A growing body of developmental literature investigates whether and how child development, parenting, and family life are similar or different across cultures. Studies that address this theme primarily focus on mean level similarities and differences, and the purpose is often to identify society-general versus society-specific forms . This chapter first introduces our general orientation to culture and family life and next addresses the roles of culture in child development, parenting, and the family. The chapter then reviews our cross-cultural research programs. The bulk of the chapter describes findings on cultural similarities and differences in child, parent, and family and acculturation that sprang from our research programs. Some methodological issues and next steps in the future of research on culture, child development, parenting, and family life precede the conclusions.The vast majority of children in the world are born in low-income countries, but most of our knowledge about family life has emerged from high-income countries. For example, Tomlinson and Swartz (2003) published a survey of articles on infancy that appeared between 1996 and 2001 in major international scientific journals, reporting that a meager 5% of articles emanated from parts of the world other than North America, Western Europe, or Australasia. Later, Tomlinson, Bornstein, Marlow, and Swartz (2014) published a similar review of articles on infancy that appeared between 2002 and 2012 to assess whether the status of crossnational research had changed in the intervening decade. Despite slight improvements in research output from the rest of world, only 2.3% of articles published in 11 years included data from low-and middle-income countries-where 90% of the world' s infants and young children live. These discrepancies are still indicative of the progress needed to bridge the so-called "10/90 gap" in family life research. Thus, most contemporary understanding of child development, parenting, and family life is of Western European or North American origin, and perhaps 90% of the literature in developmental science emanates from regions of the world that account for perhaps 10% of the global population. In short, cross-national investigation is urgently required to ensure expansion of research to diverse settings and a greater representation of the world in the scientific literature.