preschool and Primary Sexual Minority Families 313
School Classroom 270 Dual-Earner Families 313
Cognition and Motivation 271 ■■ RESEARCH FOCUS: Early Child Care and Its
Gender Inequity 271 Consequences 315
Summary: Reasons for Gender Differences: Summary: Changing Families 315
Theories and Research 272
Apply Your Knowledge as a Professional 316
8.5 Beyond the Binary 273
Androgyny 273 10 Peers, Friends, and Romantic Partners 317
Gender Minorities 274
10.1 Social Contexts Beyond the Family:
Intersectionality 275 Two Theories 319
■■ CULTURAL FOCUS: Gender Among Latinas 275 Mead’s Classifications of Childhood Social Stages 319
Summary: Beyond the Binary 276
Bronfenbrenner’s Ecological Theory 320
8.6 Globalization and the Future of Gender 276 Summary: Social Contexts Beyond the Family: Two Theories 322
Gender in Today’s World: Education, Unpaid 10.2 Play with Peers and Friends 322
Work, and Physical Violence 276
Toddlerhood Through Early Childhood 322
Gender in Tomorrow’s World 279
■■ RESEARCH FOCUS: Shyness in China and Canada:
Summary: Globalization and the Future of Gender 279
Cultural Interpretations 324
Apply Your Knowledge as a Professional 280
Middle Childhood Through Adolescence 325
9 Family Relationships:
Summary: Play with Peers and Friends 326
9.3 The Parent–Child Relationship 292 10.5 Problem Behaviors Among Friends 339
Parenting Styles 292 Substance Use and Abuse 339
Parental Use of Discipline 296 Delinquency and Crime 342
Parent–Child Coregulation and Conflict 298 Summary: Problem Behaviors Among Friends 344
Summary: The Parent–Child Relationship 301 10.6 Romantic Partners 344
9.4 Problems in the Parent–Child Relationship 302 Falling in Love, Finding a Soul Mate 345
Child Abuse and Neglect 302 Sexuality in Adolescence and Emerging Adulthood 346
Runaway and “Street” Children 304 Contraceptive Use, Pregnancy, and Sexually
Resilience 305 Transmitted Infections 347
Summary: Problems in the Parent–Child Relationship 305 Sexual Minority Youth 349
Contents ix
Sexual Harassment and Date Rape 351 ■■ EDUCATION FOCUS: Panwapa: An International
Summary: Romantic Partners 352 Multimedia Educational Program 399
Apply Your Knowledge as a Professional 353 Government Policies on Media 400
Summary: Media and Other Contexts of Socialization 401
11 School and Work: Developing 12.3 Theories of Media Influence 401
Cultural Skills 354 Cultivation Theory and Social Learning Theory 402
11.1 Preschool 356 Uses and Gratifications Approach 402
Summary: Theories of Media Influence 404
Preschool Quality and Cultural Goals 356
Early Intervention Programs 358 12.4 Uses of Media 404
Summary: Preschool 359 Emotional Uses 404
11.2 From Primary Education to Tertiary Cognitive Uses 406
Education 360 Social Uses 406
Historical and Cultural Variations in Schooling 360 ■■ CULTURAL FOCUS: “Teenagers” in Kathmandu, Nepal 408
Primary Education: Learning Reading Summary: Uses of Media 409
Summary: From Primary Education to Tertiary Education 370 12.6 Benefits of Media 414
11.3 School and Other Contexts 371 Cognitive Benefits 414
Family and Friends 371 Emotional Benefits 415
Social Class 372 Benefits to Social Development 416
Ethnicity 373 Summary: Benefits of Media 417
Individualized and Secular Approaches to Religion 441 13.6 Values in Today’s and Tomorrow’s World 452
Summary: Religious and Spiritual Development 443 Individualism on the Rise 453
13.4 Civic Development 443 Exposure to Diversity 454
Community Service in Adolescence 443 Summary: Values in Today’s and Tomorrow’s World 454
■■ EDUCATION FOCUS: Schools as Civic Institutions 446 Apply Your Knowledge as a Professional 455
C
hild Development Worldwide: A Cultural Approach grows 3. An unprecedented inclusion of diverse contexts of child
out of our personal, teaching, and professional expe- development; and
riences. Lene grew up in Denmark and Belgium, and 4. A deep integration of digital technology into the text.
