When we use the term bicultural child-rearing, we must first take into account the fact that “child-rearing” does not mean the same thing everywhere in the world. In certain cultures or societies, child-rearing is not thought of as it is here; instead, the children are shaped by “role models” and grow gradually into the adult world. As he or she does so, the child is expected to find his or her place in the group (family, clan). This is different from the Western idea of child-rearing, in which the child is consciously educated to be an independent individual and, by acquiring specific skills, a useful member of society. Whether a culture is focused on the individual or on the group is also a decisive factor.
Both bicultural and monocultural models of child-rearing essentially seek to transmit a society’s values. These values (one’s own as well as the partner’s) need to be recognized so that a shared child-rearing model can be developed. This enables parents to critically reflect on the child-rearing views and socialization “techniques” of their own culture and of the society in which they live and to search for alternatives. In doing so, the cultures must be viewed as equal in value. The nuances of child-rearing models and views are as diverse as the world itself.
It is important to answer questions such as:
What ideas on upbringing do the future parents have? Are the parents' childhood experiences comparable or do they differ in fundamental points?