2/11/2019; Week 6; Response to Individualism vs. Collectivism

I want to talk about the differences between individualism (individual-oriented) and collectivism (group-oriented) which is another dimension that can cause misunderstandings among different cultures.

In an individualistic view, people are considered independent persons, responsible for their own choices and their consequences. “A person’s identity (i.e., the sense of self) in an individualistic society tends to be based mainly on one’s personal experiences—accomplishments, challenges, career, relationships with other people, etc.” (NCSET) EE.UU, Australia, Canada, and England are extreme individualistic countries.

On the contrary, in a collectivist culture, people are interdependent, which means that they are not separate units. People are part of a larger group and have shared responsibilities. “A person’s identity in a collectivistic society tends to be based on one’s roles and experiences within the group context. (NCSET) Turkey, Greece, African countries, China and most of South America are extreme collectivistic countries.

Individualists and collectivists people have perceptions and face situations in a different way, and there are places more individualistic or more collectivistic than others, but “there are elements of both individualism and collectivism in any culture.” (Trumbull, Rothstein-Fisch, Greenfield & Quiroz, 2001) This factor depends on people´s culture, socioeconomic status, and historical era.

Poverty, for example, is more related to collectivism because people need others to survive. In Argentina, we are considered in the middle of the individualist and collectivist extremes. We can see both trends coexisting in the same society. For example, throughout the country, we can find needy families who share the land and build houses for all family members, collectively paying taxes on electricity, gas, and housing.

On the other hand, we can find people with a more competitive heart who want to be the best in what they do, take care of themselves and develop their careers in an individualistic way. However, in a polychronic culture, even those who build their lives based on their own efforts and competencies need others to make their dreams come true. In the classroom, we can also find those who firmly believe in the power of groups to achieve their goals and others who prefer individual challenges and be the best in the class. This usually depends on their socio-economic background and environment in which they live.

Individualist societies teach their children and students to be competitive– in some cases, ultra-competitive, and sometimes to a fault (Faitar, 2006).

“Students work independently only; helping others could be considered cheating,” (Rosenberg, Westling, & McLeskey, 2010).
Students from an individualist cultures will be more engaged in discussions and arguments. This teaches them how to think critically in the society’s eyes. We teach from kindergarten up that personal property is personal property. Students may not touch one another, or another students’ things without proper permission (Rosenberg, Westling, & McLeskey, 2010).

In collectivist background, parents promote “adherence to social norms, respect for authority, and group consensus,” (Trumbul, Rothstein-Fisch, & Greenfield, 2000). “Students are inclined to work with peers and provide assistance when needed,” (Rosenberg, Westling, & McLeskey, 2010). “Students from the collectivist societies are generally quiet, sometimes silent (from personal experience) and respectful in class.”
Ashley Atkinson

As TESOL teachers, we need to be aware of these differences and not judge the student´s trends. It will allow us to be more effective teachers and accommodate our approach and goals for the benefit of our students.

“Keener awareness of how individualism and collectivism shape goals and behaviors can enable teachers and parents to interpret each other´s expectations better and work together more harmoniously on behalf of students.” Trumbull, 2001.

References

1. National Center on Secondary Education and Transition.

http://www.ncset.org/publications/essentialtools/diversity/partIII.asp

2. Ashley Atkinson, september 17, 2016