Jeff in the United States. Together, we have lived in Denmark,
India, France, and the United States. We have shared the won-
derful experience of being involved in the development of
our twins, now 18 years old, who have traveled with us to all
those places and consider themselves fully American and fully
Thinking Culturally
Danish. Both of us have taught a wide range of developmen- The world’s population is about 7½ billion, and the popu-
tal psychology courses, including child development. What is lation of the United States is about 330 million—less than
striking to us about the world and the field of child develop- 5% of the total. By 2050, the world’s population is ex-
ment are the remarkable changes that both have undergone pected to exceed 9 billion, with almost all growth taking
in the last decades. We wrote this text to reflect those changes. place in economically developing countries. Worldwide,
Globalization and technology have been making the child development is remarkably diverse. In Africa, for
world smaller—with distances shrinking and interconnec- example, most children are multilingual because they
tions multiplying. Cultural diversity and globalization are learn both local and European languages in primary
often part of the everyday experiences of today’s students— school. In Asia, after centuries of being excluded from
through travel, migration, and study abroad programs, as educational opportunities, girls are reaching parity with
well as everyday real-life and virtual interactions. We see boys in educational achievement. In fact, 15-year-old-girls
this vividly in our twins’ lives as they learn about different in many Asian countries outperformed boys on recent in-
cultures from their teachers, have friends from many differ- ternational science tests. In Europe, it is now typical for
ent countries, and play Internet games with children from young people in many countries to take a “gap year”—a
across the globe. These worldwide changes are here to stay year devoted to travel and exploration before they com-
and will continue to profoundly impact children’s lives. mit to higher education or a “real” job—as they enter
Today, the field of child development is as fascinating emerging adulthood. For students, it is more important
and important as it has ever been—and, like the world, looks than ever to have knowledge of the wider world because
much different than it did 15 or 25 years ago. Child Development of the increasingly globalized economy, and because so
Worldwide speaks to that change. After all, child development many issues—issues like climate change, disease, and
does not occur in a vacuum. It happens in numerous com- terrorism—cross borders.
munal contexts and cultural settings that are perpetually Although this text covers scientific findings from
changing. By encouraging students to see children through across the world, it aims to do something even more
a cultural lens, this text balances the universals and Western- important. The ultimate learning goal is for students
centric research that have in the past characterized much of the to think culturally about development. As this text em-
field with the growing body of research on the development phasizes, diverse cultures exist both within and across
of children from diverse cultures within and across countries. nations, often intersecting in important ways with eth-
Our experiences of growing up and working in a number of nicity, race, and religion. We hope that through this
different countries have translated into an approach that em- text students will learn to apply child development to
phasizes how universal features of development are shaped the work they do as well as to their own lives, and to
by cultural diversity. Child Development Worldwide offers this understand that there is—always and everywhere—a
new approach, in four fundamental ways: cultural basis to development. To be clear, this does not
mean that biology is not important. Transcending the
1. An emphasis on teaching students to think culturally old “nature versus nurture” division, students will learn
about development; that humans have evolved to be an incomparably cul-
2. A broadened scope of child development and an updat- tural and global species, and that current research shows
ed perspective on when children may be considered startling ways that genes and the environment influence
“grown up”; one another.
xi
xii Preface
Broadening the Scope It is not only that we devote five full chapters to dif-
ferent context, but we also cover topics that reflect cultural
of Child Development diversity and change within those contexts. For example,
the chapter on “Family Relationships: Foundations and
The second way that this text takes a new approach corre- Variations” includes sections on grandparents and sex-
sponds to the historical expansion of the field of child de- ual minority families. The chapter on “School and Work:
velopment, from an early, narrow focus on young children Developing Cultural Skills,” as indicated by the title, recog-
to a broader one—one that now encompasses adolescents nizes that many children all over the world work—not just
and emerging adults. This expansion is reflected in the to support their leisure activities but to support their fami-
growth of professional organizations supported by instruc- lies. The chapter on “Media: Uses, Risks, and Benefits” cov-
tors, researchers, and practitioners. The oldest, the Society ers not only long-known risks to children’s development,
for Research in Child Development (SRCD), was started in but also benefits to cognitive, emotional, and social devel-
1933. The Society for Research on Adolescence (SRA) and opment. It also addresses how children, parents, schools,
the European Association for Research on Adolescence and governments use media for developmental purposes.
