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7 - Intergenerational Relations and Cultural Transmission

Published online by Cambridge University Press:  05 June 2012

By
Gisela Trommsdorff
Edited by
Ute Schönpflug
Ute Schönpflug
Affiliation:
Freie Universität Berlin
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Summary

INTRODUCTION

Continuity and change of cultures over generations are affected by cultural transmission. The intergenerational transmission of culture refers to the way values, knowledge, and practices that are prevalent in one generation are transferred to the next generation. Cultural transmission, thus, is seen as a process by which the reproduction of culture occurs in each successive generation (Corsaro, 1997). However, the persistent reproduction of culture is only one aspect of (absolute) cultural transmission; another aspect is selective transmission. Transmission can be more or less intended and planned; it can also be a direct or indirect consequence of certain activities and events. Furthermore, the direction of transmission and its process can vary. Cavalli-Sforza and Feldman (1981) originally drew a distinction between horizontal (i.e., within one generation) and oblique (i.e., between generations) transmission; in other studies, horizontal transmission includes both (Hewlett & Cavalli-Sforza, 1986). In line with research on socialization, more recent studies differentiate between three types of transmission: vertical transmission between parents and their offspring, oblique transmission functioning through socialization institutions and other agents (e.g., parents' peers), and horizontal transmission among peers (Berry, Poortinga, Segall, & Dasen, 2002).

Intergenerational transmission has been seen as based on the relationship between different cohorts who share the same historical and socialization background but who are not biologically related (cf. Mannheim, 1929/1964). The focus of psychologists is on individuals who belong to the same family interacting with each other in the process of intergenerational transmission.

Type
Chapter
Information
Cultural Transmission
Psychological, Developmental, Social, and Methodological Aspects
 , pp. 126 - 160
Publisher: Cambridge University Press
Print publication year: 2008

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