THE INFLUENCE OF CULTURE ON HUMAN DEVELOPMENT ACROSS THE LIFE COURSE

UNIVERSITY OF THE PEOPLE

WRITTEN ASSIGNMENT

HUMAN DEVELOPMENT

HS 3610-01 – AY2025-T5

June 25, 2025

THE INFLUENCE OF CULTURE ON HUMAN DEVELOPMENT ACROSS THE

LIFE COURSE

Human development is shaped by a dynamic interplay of biological, psychological, and

sociocultural factors that influence how individuals grow, adapt, and make decisions throughout

their lives (Heckhausen, Wrosch, & Schulz, 2010). In their motivational theory of lifespan

development, Heckhausen, Wrosch, and Schulz explore how individuals strive for control

through two strategies: primary control (changing the environment to fit one’s needs) and

secondary control (adjusting the self to accommodate external constraints) (Heckhausen et al.,

2010). A critical element of their argument is the role of culture in shaping both types of control,

which in turn influences developmental trajectories across the life course (Heckhausen et al.,

2010). Drawing from this theory and the readings by Harris and McDade, and Bernardi et al.,

this paper argues that culture significantly mediates human development by shaping control

strategies, health behaviors, and developmental expectations at each stage of life (Harris &

McDade, 2018; Bernardi, Huinink, & Settersten, 2019).

Culture and Control Strategies

Culture shapes the meaning and value attached to different forms of control (Heckhausen

et al., 2010). Heckhausen et al. note that in Western, individualistic cultures, primary control is

often prioritized (Heckhausen et al., 2010). Individuals are encouraged to assert autonomy,

pursue personal goals, and shape their environments to fit their desires (Heckhausen et al., 2010).

In contrast, collectivist cultures, often found in parts of Asia, Africa, and Latin America,

emphasize interdependence and harmony (Heckhausen et al., 2010). Here, secondary control
THE INFLUENCE OF CULTURE ON HUMAN DEVELOPMENT ACROSS THE LIFE COURSE
strategies such as adapting to social roles, aligning personal goals with group expectations, and

showing resilience in the face of constraints are more culturally endorsed (Heckhausen et al.,

2010).

This cultural shaping of control has real-life implications for human development. For

example, in Western societies, adolescence is seen as a period for identity formation and

increasing autonomy, which aligns with the primacy of primary control (Heckhausen et al.,

2010). Conversely, in collectivist contexts, adolescence may be more focused on fulfilling

familial obligations and preparing for interdependent adult roles, thereby reinforcing secondary

control (Heckhausen et al., 2010). These cultural expectations not only shape how individuals

approach challenges but also influence their psychological well-being and sense of life

satisfaction across the life course (Heckhausen et al., 2010).

The Biosocial Context of Human Development

Harris and McDade further reinforce the idea that human development is embedded in

cultural and social contexts (Harris & McDade, 2018). Their biosocial approach integrates

biological processes with social environments, emphasizing that culture affects health behaviors,

stress regulation, and developmental outcomes (Harris & McDade, 2018). Social relationships,

norms, and values—deeply rooted in cultural traditions—play a critical role in shaping how

individuals navigate key life transitions, such as puberty, parenthood, and aging (Harris &

McDade, 2018).

The presence or absence of supportive relationships can influence whether an individual

engages in proactive or accommodative control strategies (Harris & McDade, 2018). A culture
THE INFLUENCE OF CULTURE ON HUMAN DEVELOPMENT ACROSS THE LIFE COURSE
that values community support may foster stronger resilience through secondary control,

especially during health crises (Harris & McDade, 2018). Meanwhile, cultures that promote self-

reliance may place stress on individuals to maintain control in challenging circumstances,

potentially impacting their mental and physical health (Harris & McDade, 2018). The biosocial

perspective thus complements Heckhausen’s theory by showing how culture mediates not only

control strategies but also physiological and behavioral health across time (Harris & McDade,

2018).

The Life Course Cube and Cultural Patterns

Bernardi, Huinink, and Settersten offer another valuable framework through their "Life

Course Cube," which conceptualizes human development along three dimensions: individuals,

institutions, and time (Bernardi et al., 2019). Culture plays a critical role in each of these

dimensions (Bernardi et al., 2019). For example, institutions such as education, labor markets,

and family systems are deeply embedded within cultural traditions and serve as both enablers

and constraints on individual agency (Bernardi et al., 2019). Cultural norms dictate when it is

appropriate to start a family, enter the workforce, or retire—decisions that are central to one's

development (Bernardi et al., 2019).

The Life Course Cube highlights how individuals interpret and respond to institutional

structures differently depending on their cultural background (Bernardi et al., 2019). For

example, a young adult in Kenya may feel culturally compelled to support their extended family

financially before pursuing higher education, while someone in Germany may prioritize

academic advancement as a normative path (Bernardi et al., 2019). These variations underscore

how deeply culture shapes not only personal aspirations and control strategies but also the

broader timing and rhythm of life course transitions (Bernardi et al., 2019).
THE INFLUENCE OF CULTURE ON HUMAN DEVELOPMENT ACROSS THE LIFE COURSE
Conclusion

Culture is a powerful force that influences human development across the life course. As

demonstrated by Heckhausen et al., cultural values shape the preference for primary versus

secondary control strategies, which in turn influence how individuals navigate life challenges

(Heckhausen et al., 2010). Harris and McDade’s biosocial model emphasizes that cultural norms

affect health and behavior (Harris & McDade, 2018), while Bernardi et al. show that cultural

contexts frame institutional opportunities and constraints (Bernardi et al., 2019). Together, these

perspectives underscore the necessity of understanding development not just as an individual

psychological process but as a socially and culturally embedded phenomenon. As we continue to

explore human development, a culturally responsive and context-aware lens remains essential.
THE INFLUENCE OF CULTURE ON HUMAN DEVELOPMENT ACROSS THE LIFE COURSE

References

Bernardi, L., Huinink, J., & Settersten Jr, R. A. (2019). The life course cube: A tool for studying
lives. Advances in Life Course Research, 41, 100258.
[Link]

Harris, K. M., & McDade, T. W. (2018). The biosocial approach to human development,
behavior, and health across the life course. RSF: The Russell Sage Foundation Journal of
the Social Sciences, 4(4), 2–26. [Link]

Heckhausen, J., Wrosch, C., & Schulz, R. (2010). A motivational theory of lifespan development.
Psychological Review, 117(1), 32–60.
[Link]