(EARA) were established about a half-century later, in 1984 In the chapter on “Meaning Systems: Moral, Religious, and
and 1988 respectively, as scholars increasingly recognized Civic Development,” there is attention to children’s lives
the importance of the adolescent years. The Society for the in the context of political conflict and war. In sum, Child
Study of Emerging Adulthood (SSEA) is even more recent, Development Worldwide covers a rich array of contexts—
begun in 2013, because scholars recognized that it was tak- what they look like in today’s world and how they intersect.
ing longer than in the past to “grow up” in many countries Every chapter also includes “Apply Your Knowledge as
and that ages 18–25 had become crucial years of change a Professional” videos to help students see how what they
and preparation for adult life. Also, major international or- have learned is applicable across a wide range of contexts
ganizations dedicated to the well-being of children, such as and professions. For example, the videos include interviews
UNICEF (United Nations Children’s Fund) and the WHO with an instructor of maternity nursing, a media literacy
(World Health Organization), have recently broadened teacher, a child development researcher, a reproductive en-
their focus on younger children to include adolescents and docrinologist, an education coordinator in a language im-
emerging adults. mersion school, and a court-appointed child advocate. In
Here, we provide in-depth coverage from prenatal short, the learning goal is for students to know that current
development through middle childhood, and also cover theory and research on child development pertain to many
adolescence and emerging adulthood. The learning goal contexts and societal roles.
is for students to know what contemporary child devel-
opment looks like—to understand how the meanings
of childhood, adolescence, and emerging adulthood are
dependent on cultural and historical circumstances. For
Embracing Digital
example, emerging adulthood exists in some cultures but
not others, and consequently, adult work may be taken
Learning
on anywhere from middle childhood to the 20s. Our fourth approach to offering an up-to-date and inno-
vative text pertains to pedagogy. Today’s students are the
most tech-savvy generation of college students yet, and we
wanted to present materials in a way that was inspired by
Encompassing Diverse the opportunities of digital technology. When we wrote the
text, we wrote it with digital features in the forefront of our
Contexts minds rather than as an afterthought.
In addition to a print version, this text is available in
Not only has child development broadened in terms of Revel format, which provides an immersive digital and in-
the age groups covered, but today the field also addresses teractive learning experience. After all, a digital approach
many more contexts of development than previously. From fits well with our cultural approach. Digital content easily
an early focus in the field on family (e.g., Freud) and peers travels across boundaries. For example, interactive maps of
(e.g., Piaget), researchers now address many other con- the United States and the world allow students to explore
texts such as work, media, and civic organizations. Thus, content across cultures in a more meaningful way. When
the third way that this text takes a different approach is students engage with content in a lively way, they learn
by including an unprecedented number of chapters on more deeply and effectively.
different contexts: “Family Relationships: Foundations Revel also allows us to update materials more frequently
and Variations,” “Peers, Friends, and Romantic Partners,” to provide students access to important cutting-edge knowl-
“School and Work: Developing Cultural Skills,” “Media: edge. The text inaugurates a “Breaking Developments”
Uses, Risks, and Benefits,” and “Meaning Systems: Moral, feature that will be available digitally. This feature will
Religious, and Civic Development.” provide succinct summaries of landmark new research
Preface xiii
and significant cultural trends that have direct relevance to personal experience is important, it may not be reflective of
theory and research in the text, yet have occurred since the how most children develop.
publication of the print text. “Breaking Developments” will The Chinese have an expression for the limited way all
be updated at the beginning of each January and July. of us learn to see the world: jing di zhi wa, meaning “frog in
the bottom of a well.” The expression comes from a fable
about a frog that has lived its entire life in a well. The frog
Understanding Children’s assumes that its tiny world is all there is. Only when a pass-
ing turtle tells the frog of the great ocean to the east does the
Lives Today frog realize that there is much more to the world. All of us
are like that frog—which you can also see depicted on the
As parents, we have learned a lot from raising twins, cover of this text. We grow up as members of a culture and
Paris and Miles, who are now entering emerging adult- learn to see the world from the perspective that becomes
hood. We occasionally share stories from their childhood most familiar to us. But look at the cover again. Do you also
to illustrate concepts in the text. Just as we draw on our see how the black dot is the eye in the profile of a child? With
personal experiences, we encourage students to draw on Child Development Worldwide, we hope that students will
theirs as a source of insights into child development. For come to understand the lives and development of children
example, each chapter ends with a personal journaling in ways previously unseen.
