The Authors Wade Tavris And Garry 2014 State We Are Like Fis

The Authors Wade Tavris And Garry 2014 State We Are Like Fish Th

The authors Wade, Tavris, and Garry (2014) state, “We are like fish that are unaware they live in water, so obvious is water in their lives. Sociocultural psychologists study the water—the social and cultural environments that people ‘swim’ in every day." Describe two examples from your personal experience that illustrate how cultural rules influence the way we perceive the world and relate to others. Your response should be at least 200 words in length.

The president of the Parent Teacher Association (PTA) is concerned after reading that during puberty, children have increased needs for sleep. She wants to find out if other parents of middle-school children would support a later starting time for school. At one of the Tuesday night meetings, she conducts a survey of the PTA members in order to address this question. When she asks those parents in support of the change to raise their hands, she discovers that 85 percent of the parents support a later starting time. What information has she gained by conducting this survey? What shortcomings exist in her survey? Your response should be at least 200 words in length.

Paper For Above instruction

Humans are deeply embedded within their cultural contexts, which fundamentally shape perceptions, behaviors, and interactions with others. Wade Tavris and Garry (2014) liken humans to fish unaware of water, emphasizing how cultural norms and social environments influence our worldview without our conscious awareness. Personal experiences vividly illustrate how cultural rules subtly guide our perceptions and social relations, often operating beneath our consciousness.

First, consider the cultural practice of direct eye contact during conversations prevalent in many Western societies. In my experience growing up in the United States, maintaining eye contact is seen as a sign of honesty, confidence, and engagement. When I first traveled to Japan, I noticed that avoiding direct eye contact, especially with elders or authority figures, was regarded as respectful and humble. This cultural rule influenced my perception; I initially viewed Japanese individuals’ avoidance of eye contact as evasive, but learned that it was a sign of politeness. This example demonstrates how cultural norms about eye contact shape perceptions of honesty and respect, affecting interpersonal interactions significantly.

Second, in my family from a collectivist culture, harmony and group cohesion were prioritized over individual expression. During family disputes, direct confrontation was discouraged, and indirect communication was preferred to preserve harmony. This cultural rule influenced how conflicts were perceived—rather than viewing disagreement as a personal attack, it was seen as a concern for group harmony. An incident where I refrained from voicing my opinion during a family argument exemplifies this; I learned that cultural emphasis on collectivism shapes perceptions of conflict resolution and social harmony.

Concerning the PTA survey, the president garnered valuable support data: 85% of surveyed parents favoring later school start times indicates substantial parental backing. This data suggests a strong community stance, which can be influential when advocating for change. However, the survey’s shortcomings are significant. First, the sample size is limited to PTA members, who may not represent the broader parent population, leading to selection bias. Second, the survey was conducted informally during a meeting, risking social desirability bias—parents may have supported the change publicly to appear supportive or to align with perceived norms. Lastly, the survey only captures the immediate vote without exploring underlying reasons or potential resistance. For a more accurate assessment, a scientifically designed survey with randomized sampling, anonymity, and follow-up questions would provide more comprehensive insights into parental opinions and concerns regarding school start times.

In sum, these examples and analysis highlight the pervasive influence of cultural rules on perceptions and decisions, as well as the need for well-designed data collection methods in community decision-making processes.

References

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