从文化维度理论浅析中西方家庭教育的差异及成因-以电影《推手》为例

从文化维度理论浅析中西方家庭教育的差异及成因--以电影《推手》为例摘要：本研究旨在探析中美家庭文化的差异及造成中美家庭文化差异的深层次原因。为了实现这一研究目标,本文主要采用文献分析法、对比分析法和比较研究法。本文将电影《推手》作为研究目标,运用了霍夫斯泰德的文化维度理论，即权力距离维度、不确定性的规避维度、个人主义/集体主义维度、男性化与女性化维度、长期取向与短期取向维度、自身放纵与约束维度探讨了造成中美家庭文化差异的深层次原因。论文共分为四个部分。第一部分为引言，对其背景、研究问题和意义等关键概念进行了概述。第二部分为文献综述部分，主要对文化维度理论进行详细描述，概述了霍夫斯泰德文化维度理论,中西方家庭教育差异的国内外研究现状。第三部分主要以电影推手为例，具体阐述家庭教育在权力距离、不确定性规避、集体主义与个体主义、男性化与女性化、长期导向与短期导向、自身放纵与约束这六个不同的文化维度上的体现及差异，并运用文化维度理论分析家庭教育差异的深层原因。第四部分为总结。说明主要的发现、研究中存在的不足以及提出对中国家庭教育的意见，促进中西方的文化友好交流。通过研究，本论文认为：第一，中西方文化差异受到不同文化维度上中美文化价值观差异的影响。因此将霍夫斯泰德文化维度理论应用于分析电影推手中中西家庭教育的差异是可行并具有意义的。第二，电影推手中存在的中西方家庭教育差异在权利距离和集体主义与个体主义这两个维度上表现明显。在男性化与女性化、长期导向与短期导向、不确定性规避以及自身放纵与约束这四个维度上，冲突更多地存在于某些特定的方面。第三，中西方家庭教育的差异可以在一定程度上相互学习借鉴，从而达到更好的交流。关键词：文化差异家庭教育文化维度理论电影推手ABriefAnalysisofDifferencesandCausesbetweenChineseandAmericanFamilyEducationfromthePerspectiveoftheHofstede'sCulturalDimensionsTheory――TakingtheFilmPushingHandsasanExampleAbstract:ThispapermakesanefforttoanalyzethedifferencesandcausesbetweenChineseandAmericanfamilyeducationdeeply.Toreachthisaim,theliteratureresearchmethod,thecontrastmethodandthecomparativemethodwillbeused.Thepaper,takingthefilmPushingHandsastheexample,discussestheunderlyingcausesattributingtothedifferencesbetweenChinesefamilyandAmericanfamilyeducationintheapplicationofHofstede’sculturedimensionstheory.(powerdistance,individualismandcollectivism,masculinityandfemininity,uncertaintyavoidance,long-termorientation,short-Termorientationandindulgenceversusrestraint).Thispaperisdividedintofourparts.Partoneisanintroduction,givingageneralpresenttocrucialconcepts,includingitsfoundation,researchquestionsanditssignificance.Parttwoisliteraturereview.ItstressestheintroductionofGeertHofstede,thestudyofHofstede’sculturedimensionstheoryandfamilyeducation,andelaboratecontentofHofstede’ssixculturedimensions.PartthreemainlyfocusesonthespecificillustrationsoftheeducationdifferencesbetweenChinesefamilyandAmericanfamilytakingthePushingHandsasanexampleandanalysistheunderlyingreasonsforthedifferencesbetweenfamilyeducationwithHofstede‘sculturaldimensionstheory.Thelastpartdrawstheconclusion.Itconcludesthemajorfindings,thelimitationsandputsforwardthesuggestionsforChinesefamilyeducationwhichcancontributetoafriendlyculturalexchangeforChinaandAmerica.Theresultsrevealthat:Firstly,theculturaldifferencesbetweenChinaandAmericaareinfluencedbythevariousculturalvaluesindifferentculturaldimensions.SoitisfeasibleandsignificanttoapplytheHofstede‘sculturaldimensionstheorytoanalyzethedifferencesbetweenChinesefamilyandAmericanfamilyeducationinfilmthePushingHands.Secondly,theSino-Americanculturaldifferencesaremoreprominentinthedimensionsofpowerdistance,individualismandcollectivismbutonlyexistedonsomespecialculturalaspectsintheotherfourdimensions.Thirdly,theChineseandAmericafamilyeducatorscanlearnfromeachothertosomeextent,andtocommunicatesmoothly.Keywords:culturaldifferencesFamilyeducationCulturedimensionstheorythefilmPushingHandCONTENTSINTRODUCTIONBackgroundandSignificanceoftheStudyResearchMethodologyOrganizationoftheThesisCHAPTERILITERATUREREVIEW1.1TheBriefIntroductiontoHofstede’sCulturalDimensionsTheoryatHome1.2PreviousStudiesontheDifferencebetweenChineseandAmericanFamilyEducationatHome1.3GeertHofstede’sSixCulturalDimensions1.4GeneralOverviewofthePushingHandsCHAPTERIIANALYSISOFTHEFAMILYEDUCATIONDIFFERENCES2.1TheAnalysisofFamilyEducationinPushingHands2.2GeneralOverviewoftheDifferencesbetweenChineseFamilyandAmericanFamilyEducation2.2.1DifferencebetweenHigh-PowerDistanceCultureandLow-PowerDistanceCulture2.2.2DifferencebetweenIndividualismCultureandCollectivismCulture2.2.3DifferencebetweenMasculineCultureandFeminineCulture.2.2.4DifferencebetweenHigh-UncertaintyAvoidanceCultureandLow-UncertaintyAvoidanceCulture2.2.5DifferencebetweenLong-termOrientationCultureandShort-termOrientationCultureCHAPTERIIICAUSESBETWEENCHINESEFAMILYANDAMERICANFAMILY3.1CausesoftheDifferencesbetweenChineseFamilyandAmericanFamilyEducation3.1.1CausesfordifferencebetweenHigh-PowerDistanceCultureandLow-PowerDistanceCultureFamilyEducationIdea3.1.2CausesfordifferencebetweenIndividualismCultureandCollectivismCultureFamilySpaceSupportingAgedParents3.1.3CausesforthedifferencebetweenMasculineCultureandFeminineCulture.3.1.4CausesfordifferencebetweenHigh-UncertaintyAvoidanceCultureandLow-UncertaintyAvoidanceCulture3.1.5CausesfordifferencebetweenLong-termOrientationCultureandShort-termOrientationCultureCONCLUSIONMajorFindingsLimitationsofthePresentThesisSuggestionsforFutureResearchBibliography

INTRODUCTIONBackgroundandSignificanceoftheStudyInthebackgroundofglobalization,culturalglobalizationmakespeoplecommunicatemoreconvenientandfrequent.Anincreasingnumberofpeoplehavetheopportunitytolive,work,study,andtravelabroad.Andtransitionalmarriagesbecomecommonly,thenmarriageisnotonlyacombinationofindividuals,butalsothecombinationoftwofamilieswhichcompelpeopletocommunicateandexploreinterculturalknowledgeinevitably,butbecauseofthedifferenceofChineseandwesternculturalbackground,peopleconcernanddisposeproblemsindisparatewayswhichimpedethecommunicationofpeopleandevenleadtocultureconflicts,especiallyinfamilyeducation.Asafamouseducator,CaiYuanpeisaid,"Afamilyisthefirstschoolofone’slife."whichclearlystressestheimportanceoffamilyeducation.WiththedeepeningofthecommunicationbetweenChineseandAmericanculture,thepublicpaysmoreattentiontothedifferencebetweenChineseandWesternfamilyeducation.BasedonGeertHofstede'sculturaldimensionstheory,thepresentthesistriestoanalyzethedifferencesandcausesbetweenChineseandAmericanfamilyeducationreflectedinPushingHands.PeoplecanregardthedifferencesbetweenChineseandAmericanfamilyeducationinareasonablewayandconsiderdeeplyaboutChinesetraditionalfamilyeducation.Meanwhile,improvetheabilityofcross-culturalcommunicationandenhancetheawarenessofcross-culturalcommunication,thereafterconductsmoothprogressofcross-culturalcommunication.ResearchMethodologyThefirstresearchmethodistheliteratureresearchmethod.BycollectingtheoverseasanddomesticresearchstatusofHofstede’sculturaldimensionstheoryandSino-Americanfamilyeducation,thenanalyzingandsortingoutthecollectedliteraturetocarryoutaliteraturereview,itprovidesstrongtheoreticalsupportfortheselectedtopic.Thesecondisthecontrastmethod.ByanalyzingtheplotsinthefilmPushingHandshavethedetailcontrastandthecharactercontrasttoseekthedifferencesbetweenChineseandwesternfamilyeducation.Thethirdisthecomparativemethod.Basedontheculturaldimensionstheory,thispapercomparesthewaysofChineseandwesternfamilyeducation,findsoutthedifferencesinfamilyeducation,andexploresthecausesofthedifferences.OrganizationoftheThesisThispaperisdividedintofourparts.Partoneisanintroduction,givingageneralpresenttocrucialconcepts,includingitsfoundation,researchquestions,anditssignificance.Parttwoisliteraturereview.ItstressestheintroductionofGeertHofstede,thestudyofHofstede’sculturedimensionstheoryandfamilyeducation,andelaboratecontentofHofstede’ssixculturedimensions.PartthreemainlyfocusesonthespecificillustrationsoftheeducationdifferencesbetweenChinesefamilyandAmericanfamilytakingthePushingHandsasanexampleandanalyzingtheunderlyingreasonsforthedifferencesbetweenfamilyeducationwithHofstede‘sculturaldimensionstheory.Thelastpartdrawstheconclusion.Itconcludesthemajorfindings,thelimitationsandputsforwardthesuggestionsforChinesefamilyeducationwhichcancontributetoafriendlyculturalexchangeforChinaandAmerica.

CHAPTERILITERATUREREVIEW1.1TheBriefIntroductiontoHofstede’sCulturalDimensionsTheoryHofstede’sculturedimensionstheoryplaysavitalroleinthecomparisonofculturaldifferencesbetweenChinaandAmerica,anditalsohasbeenprofoundlystudiedbymanydistinguishedscholarsbothinChinaandabroad.Andduetothethemeofthisissue,onlytheculturesettingandeducationsettingwillbeillustrated.1.1.1PreviousStudiesonHofstede’sCultureDimensionsTheoryatHomeandAbroadChinesescholarsarededicatedtomanyinvestigationsonHofstede’sculturaldimensionstheory,whichhasmademarvelouscontributionstothedevelopmentofbusiness,education,culture,andothers.Intheculturalsetting,LaiHonglingandWangDianjian（2012）pointedoutHofstede’stheorytodiscussculturaldifferencesbetweenChinaandAmerica.BasedontheHofstede’sculturaldimensionstheory,JinHaiboandYinLi(2014)attemptstodiscoverthecausesofdifferencesbetweenChinesecultureandWesternculturesothatpeopleofthetwoculturescanhaveabetterunderstandingofeachotherandcommunicatefluentlywitheachother.ThedifferencesinfamilyvaluesarediscussedbyXiangHua(2014)fromtheculturaldimensions,thusseekingapathtoformacoreconceptforthevaluedifferenceandcorrectlytreatSino-Americanfamilyvalues.2.2PreviousStudiesontheDifferencebetweenChineseandAmericanFamilyEducationatHomeUptonow,therearemanyscholarsinChinafocusingonthedifferencebetweenChinesefamilyandAmericanfamilycultures,suchasfamilyeducation,marriageconcepts,familyethics,andothers.Fromtheperspectiveoffamilyeducation,WangMinqi(2014)thoughtthedifferencesbetweenChineseandwesternculturalbackgroundwerethefundamentalcausesofallsortsofdifferencesinthewesternandChinesefamilyeducation.ExplainthedifferencesbetweenChineseandWesternculturalbackground,thedimensionofindividualism,valueorientationandmodeofthinkingimpactingonfamilyeducation.LiPing(2016)madethecomparisonofChineseandWesternfamilyideologicalandpoliticaleducationtoanalyzethewayandcontentofChinesefamilyeducationbasedonideologicalandpolitical,thentopromotethefurtherdevelopmentoffamilyideologicalandpoliticaleducationinChina.TianXinyu(2019)comparedthedifferencesoffamilyeducationbetweenChinaandAmericafromanglesoftheeducationalconcept,educationalcontent,educationalmethod,andeducationalconsequence.Then,theaimoftheauthorwasputtingforwardtheenlightenmentoffamilyeducationreforminChina.1.3GeertHofstede’sSixCulturalDimensionsInlate1960,theDutchfamoussocialpsychologistGeertHofstedemadeaquestionnairewith116,000employeesofdifferentnationalitiesinIBM.Hesummarizedthedifferencesbetweendifferentculturesintofourbasicdimensionsofculturalvalues.Thenheadoptedcomplementsfromotherscholarstoaddthefifthdimension(Long-termorientationandShort-termorientation).Thesixthdimension(IndulgenceandRestraint)wasanewdimensionwhichaddedinCulturesandorganizations(2010edition).ThefirstdimensionisPowerDistance.InHofstede’sbook,theconceptofpowerdistancewas“ameasureoftheinterpersonalpowerorinfluencebetweenBandSasperceivedbythelesspowerfulofthetwo”(Brepresentsboss,Srepresentssubordinate)(GeertHofstede,2010:83).Intheculturallevel,thedifferenceinpowerdistancerepresentsarelationshipofdominationandsubordination.TheseconddimensionisIndividualismandCollectivism.“Individualismstandsforasocietyinwhichthetiesbetweenindividualsareloose:Collectivismstandsforasocietyinwhichpeoplefrombirthonwardsareintegratedintostrong,cohesivein-groups,whichthroughoutpeople’slifetimecontinuetoprotecttheminexchangeforunquestioningloyalty”(GeertHofstede,2010:225).Ideastowardsin-groupsandout-groups,peopleinindividualismandincollectivismholddistinctthoughtsabout‘I’consciousnessand‘We’consciousness.ThethirddimensionisMasculinityandFemininity.GeertHofstededefinedmasculinityas“apreferenceforachievement,heroism,assertivenessandmaterialrewardsforsuccessinsociety.”Onthecontrary,femininitycanbedefinedas“apreferenceforcooperation,modesty,caringfortheweakandqualityoflife.”(GeertHofstede,2015).Masculinityandfemininityshowmaleandfemalequalities.Asocietythathasahighmasculinityindexismorecompetitive,whilehashighfemininityindexisconsensus-oriented.ThefourthdimensionisUncertaintyAvoidance.Hofstedeindicatedthisdimensionas“theextenttowhichthemembersofaculturefeelthreatenedbyambiguousorunknownsituations.”(GeertHofstede,2010:191).Whenfacinguncertaineventsandunconventionalenvironmentalthreats,peopleinhighuncertaintyavoidanceculturesareunwillingtochangeforafraidofunknownresults.Butgrewupinlowuncertaintyavoidance,peoplecanbemorepositivetomeetuncertainevents.ThefifthdimensionisLong-TermOrientationandShort-TermOrientation.“Long-termorientationmeansthefosteringofvirtuesorientedtowardfuturerewards,forexample,perseveranceandthrift.Short-termorientationrepresentsthefosteringofvirtuesrelatedtothepastandpresent,especiallyrespectfortradition,preservationof‘face,’andfulfillingsocialobligations.”(GeertHofstede,2010:239).Itreflectspeople’ssocialattitudestowardtime.Infact,Confucianismisthemainelementtoshowthisdimensionoflong-termorientation.ThesixthdimensionisIndulgenceandRestraint.IndulgencesocietiestendtoallowrelativelyfreegratificationofnaturalhumandesiresrelatedtoenjoyinglifeandhavingfunwhereasRestraintsocietiesaremorelikelytobelievethatsuchgratificationneedstobecurbedandregulatedbystrictnorms.Indulgentcultureswilltendtofocusmoreonindividualhappinessandwellbeing,leisuretimeismoreimportantandtherearegreaterfreedomandpersonalcontrol.Thissixthdimensionhasnotasyetbeenwidelyadoptedwithintheinterculturaltrainingandmanagementfieldandthismaysimplybebecauseitisstillrelativelynew.Thereisalsolessdataandfewercountriesthanthepreviousdimensions.Sothispaperwilljustillustratethefirstfivedimensions.1.4GeneralOverviewofthePushingHandsReleasedin1991,thePushingHandstoldastory,whichrevolvesaroundanagedfatherfromChinaandhiselderlylifeinAmerica.Mr.ZhuwasaTaiChimasterinBeijing,China.Inordertoenjoyahappylife,afterretirement,helivedinAmericawithhissonZhuXiaosheng,hisdaughterinlawMarthaandhisgrandson.Marthawasaprofessionalwriter,andwritingathome.AfterMr.Zhu’scoming,shecouldhardlycontinueherwork.Sosheblamedhim.Andbecauseofthedifferencesbetweentheirhabits,languages,culturalbackground,thereexistingnumerousconflictsintheirdailylife.Andhisson,ZhuXiaosheng,alwaysbecameacrucialroletomakeabalancebetweenthem.OnceMarthawasstomachache,Mr.ZhutriedtotreatherwithChinesetraditionalmedicine.Unfortunately,therewassomethingwrongwithandaggravatedMartha’scondition.ItnotonlyputMr.Zhuinaworsesituationbutalsostimulatedthefamilyconflictsdeeply.ThesonsandwichedbetweentwolovedonesinadilemmacomfortedthemwithChineseandEnglish.Oneday,Mr.Zhutookawalkoutside,butnotbackalongtime.WhenMr.Zhulostontheway,ZhuXiaoshengbrokeoutcompletely.PolicemensentMr.Zhubackhomeatmidnight.Seeingthehousewastotallyinamess,Mr.Zhuhadacomplicatedfeeling.Facingthecomplicatedsituationinthefamily,ZhuXiaoshengplannedtosendouthisfatherwithawomanwhowantedtodothesame.Mr.Zhugotthenewsbyaccidentandfeltthegreatestdisappointmentandgrieved.Afterthat,Mr.Zhudecidedtoleavehomeandleftaletterfortheson.ThenMr.Zhumadealivingbywashingdishesinarestaurantbutbulliedbytheboss,Mr.Zhufoughtbackwithtaichi.Mr.Zhuarrestedbecauseofthisevent,atthesametime,ZhuXiaoshengfoundhim.ZhuXiaoshengfeltgreatregrettedandbeggedMr.Zhubackhome.However,Mr.Zhuknewclearlythattheycouldnotcomeback.Finally,Mr.ZhulivedaloneinChinaCityforhissontoembraceaharmoniouslife,andtheyvisitedhimonceamonth.

CHAPTERIIANALYSISOFTHEFAMILYEDUCATIONDIFFERENCES2.1GeneralAnalysisofFamilyEducationinPushingHandsAsatypicalfilmaboutculturaldifferencesbetweenChineseandAmerican,PushingHandsreflectssomeculturalconflictsinaspecificscenario.Martha,asalocalAmericanwoman,childrenalwaysplaysaroleofencouragementandenableshersonmorecreativeintheprocessofeducating.However,Mr.ZhugrewupwithChinesetraditionalculture,healwaystendstoguideandteachhisgrandsontoacquireknowledge.Andeducatechildrenbysimilarwaysandideasgenerationtogeneration.Sowhentheylivetogether,theyholddifferentideasandmethodstoeducatethelittleboyJeremy.Meanwhile,thereareotherconflictsbetweenZhuXiaoshengandMarthafordifferentfamilyeducationtheyacquired.ThispaperaimstoanalyzethedifferencesandcausesoftheirfamilyeducationbyrevealingconflictsinthisfilmPushingHands.2.2GeneralOverviewoftheDifferencesbetweenChineseFamilyandAmericanFamilyEducationFromthepreviousresearchoftheculturaldifferencesbetweenChinesefamilyandAmericanfamilyeducation,ithasdistinctdifferencesbetweenthem.Fromtheperspectiveoffamilyeducationidea,familyspace,genderroles,educationmethodtoshowthesedifferences.Inshort,peopleinChinesefamilyareaskedtobe“filialpiety”totheirparents.ItcanbeembodiedinDiscipleGaugewhicheducateschildrentorespondandobeytheirparentswithoutpostponing.Asamemberofthefamily,wehavearesponsibilitytomakeacontributiontothewholefamily.Sacrificeanindividual’sinterestsalwaysbeinguniversal.Bycontrast,intheAmericafamily,peoplearetendedtobeindependentindividualss,bothparentsandchildren.Viewoffamilyeducation,parentsrespecttheirchildren’sideasandgivingmorespacetothem.Andpersonalprivacycanbemoreemphasized.2.2.1DifferencebetweenHigh-PowerDistanceCultureandLow-PowerDistanceCulturePowerdistancecanbeclassifiedintolow-powerdistanceandhigh-powerdistance.Countriesofhigh-powerdistanceviewthebindingofpowerasacrucialpartofanation.Atthesametime,itinfluencesthefunctionofpowerinfamilyeducationtosomeextent.Bycontrast,peoplewhobelongtolow-powerdistancegivemorerightsandfreedomtochildrenthemselves.Therelationshipbetweenthemismoreequal.2.2.2DifferencebetweenIndividualismCultureandCollectivismCultureAccordingtoHofstede'sresearch,thecollectivismculturereflectsin“we”consciousnessasindividualismreflectsin“I”consciousness.Individualisticsocietiestendtohavelooserelationshipsandpeopletendtocareaboutthemselvesandtheirsmallfamilies.However,societieswithcollectivismtendtofocusoninter-ethnicrelationsandcareforextendedfamilies.Astrongethnicrelationshipcangivepeoplecontinuousprotection,whileindividualsmustbeabsolutelyloyaltotheethnicgroup.2.2.3DifferencebetweenMasculineCultureandFeminineCulture.Masculinecultureandfeminineculturemainlydependsonwhetherasocietyrepresentsmalequalitiessuchascompetitivenessandassertiveness,orfemalequalitiessuchasmodestyandgentle.Inmasculineculture,menintheseculturesareexpectedtotaketheroleofbeingdominant,bothinmaterialandspiritual.Femininityculturesemphasizeunity,consideringthatthesoulunderstandingismoreimportantthanthepossessionofthematerial.2.2.4DifferencebetweenHigh-UncertaintyAvoidanceCultureandLow-UncertaintyAvoidanceCultureHigh-uncertaintyavoidanceculturevaluesauthority,status,seniority,age,etc.,andtrytoavoiduncertainsituationsbyprovidingoccupationalsafety,establishingmoreformalrules,nottoleratingextremeviewsandbehaviors,andtrustingevaluationsformulatedbyabsoluteknowledgeandexpert.Low-uncertaintyavoidanceculturegivesmoretolerantofabnormalbehaviorandopinions.Ithasfewerrulesandregulations,andallowsavarietyofdifferentpropositionstocoexistinphilosophyandreligion.2.2.5DifferencebetweenLong-termOrientationCultureandShort-termOrientationCultureInlong-termorientedsocieties,peoplearestronglyimpactedbysignificanttraditionalculturecarriedonfromgenerationtogeneration.Mostcountriesshowthedifferencesinthisdimensionbecauseoftheirtraditionalcultures.ThecountrywhichwasdeeplyinfluencedbytheConfuciancultureshowedahigherlong-termorientationindex.However,peopleinshort-termorientationcountriesstressonactionsandattitudeswhichcaninfluencethepastandpresent.

CHAPTERIIICAUSESBETWEENCHINESEFAMILYANDAMERICANFAMILY3.1CausesoftheDifferencesbetweenChineseFamilyandAmericanFamilyEducationInthesectionabove,theculturaldifferencesbetweentheChinesefamilyandAmericanfamilieshavebeendiscussedbytakingthefilmPushingHandsasexamples.Inthissection,theunderlyingcausesoftheculturaldifferencesbetweentheChinesefamilyandAmericanfamilieswillbediscussedinGeertHofstede’sculturedimensionstheory.3.1.1CausesfordifferencebetweenHigh-PowerDistanceCultureandLow-PowerDistanceCultureThescoreandrank（respectively80,10-12）showthatChinabelongstothehigh-powerdistanceculture,andthescoreandrank（respectively40,57-59）indicatethatAmericabelongstothelow-powerdistanceculture.Inhigh-powerdistancecountries,menalwaysarethehighestpowerinafamily,andchildrenareorderedtosubmittothem.FamilyEducationIdeaAsthepaperbrieflymentionedabove,familyeducationplaysavitalroleinone’sentirecourseofeducation.Thishighlightstheroleofparentsinfamilyeducation.AsHofstedeformulates,thehigh-powerdistanceculturestresseshierarchyinthefamily.Andchildreninthefamilyofhigh-powerdistanceareexpectedtobeobeyedtotheirparents.Whenitcomesto“filialpiety”,itmeansobediencetotheabsoluteauthorityofparents.Itcanbeconsideredasabasicvirtuetorespectforparentsandelders,andsuchrespectcanlastforalongtimeevenafterbeingadultthatisaslongasparentsarealive,theparentalauthoritywillalwaysplayanimportantroleinanindividual'slife.Thepeopleinlow-powerdistancearetendedtohaveanequalityrelationshipbetweenparentsandchildren.Regardedasanindividualasanadult,thesekidscanexpresstheirideasandfeelings.Dialogue1Marsha:Jeremy,finishyourmilkandyoucanwatchTV.Mr.Zhu:Whatdidshesay?Xiaosheng:Ifhefinisheshismilk,hecanwatchTV.Mr.Zhu:ThewayofAmericanstoteachchildrenislikedoingbusinessthateverythingisadeal.Mr.Zhu:Ifchildrencan'tconcentrateoneating.Whatthingscantheyconcentrateon?Xiaosheng:Yes,father.Mr.Zhu:InAmerica,you'repolitetokids.Xiaosheng:Yes?Mr.Zhu:Youdon'ttreatkidsaskids.Xiaosheng:Thereissomethinghere.It'scalleddemocracy.Nobigandnolittle.Mr.Zhu:YouunderstandAmericabetterthanme.InAmerica,thewords“democracy”meansthattherelationshipbetweenparentsandchildrenismoreequal.Theycanmakeadealinordertoreachaconsensus.ButjustasMr.Zhumeansthatchildrenhavetoobeyrules,andparentsneednotbetoopolitetothemforlifehabits.3.1.2CausesfordifferencebetweenIndividualismCultureandCollectivismCultureChinesescore(20)indicatesthatChinaisfeaturedasthecollectivisticculture,whileAmericanscore(91)showsthatAmericaischaracterizedastheindividualisticculture.Itmanifeststhattheyaremarkedlydifferent.TheIndividualismandcollectivismdimensionsshowpeople’svaluesorientationsfromdifferentcountries.Peoplewhoareeducatedwith“we”consciousnessalwaysregardthemselvesasamemberofafamilyoragroup,thedestinyofafamilyoragroupimpactstheindividuals’prospecttosomeextent.Meanwhile,anindividual’sachievementcaninfluencethereputationofthewholefamily.Butinthecultureof“I”consciousness,peoplehighlightindividualinterestandpeoplearemoreindependentfromtheirfamilies.FamilySpaceInChinesetraditionalculture,peoplearelivingtogetherinabighousecontaininggrandparents,sistersandcousinsandmostrelatives.Theypreferstayinginalivelyatmosphere.WhenAmericanssay“family”,theymeananuclearfamilyofMom,Dad,andthekids.Sothereexistcleardifferencesbetweenfamilyspaces.SowhenMr.Zhucomesthere,disturbingtheirpreviouslifewhichonlycontainsthecorefamily.Conflictsareappearingatthebeginning.ThereisnodialoguebetweenMr.ZhuandMarthaforthefirstelevenminutesinthemovie.Hedoesallthiscomfortably,butMarthadoesfeelgreatinappropriate.ThedialoguebetweenMarthaandLindareflectsthedifferentideastowardsfamilyspace.Dialogue2Linda:God,he'sreallygettingyoudown.Martha:FromthewayAlexhasactedforthelastsevenyears,you'dhavethoughthedidn'thaveafather.Andthenboom,amonthagothisshowsuponthedoorstep.Ihaven'twrittenawordsince.Linda:Well,Alexhasgottogethimoutofhere.Martha:It'snotthatsimplewithAlex,andfranklywecan'taffordtogethimhisownplaceletalonebuyamansion.ItisnormalfortheChinesetolivetogetherinahouseforfamilyunity.AndagedpeoplelivewiththeirchildisuniversalinChineseculture.However,Marthacan’tstandit.TheappearanceofMr.Zhudisturbherlife,shecan’tcontinuewritinganymore.Facingthis,LindaandMarthathinkZhuXiaoshengshouldgethisfatheroutortheymovetoabiggerhousetosolvethisproblem.SupportingAgedParentsChinesealwaystakecareoftheirparents,eventheirrelativeswhoarealivebecauseofacollectiveculture.Sosupportingagedparentsisasureresponsibilityforthem.MostChinesehavebeenheardaproverb”yangerfanglao”whichmeansraisingchildrenforretirementsafeguard.Itisabsolutelyincludingsupportingparents.What’more,supportingagedparentsnot