prompt. Growing up is universal. Every culture differentiates
Furthermore, in every chapter, we include first-person between children and adults, and children across all cultures
quotes from children, adolescents, and emerging adults share common developmental characteristics. Yet, culture
from around the world. In videos included with the text, also profoundly impacts psychological development. How
children talk about their lives, including growing up as and when a child reaches adulthood varies widely across
a Latina girl in the United States, being a child soldier in the world. By encouraging students to see children from
Congo, and living with a learning disability. We wish for both a developmental and cultural perspective, we hope
students to hear other individuals’ perspectives, and think to inspire an understanding that will be useful and fruitful,
this adds authenticity to the presentation of theories and not only while students are taking this course but through-
research findings. It is also a vivid reminder that, although out their lives.
xiv Preface
better organize and understand the Three early theories bring very different perspectives to language development, and contin-
ues to influence present-day research.
material. The end-of-section summary
is organized around these same objec- BEHAVIORISM. For language acquisition, as for the development of any other skill,
behaviorism behaviorism regards infants as starting out from scratch and learning behaviors based on
tives, as are all of the supplements and the responses or “conditioning” of those around them (Skinner, 1957). According to this the-
a theory that regards infants
assessment material. as starting out from scratch ory, children learn language based on:
and learning behaviors
• Positive reinforcement: when a caregiver encourages a child’s behavior by responding
based on the responses
positively to it, for example, with praise or a reward.
or “conditioning” of those
around them • Negative reinforcement: when a caregiver encourages a child’s behavior by stopping or
removing something negative, such as nagging or being grounded.
• Imitation: when a caregiver models a behavior for the child to learn and repeat.
• Punishment: when a caregiver discourages a child’s behavior by imposing an unpleas-
ant condition such as yelling or extra chores.
Section Summaries
Organized by learning objective, a
summary now appears at the end of
each section.
Shared Writing
Assignable Shared Writing Activities
in our Revel product direct students to share
written responses with classmates, fostering
peer discussion.
xviii Preface
TEST BANK (ISBN: 0134635825) Written by Professor Regina M. Hughes (Collin College),
the test bank contains hundreds of multiple-choice and essay questions, each referenced to
the relevant page in the book and correlated to the chapter learning objectives. Each chapter
of the test bank includes a Total Assessment Guide, an easy-to-reference grid that organizes
all test items by learning objective and question type.
The test bank comes with Pearson MyTest (ISBN: 0134625366), a powerful test generation
program that helps instructors easily create and print quizzes and exams. Questions and
tests can be authored online, allowing instructors ultimate flexibility and the ability to
efficiently manage assessments wherever and whenever they want. Instructors can easily
access existing questions and then edit, create, and store using simple drag-and-drop and
Word-like controls. Data on each question provides information relevant to difficulty level
and page number. In addition, each question maps to the text’s major section and learning
objective. For more information go to www.PearsonMyTest.com.
ACCESSING ALL RESOURCES For access to all instructor supplements for Child
Development Worldwide, go to www.pearsonhighered.com/irc and follow the directions to
register (or log in if you already have a Pearson user name and password). Once you have
registered and your status as an instructor is verified, you will be e-mailed a log-in name
and password. Use your log-in name and password to access the catalog.
You can request hard copies of the supplements through your Pearson sales represen-
tative. If you do not know your sales representative, go to www.pearsonhighered.com/
replocator and follow the directions. For technical support for any of your Pearson products,
you and your students can contact http://247.pearsoned.com.
