Respect and Disrespect: Cultural and Developmental Origins: New Directions for Child and Adolescent Development, Number 114
January 2007, Jossey-Bass
Five research teams report that respect and disrespect are influenced by experiences in the family, school, community, and, most importantly, the broader cultural setting. The chapters introduce a new topic area for mainstream developmental sciences that is relevant to the interests of scholars, educators, practitioners, and policymakers.
Research on these cultures and American immigrant groups is represented in this issue:
This is the 114th issue of New Directions for Child & Adolescent Development, a quarterly journal published by Jossey-Bass.
Respect and disrespect as psychological constructs are relevant to crosscultural and mainstream developmental sciences. Despite a lack of interest in these concepts among researchers and theorists, they are major concerns of the public and practitioners.
2. Exploring the Concept of Respect Among Turkish and Puerto
Rican Migrant Mothers (Robin L. Harwood, Alev Yalçinkaya,
Banu Citlak, Birgit Leyendecker)
There are cultural and generational influences on three aspects of respect: proper interpersonal behavior, relations within the family, and esteem within the community.
3. Respect in Southeast Asian American Children and Adolescents:
Cultural and Contextual Influences (Carl L. Bankston III,
Danielle Antoinette Hidalgo)
The influence of respect on adjustment, relationships, and achievement differ at home and in school, comparing Southeast Asian Americans whose families were refugees vs. immigrants.
4. Respect in Japanese Childhood, Adolescence, and Society
(Shuji Sugie, David W. Shwalb, Barbara J. Shwalb)
Historical and social change in postwar and postmodern Japan may cause Japan to change from a “society of respect” to a “society of scorn.”
5. Respect, Liking, and Peer Social Competence in China and the
United States (Robert Cohen, Yeh Hsueh, Zongkui Zhou, Miriam H.
Hancock, Randy Floyd)
Culture matters in the relation between children’s understanding and expression of respect and their peer social competence.
6. Concept Development of Respect and Disrespect in American
Kindergarten and First- and Second-Grade Children (Barbara J.
Shwalb, David W. Shwalb)
Respect and disrespect as independent concepts in American children are rooted in early childhood and change in the transition to middle childhood.
7. Respect in Children Across Cultures (Jin Li)
This volume is the first to provide a compelling description of the content, functions, and developmental course of respect in childhood and adolescence. More cross-cultural studies are needed to further clarify this concept.