Cultural Differences Paper

Mbelu David

Psychology

University of Phoenix Cultural Differences Paper

Introduction

In this paper attempt shall be made to analyze bicultural and acculturation as the two selected multicultural concepts as well as try to point out their significances in understanding culture differences. Analyzing these multicultural concepts from American perspective, we deem it fit to recognize the fact America is uniquely referred to as a melting pot because of its honey rather than vinegar method of accepting immigrants for centuries running. As a result of this influx of newcomers in their droves psychological problems become unpalatably and palpably present. Bicultural conflict considered as one of these psychological problems alongside acculturation is believed have given impetus to serious psychological study by psychologists in a bid to making America a better and safe place of abode for people with different cultural backgrounds.

Bicultural Conflict

Bicultural conflict or culturalism is seen as a process in which individuals learn to work together or function in two different or distinct socio-cultural situations (Antonia, 1991). Given the native country of immigrants, bicultural conflicts either deeply or superficially impact their lives. Oftentimes, Europeans aborigin, for example, usually tend feel a relatively little challenges when resettling in the U.S. than immigrants from other parts of the world. Asians, particularly, Vietnamese or Chinese descents usually encounter a culture shock. Bicultural conflicts appear to be heart wrenching for some immigrant children when they discover that their life experiences amassed over time should be completely shrinked, leading to learning a completely new patterns of speech and behaviors in an attempt to settle in a new country (Lee, 1989). Culture being a people's total way of life does not easily align to sudden beliefs change. The status quo ante in gender roles, parenting, religious beliefs, and marriage attachment becomes forcefully drifted. Most important issue is language constraints, which a newcomer must deal with before a new life commences. However, once too often new comers misconstrue bicultural conflict or shock when they are confronted by it and they end blaming and resigning to destiny. In addition, it is observed that even parents and teachers often misunderstand these cultural conflicts and associated the meanings or motives to the children's behavior oftentimes in an unacceptable fad.

As the child finds it difficult to decipher the confusion associated with these bicultural conflicts, he or she becomes inadvertently compelled to choose from what he or learns at home alongside what generally obtains in the country of America (Betty Lee Sung, 1989). This confusion oftentimes leads instructors or teachers to complicating common issues as a result the children become frustrated and waywardly left home. Akin to above, (Satio, 1999), observes that Vietnamese American" work hard to improve their lives by taking advantage of American opportunities; they are strongly committed in retaining their culture, values, and customs". A significant number of Vietnamese aborigins believed in establishing new lives in this country by acquiring better education by every means possible. This belief is often hunched and instill into them by their parents forcefully, though. In other to deal with the impact of their communism practiced in their native country for possible economic success they resorted to Education with additional efforts in studying both Vietnamese and English. Vietnamese parents root their children to gain knowledge of everything taught them in public school, they also engage their children in home school where they are also taught Vietnamese language to enable easy mingling with community life, promote and sustain their distinct culture, and through social learning expose them to imitating the goals, and ambitions of their folks (Satro, 1999).

A related study observed that Vietnamese American children who as way of assimilation mingled with well with American Youth Subcultures demonstrate very high-level academic of performance (Zhou & Bankston, 1998). Furthermore, it was observed in the Journal of Comparative Family Studies that aggressiveness, sports, education, sexuality, thrift, tattling, demonstration of affection, dependency, individualism, and respect for authority, are hunched by bicultural conflicts (Sung, 1985). It is a fact that parental authority constitutes one of the basic sources of problems in the family. In the native country of the new comers, Vietnamese, for example, parents are sole decision makers while they observe and obey until they assume parenthood status. In this country reverse is the case, in which parents do not exert more influence as compared to teachers and friends. As a result parents become confused in situations in which their children turn wayward. Worst still they end becoming sit down look as their children pack their bag and baggage and head down to their own houses once they turn 18. No punishment is meted to them as opposed to what obtains in their native country for fear of police harassment.

Another aspect of bicultural conflicts as observed by certain school of thought is that apparent cultural conflicts exist among children born in the U.S. and their immigrants parents. Akin to above assertion, (Rumbant, 1997 & 1999) notes, for example, that "Among the Vietnamese, differing life experiences of children growing up in the U.S., and their immigrant parents can turn the generational gap into chasm." Adolescents born or