Acknowledgments
W
riting a new child development text involves also reviewed by a panel of subject-matter experts to ensure
many years of unwavering dedication, and we accuracy and currency. Dozens of focus-group participants
are profoundly grateful to all of the talented peo- helped guide every aspect of the program, from content
ple who contributed to the effort. coverage to the art style and design to the configuration of
We would especially like to thank Amber Chow, the the supplements. In fact, some of those focus-group par-
Senior Portfolio Manager, who supported our vision for the ticipants were so inspired by the project that they became
text with her characteristic blend of thoughtfulness and en- members of the supplements author team themselves. We’d
thusiasm. She mobilized all the resources necessary to bring like to thank those individuals by name here:
it to fruition. Nic Albert and Julie Swasey performed su-
Katherine Abba, Houston Community College
perbly as the Senior Development Editors, going over every
Linda Aiken, Southwestern Community College
word of our writing and making it better. Thanks also go
Laurel Anderson, Palomar College
to the wise and indefatigable Debbie Coniglio at Ohlinger
Florencia Anggoro, Holy Cross College
Publishing Services and to Gina Linko at Integra for coordi-
Margaret Annunziata, Davidson County Community College
nating all aspects of production. The fabulous videos were
Dina L. Anselmi, Trinity College
filmed by the folks at Cabin 3 Media and New Look Films,
Heather Bachman, University of Pittsburgh
and the sketch art videos created by Video Jeeves. Cecilia
Alfred Baptista, Massasoit Community College
Turner, the Content Producer, oversaw all aspects of the
Ashley Biddle, University of Hawaii–Manoa
program and its supplements package, and Chris Fegan,
Heidemarie Blumenthal, University of North Texas
Technical Manager of Learning Tools, and Elissa Senra-
Chris Boyatzis, Bucknell University
Sargent, the Digital Content Producer, coordinated all as-
Steve Bradshaw, Bryan College
pects of digital media production. Chris Brown, Product
Leilani Brown, University of Hawaii–Honolulu
Marketing Manager, handled the marketing of the text and
Amanda Cannarella, Boston College
organized focus groups that provided valuable feedback on
Ralph Carlini, UMASS–Dartmouth
the Revel product. Liz Kincaid with SPi Global found the
Johnny Castro, Brookhaven College
photos that do a fantastic job of reflecting our attention to
Shakiera Causey, Guilford Technical Community College
diversity within and across cultures. Lumina created the
Kelly Champion, Northern Illinois University
cover design. We would also like to thank Noma Bar for the
Lover Chancler, University of Centeral Missouri
cover illustration, and Stephany Harrington for coordinat-
Stacie Christian, University of Wisconsin–Green Bay
ing reviews.
Carol Connor, University of California–Irvine
Finally, we would like to thank all of the reviewers who
Maricela Correa-Chavez, California State University–
read chapters, sections, and other materials in the course
Long Beach
of the development of the book. We benefited greatly from
Christie Cunningham, Pellissippi State Technical College
their careful feedback, and now instructors and students
William Damon, Stanford University
reading the book will benefit, too.
Maribel Del Rio-Roberts, Nova Southeastern University
Melissa Delgado, Texas State University
The Development of Child Allison DiBianca Fasoli, Middlebury College
Stacey Doan, Claremont McKenna College
Development Worldwide Hope Doerner, Minneapolis Community Technical College
This text is the product of the most extensive development Dana Donohue, Northern Arizona University
effort this market has ever witnessed. Child Development Larry Eisenberg, William Peace University
Worldwide reflects the countless hours and extraordinary ef- Ann Englert, Cal Poly Pomona
forts of a team of authors, reviewers, and publishing experts Caitlin Faas, Mount St. Mary’s University
who shared a vision for not only a unique and up-to-date Colleen Fawcett, Palm Beach State
topical child development textbook, but also the most com- Constance Flanagan, University of Wisconsin
prehensive and integrated supplements program on the Deb Flynn, Mitchell Technical Institute
market. Before writing, we reviewed almost 100 syllabi Natasha Fratello, American River College–Sacramento
from instructors across the United States in order to under- Amber Gentile, Cabrini College
stand important learning goals for students. Once writing Kim Glackin, Metropolitan Community College, Blue River
commenced, dozens of manuscript reviewers provided Christina Gotowka, Tunxis Community College
invaluable feedback for making each chapter as accessible James Guinee, University of Central Arkansas
and relevant to students as possible. Every chapter was Jamie Harmount, Ohio University
xx
Acknowledgments xxi
Deborah Harris O’Brien, Trinity Washington University Carrie Pfeiffer-Fiala, Cleveland State University
