The construct validity of cultures: Cultural diversity, culture theory, and a method for ethnography
The construct validity of cultures: Cultural diversity, culture theory, and a method for ethnography
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DOI：
10.1525/aa.2002.104.1.106
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发表时间：
2002-03-01
影响因子：
3.5
通讯作者：
Handwerker, WP
中科院分区：
文献类型：
--
作者：
Handwerker, WP
如果我们区分文化（体现在个体中）和文化（体现在群体的超有机属性中），我们就有可能将个体变化、选择和控制自己生活的观察与这些个体发现自己受到事物属性的循环模式的约束的观察相适应。这种视角的转变使民族志的中心问题成为识别和描述在不断发展的、个体独特的文化集合的交叉点上的认知、情感和行为的不断发展的配置。主成分分析的相似性之间的线人识别和描述这种交叉点及其重要的变化准确。普通最小二乘法和逻辑多元回归测试的合理的前因文化内和文化间的差异，分别。我用数据说明文化多样性的相对重要性的组成部分，使家长和教师之间的伙伴关系，在美国和如何有效地组织这些组件。我证明了存在一个单一的模型，这些组件的重要性，与文化内的变化。我证明了存在的两种文化模式，如何组织这些组件成有效的家长-教师的伙伴关系（独立，但平等和相互决策者）。这些文化和文化参与者的社会身份之间的不一致性证实了Keesing的主张，即文化并不像许多人长期认为的那样受到限制。调和萨皮尔和葛艺豪的观点的转变将过去的文化理论指向了文化理论。当我们研究细节时，它也将帮助我们从当代世界中获得民族志意义，并让我们更好地把握过去的世界。
If we distinguish culture (embodied in individuals) from cultures (embodied in the superorganic properties of groups), we make it possible to accommodate the observation that individuals vary, make choices, and exert control over their lives with the observation that those same individuals find themselves constrained by recurrent patterns with properties of things. This shift in perspective makes the central problem for ethnography the identification and description of the evolving configurations of cognition, emotion, and behavior at the intersection of evolving, individually unique cultural sets. Principal components analysis of similarities among informants identifies and describes this intersection and its important variations precisely. Ordinary least squares and logistic multiple regressions test for plausible antecedents of intracultural and intercultural variation, respectively. I illustrate with data on cultural diversity in the relative importance of components that make up a partnership between parents and teachers in the United States and in how to organize these components effectively. I demonstrate the existence of a single model of the importance of these components, with intracultural variation. I demonstrate the existence of two cultural models of how to organize these components into effective parent-teacher partnerships (Separate but Equal and Mutual Decision Makers). Discordance between these cultures and the social identities of the cultural participants validates Keesing's claim that culture is not bounded in ways many people have long assumed. The shift in perspective that reconciles Sapir and Kroeber points past culture theory to a theory of culture. As we work out the details, it will also help us make ethnographic sense out of the contemporary world and give us a better grasp of the past one.