The debate between universality and cultural specificity both has aspects that make sense and can be applied to childhood development. On the one hand, supporters of the universality of parenting suggest that certain types of parenting styles will produce the same results in child development in different cultures. On the other hand, the argument for cultural specificity states that different parenting practices vary from culture to culture and that, ultimately, culture determines the child's developmental outcomes. Each culture has specific parenting styles that instill values ​​specific to that culture in children. Each individual has the characteristics of what their parents taught them, which gives each individual their own personality. Both parts present logical information about the cultural impacts of parenting on child developmental outcomes. Universality in parenting holds that even with different ethnic backgrounds and parenting styles, child developmental outcomes turn out to be similar. Phinney, Ong, and Madden (2000) wanted to find out whether there were commonalities in development processes between immigrant and non-immigrant groups. They studied those groups to see if living in America led them to change their collectivist values ​​to individualistic values. They observed patterns among three immigrant groups: Vietnamese, Armenians and Mexicans. They also had two nonimmigrant groups, Europeans and African Americans. They separated the immigrant groups into two cohorts, a cohort composed of U.S.-born adolescents and parents who have resided in the United States longer, and a cohort composed of foreign-born adolescents with parents who have not lived in the United States as long. Participants were asked questions... in the center of the paper... chool.Works CitedChao, RK (2001). Extending research on the consequences of parenting style for Chinese Americans and European Americans. Child Development, 72(6), 1832-1843. Cheung, C., & Pomerantz, E. M. (2011). Parental involvement in children's learning in the United States and China: Implications for children's academic and emotional adjustment. Child Development, 82(3), 932-950. Phinney, J. S., Ong, A., & Madden, T. (2000). Cultural values ​​and intergenerational value discrepancies in immigrant and nonimmigrant families. Child Development, 71(2),528-539.Russell, A., Hart, C. H., Robinson, C. C., & Olsen, S. F. (2003). Children's sociable and aggressive behavior with peers: A comparison of the United States and Australia and contributions to temperament and parenting styles. International Journal of Behavioral Development,27(1), 74-86.