Daniel Hart, Rutgers University, Camden Laura Pirazzi, San Jose State University
Myra Harville, Holmes Community College Nicole Porter, Modesto Junior College
Vivian Hsu, Rutgers University Kerry Prior, Grand Rapids Community College
Nancy Hughes, SUNY Plattsburgh Lakshmi Raman, Oakland University
Suzanne Hughes, Southwestern Community College Andrea Rashtian, California State University–Northridge
Alisha Janowsky, University of Central Florida Sadhna Ray, Delgado Community College–West Bank
Ben Jee, Worcester State University Dianne Russom, College of the Desert
Lee Ann Jolley, Tennessee Tech University Brigette Ryalls, University of Nebraska Omaha
Jennifer Kampmann, South Dakota State University Beth Sanders-Rabinowitz, Atlantic Cape Community
Deena “Amy” Kausler, Jefferson College College
Lisa Kincaid Bailey, Florida State Community College Carlos Santos, Arizona State University
at Jacksonville Seth Schwartz, University of Miami
Pamela King, Fuller Theological Seminary Jamie Shepherd, Saddleback College
Kathy Kufskie, Southwestern Illinois College Gaye Shook-Hughes, St. Edwards University
Joseph Lao, Hunter College and Teachers College Wallace Smith, Union County College
Alyson Lavigne, Roosevelt University Nelly St. Maria, Suffolk County Community
Jennie Lee-Kim, University of Maryland–College Park College–Selden
Miriam Linver, Montclair State University Carola Suarez-Orozco, University of California–Los Angeles
Francesca Longo, Boston College Colleen Sullivan, Worcester State College
Mark Lyerly, Burlington County College Moin Syed, University of Minnesota
Adriana Manago, University of California–Santa Cruz Amber Tankersley, Pittsburg State University
Rebecca Martin, South Dakota State University Tanya Tavasollie, George Mason University
Kyle Matsuba, Kwantlen Polytechnic University John van Bladel, Fulton Montgomery Community College
Elizabeth McCarroll, Texas Woman’s University Marcia Weinstein, Salem State University
Melissa McInnis Brown, Texas Woman’s University Delaine Welch, Frederick Community College
Jessica McKenzie, California State University–Fresno Marlene Welch, Carroll Community College
Tai McMiller, Patrick Henry Community College Patricia Westerman, Bowie State University
Krisztina Micsinai, Palomar College Karl Wheatley, Cleveland State University
Wanda Moore, Eastfield College Angela Williamson, Tarrant County College
Kristie Morris, Rockland Community College Denise Winsor, University of Memphis
Vicki Murrell, University of Memphis
Simone Nguyen, University of North Carolina–Wilmington Lastly, dozens of students compared the manuscript to their
Wendy Orcajo, Mt. San Jacinto Community College current texts and provided suggestions for improving the
Laura Padilla-Walker, Brigham Young University prose and design. We thank everyone who participated in
Kalani Palmer, Indiana University of Pennsylvania ways great and small, and hope that you are as pleased
Melissa Paoloni, Folsom Lake College with the finished product as we are!
About the Authors
Lene Arnett Jensen is Associate Professor in the Department of Psychology at Clark
University in Worcester, Massachusetts. She received her Ph.D. in developmental psychol-
ogy in 1994 from the University of Chicago, and did a 1-year postdoctoral fellowship at
the University of California—Berkeley. Before coming to Clark University, she taught at the
University of Missouri and Catholic University of America.
She aims through scholarship and professional collaboration to move the discipline
of psychology toward understanding development both in terms of what is universal and
what is cultural. She terms this a “cultural-developmental approach.” Her research ad-
dresses moral development and cultural identity formation. Together with her students,
she has conducted research in countries such as Denmark, India, Thailand, Turkey, and the
United States. Her publications include New Horizons in Developmental Theory and Research
(2005, with Reed Larson, Jossey-Bass/Wiley), Immigrant Civic Engagement: New Translations
(2008, with Constance Flanagan), Bridging Cultural and Developmental Psychology: New Syn-
theses for Theory, Research and Policy (2011), the Oxford Handbook of Human Development and
Culture (2015), Moral Development in a Global World: Research from a Cultural-Developmental
Perspective (2015), and the Oxford Handbook of Moral Development (forthcoming).
From 2004 to 2015, she was editor-in-chief for the journal New Directions for Child and
Adolescent Development (with Reed Larson). She served as program chair for the 2012 biennial
conference of the Society for Research on Adolescence (with Xinyin Chen), and currently
serves on awards committees for the Society for Research on Child Development (SRCD)
and the Society for Research on Adolescence (SRA). For additional information, please see
www.lenearnettjensen.com.
xxii
About the Authors xxiii
The authors with their twins, now on the cusp of emerging adulthood.