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¶ … person's identity may develop differently in a collectivistic vs. An individualistic culture. Then explain how your own identity has been impacted by your culture (collectivistic or individualistic). Finally, explain how your identity might differ if you were raised in the other type of culture.
Individualism vs. collectivism: Identity
Despite the variation that exists within different cultures regarding values and behaviors, it has been noted that certain character traits appear to manifest themselves cross-culturally, in the form of openness, conscientiousness, extroversion, agreeableness, and neuroticism (McCrae, n.d.: 2). In other words, all individuals, in all cultures to some degree can be said to exhibit these traits, or can be classified as lacking in these traits (introversion being the opposite of extroversion, etcetera). However, the extent to which these traits are valued or problematized within a culture is highly contextual...
Someone who is seen as a 'go getter' and actively pursues success is praised. Entrepreneurship and invention and giving birth to new organizations and ideas is seen as the hallmark of success, and someone who manifests these characteristics is likely to thrive in American society. But this value can also come at the expense of others in the community. In other cultures, adhering to community norms is more important. Striving to stand apart from the crowd may be frowned upon. In societies where traditional values govern daily life, following the rules of social behavior and engaging in intense self-monitoring in an introverted way may be seen as a preferable 'way of being' in the world. Japan, for example, values collectivism over individualism. 'Fitting in' at school and later into corporate life is seen…
Thus, while the characteristics of extroversion may be present to varying degrees in members of all societies, the extent to which that characteristic is prized will not be the same. Someone who is very extroverted and dislikes doing what everyone else is doing in Japan may find him or herself highly criticized. As a student, he or she may feel frustrated by a more conformist system of education, particularly if the student is not particularly strong in another value praised by the Japanese, that of conscientiousness. In America, that same student might be gently rebuked for being 'too social' or for talking back to his or her teachers, but provided his qualities of extroversion find a positive channel (such as in business, in the arts, or other areas of modern American life which value independent thinking and creativity), that student will come to have a positive self-concept. The same is not likely to be true of a Japanese student with similar qualities in his or her collective society.
Even within national cultures, however, the same characteristics as manifest in different persons may not be valued 'the same.' A young woman who is very extroverted, not particularly conscientious, or agreeable will likely be viewed in a more censorious fashion than a male with those same characteristics in either the United States or in Japan. Both societies have clearly different gender role expectations for both men and women, and it has been observed that more developed nations have more marked personality differences between the genders, regardless of whether the cultures are collective or individualistic (Schmitt et al. 2008).
It would seem that based upon a comparison of Japan
The book is not attempting to explain the details of a biographical life in the way it is traditionally perceived in either the East or the West, but rather is an emotive rather than an intellectual rendering of identity fragmented by a meeting of multiple cultures. This paces it firmly in the postcolonial tradition, where identity is almost entirely based on a negotiation of traditional ethnic identities with Westernized
A certain amount of disagreement and mutual conflict with peers is expected among adolescents. To disagree with others who have different opinions or preferences is a normal aspect of the emergence of self-awareness and the development of a sense of one's uniqueness and identity. In the same way that differences of opinion and disagreements with adults are a normal part of adolescence, those with peers are a normative part
Aspects of identity that might have been denied or denigrated because of colonial mentalities can resurface and be admired. Discourse on gender and social class has also deepened and enabled identity constructions to flourish outside the confines of proscribed gender roles. Culture changes, and so too does identity. The values placed on identity aspects like religion have shifted too, making religion a less salient part of people's identity. On
Certain Christian communities offering support of this kind are guided by the Scriptures, specifically Isaiah 61, concerning their possessing of the Spirit of the Lord and being anointed (Grace 2002). One group that provides assistance to persons suffering from DID is called the Christian Survivors Ministries (Grace 2002). It makes available an environment of love and acceptance where the afflicted survivors can and will not be rejected or feel ashamed and
Identity Names are important and so this has been proved in countless ways in different societies. In some traditional societies, for example, names are believed to have some connection with a child's destiny or future. If he is given a name with good meanings, he is believed to grow up being just that- a good person. There may be little truth in this connection of names with character or destiny,
Human Potential Developing Human Potential When an organization makes the decision to take an individual on as a part of staff, effectively they are making a human capital investment in that individual (Lepak & Snell, 1999). Where the organization pays for the training of, insuring of, and salary to that individual they in turn are expected to perform the tasks within their job description efficiently and accurately thus allowing the organization to