Cultural Transmission in Three Societies: Testing a Systems-Based Field Guide

Dobbert, Marion Lundy; Eisikovits, Rivka A.; Pitman, Mary Anne; Gamradt, Jan K.; Chun, Kyung-soo

doi:10.1525/aeq.1984.15.4.05x1353a

Cited by 6 publications

(2 citation statements)

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“…Regarding the first question, the societal context in which this sample was living may be important. Israel views itself as a child-centered society (Dobbert, Eisikovits, Pitman, Gamradt, & Chun, 1984) and parents tend to have strong opinions regarding modes of child rearing. In Israel, as in many other societies, women are usually considered the more competent spouse in matters of child rearing.…”

Section: Discussionmentioning

confidence: 99%

Woman battering in Israel: The relative contributions of interpersonal factors.

Eisikovits¹,

Guttmann²,

Sela-Amit³

et al. 1993

American Journal of Orthopsychiatry

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Interpersonal factors were examined in 60 couples who reported violence by male against female partner and in 60 couples who did not. Violent men reported lower partnership quality and less social support than did nonviolent men. Battered women reported lower partnership quality but more positive social support than did women with nonviolent partners. Level of violence was predicted by level of child-rearing conflict and the availability of social support for the violent men.

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Section: Discussionmentioning

confidence: 99%

Woman battering in Israel: The relative contributions of interpersonal factors.

Eisikovits¹,

Guttmann²,

Sela-Amit³

et al. 1993

American Journal of Orthopsychiatry

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show abstract

“…Israeli society is characterized by multilevel conflictuality in various domains of life (Chetkow-Yanoov 1987;Dobbert, Eisikovits, Pitman, Gamradt, and Chun 1984). Based on ethnic, religious, ideological, political and economic grounds -between members of various Christian and Moslem Arab groups and the Jewish population; between Orthodox and secular Jews, between Ashkenazi (from European and American countries) and Sephardi Jews (from Afro-Asian countries) -they are expressed in myriad inter-group relations in formal and informal encounters, in single and multi-age group contexts.…”

Section: Introductionmentioning

confidence: 99%

Acquiring conflict resolution skills as cultural learning: an Israeli example

Eisikovits

Karnieli

1992

High Educ

Self Cite

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Israeli society is characterized by multilevel conflict in various domains of life. In an introductory course in Educational Anthropology offered in the School of Education at the University of Haifa, students were exposed to basic theoretical tenets of the field. The importance of openness and tolerance in inter-ethnic relations -stemming from cultural pluralism, cultural relativism and mediated via cross-cultural sensitization -was emphasized. The educational implications of these approaches were examined in terms of curriculum, classroom organization, teacher training, etc. Due to the fact that the course offered models of culture fair inter-group relations, one of the skills it was meant to develop was an ability to better deal with conflict. To assess the extent of skill development accomplished, students were assigned to draw up scenarios of conflict situations in an educational context based on cultural differences among the participants, analyze them and bring suggestions for their solution or prevention. The content analysis of the scenarios revealed differences in conflict resolution styles between Jewish and Arab students. The paper discusses the meaning, significance and implications of the two student groups' respective attitudes to this sensitive issue.

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When mathematics meets anthropology: The need for interdisciplinary dialogue

Connors

1990

Educ Stud Math

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Cultural Transmission in Three Societies: Testing a Systems-Based Field Guide

Cited by 6 publications

References 1 publication

Woman battering in Israel: The relative contributions of interpersonal factors.

Woman battering in Israel: The relative contributions of interpersonal factors.

Acquiring conflict resolution skills as cultural learning: an Israeli example

When mathematics meets anthropology: The need for interdisciplinary dialogue

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