This outer layer inBronfenbrenner’s bioecological modelrepresents the values, ideologies, and laws of the society or culture in which an individual lives.
Although often depicted as an outer ring in a diagram, it is vital to understand that the macrosystem does not function independently of the individual.
Examples of Macrosystems in Bronfenbrenner’s Ecological Systems Theory
Below are some examples of the macrosystems in this theory:
Cultural Norms and Values
Socioeconomic Factors
Education and Healthcare
Other Macrosystem Influences
Strengths of the macrosystem concept:
Below are some strengths of the macrosystem concept:
Limitations of the macrosystem concept
Below are some limitations of the macrosystem concept:
Evolution of the macrosystem for the digital age
Practical Applications of the Macrosystem
Here are some practical applications of the macrosystem that parents, educators, policymakers, and researchers can adopt to support child development better:
Understanding Cultural Diversity
Recognizing and respecting the cultural backgrounds of children and families is crucial.
Parents and educators can incorporate culturally relevant practices into their interactions, creating a more inclusive and supportive environment.
For example, incorporating diverse literature in schools, celebrating cultural holidays, or arranging workshops to educate themselves about diverse family structures can create a more welcoming and supportive environment for children from all backgrounds.
Policies and research should be designed to be culturally sensitive and inclusive. Recognizing that developmental outcomes and acceptable parenting practices are culturally defined is essential.
This might involve funding culturally tailored parenting programs, promoting multicultural education in schools, or conducting research to understand the specific needs of diverse communities.
Addressing Socioeconomic Inequities
Policies aimed at reducing poverty and providing equal access to resources are essential.
This might include increasing the minimum wage, expanding access to affordable housing, providing quality early childhood education, and ensuring affordable healthcare for all children.
Such measures can help level the playing field, providing children from disadvantaged backgrounds with a stronger foundation for development.
Research can play a crucial role in understanding the mechanisms through which socioeconomic factors impact child development and in evaluating the effectiveness of interventions.
This research can inform the development of evidence-based policies to break down systemic barriers.
Promoting Positive Social Norms
Collaborating to create supportive environments within the community is crucial. This might include advocating for safe neighborhoods, accessible libraries and community centers, and quality after-school programs.
Mass media and social media play a significant role in shaping societal norms. Policymakers can encourage responsible digital citizenship and media literacy to mitigate the negative influences of the digital age on child development.
Promoting positive role models, challenging stereotypes, and advocating for diversity in media representation can have a ripple effect on societal attitudes and expectations, creating a more inclusive and supportive macrosystem for all children.
References
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualised: A bio-ecological model.Psychological Review, 10(4), 568–586.
Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.),Examining lives in context: Perspectives on the ecology of human development(pp. 619–647). American Psychological Association.https://doi.org/10.1037/10176-018
Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and operational models. In S. L. Friedman & T. D. Wachs (Eds.),Measuring environment across the life span: Emergingmethodsand concepts(pp.3-28). American Psychological Association.https://doi.org/10.1037/10317-001
Guy-Evans, O. (2024, January 17).Bronfenbrenner’s Ecological Systems Theory. Simply Psychology.https://www.simplypsychology.org/bronfenbrenner.html
McLeod, S. (2024, January 24).Vygotsky’s Theory Of Cognitive Development. Simply Psychology.https://www.simplypsychology.org/vygotsky.html
Navarro, J. L., & Tudge, J. R. (2023). Technologizing Bronfenbrenner: neo-ecological theory.Current Psychology,42(22), 19338-19354.https://doi.org/10.1007/s12144-022-02738-3
O’Regan, C., Brady, B., & Connolly, C. (2023). Building back better – using an ecological lens to argue for strengthening mesosystemic connections for young people in a post-pandemic world.Child Care in Practice, 29(4), 358–370.https://doi.org/10.1080/13575279.2022.2084364
Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s theory of human development: Its evolution from ecology to bioecology.Journal of family theory & review,5(4), 243-258.https://doi.org/10.1111/jftr.12022
Vélez-Agosto, N. M., Soto-Crespo, J. G., Vizcarrondo-Oppenheimer, M., Vega-Molina, S., & García Coll, C. (2017). Bronfenbrenner’s bioecological theory revision: Moving culture from the macro into the micro.Perspectives on psychological science,12(5), 900-910.https://doi.org/10.1177/1745691617704397
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
