Language and emotions are very important for human development as they create identity and self-perception. Furthermore, language and emotions are important for a person's socialization and perception of the world. These messages are taught differently around the world and are influenced by family, community, and culture, so children adapt as a result of their learned experiences (Miller and Mangelsdorf 2005). This article focuses on research conducted by Kusserow (1999), Fung (1999), and Orellana (2001). The researchers' methodologies differ greatly, but each touches on each culture's approach to socializing children and subculture teachings about acquiring various forms of language and emotions. In De-homogenizing American individualism… Kusserow's (1999) research questions consist of differentiating language teaching practices and individualism among three different communities in New York. These communities differ in social class and subculture. Communities include South Rockaway, a lower working class that suffers from gang violence, drug use and poverty. Beach Channel consists of a safe, upper-middle-class community and Carter Hill is an affluent, upper-middle-class community whose residents are predominantly professionals. Social interactions and learned language are observed between 4-year-old Caucasian children and their parents – at home – and between children and their teachers – in the classroom. Kusserow interviews teachers and mothers, asking questions related to the importance of educational experiences along with questions about how the child is disciplined. All communities were found to teach socialization appropriate to their environment. Kusserow classified his findings as: hard… middle of paper… without complaint. Contrary to what American society has instilled in us, this research shows that children are happy when they are helpful, especially if socialized with this mentality. Works Cited Fung, H. (1999). Becoming a moral child: The socialization of shame among Chinese children. Ethos, 27(2), 180-209. Kusserow, A. S. (1999). De-homogenizing American individualism: Socializing hard and soft individualism in Manhattan and Queens. Ethos, 27(2), 210-234. Miller, P. J. & Mangelsdorf, S. C. (2005). Developing selves are meaning-making selves: Reclaiming the social in personal development. New Directions for Child and Adolescent Development, 109, 51-59. Orellana, M. F. (2001). The work children do: The contributions of Mexican and Central American immigrant children to California families and schools. Harvard Educational Review, 71(3), 366-389.