The cultural anthropologist’s goal during fieldwork is to describe a group of people to others in a way that makes strange or unusual features of the culture seem familiar and familiar traits seem extraordinary. The point is to help people think in new ways about aspects of their own culture by comparing them with other cultures. The research anthropologist Margaret Mead describes in her monograph Coming of Age in Samoa(1928) is a famous example of this. In 1925, Mead went to American Samoa, where she conducted ethnographic research on adolescent girls and their experiences with sexuality and growing up. Mead’s mentor, anthropologist Franz Boas, was a strong proponent of cultural determinism, the idea that one’s cultural upbringing and social environment, rather than one’s biology, primarily determine behavior. Boas encouraged Mead to travel to Samoa to study adolescent behavior there and to compare their culture and behavior with that of adolescents in the United States to lend support to his hypothesis. In the foreword of Coming of Age in Samoa,Boas described what he saw as the key insight of her research: “The results of her painstaking investigation confirm the suspicion long held by anthropologists that much of what we ascribe to human nature is no more than a reaction to the restraints put upon us by our civilization.”
Mead studied 25 young women in three villages in Samoa and found that the stress, anxiety, and turmoil of American adolescence were not found among Samoan youth. Rather, young women in Samoa experienced a smooth transition to adulthood with relatively little stress or difficulty. She documented instances of socially accepted sexual experimentation, lack of sexual jealousy and rape, and a general sense of casualness that marked Samoan adolescence. Coming of Age in Samoa quickly became popular, launching Mead’s career as one of the most well-known anthropologists in the United States and perhaps the world. The book encouraged American readers to reconsider their own cultural assumptions about what adolescence in the United States should be like, particularly in terms of the sexual repression and turmoil that seemed to characterize the teenage experience in mid-twentieth century America. Through her analysis of the differences between Samoan and American society, Mead also persuasively called for changes in education and parenting for U.S. children and adolescents.
Another classic example of a style of anthropological writing that attempted to make the familiar strange and encouraged readers to consider their own cultures in a different way is Horace Miner’s Body Ritual among the Nacirema (1956). The essay described oral hygiene practices of the Nacirema (“American” spelled backward) in a way that, to cultural insiders, sounded extreme, exaggerated, and out of context. He presented the Nacirema as if they were a little-known cultural group with strange, exotic practices. Miner wrote the essay during an era in which anthropologists were just beginning to expand their focus beyond small-scale traditional societies far from home to large-scale post-industrial societies such as the United States. He wrote the essay primarily as a satire of how anthropologists often wrote about “the Other” in ways that made other cultures seem exotic and glossed over features that the Other had in common with the anthropologist’s culture. The essay also challenged U.S. readers in general and anthropologists in particular to think differently about their own cultures and re-examine their cultural assumptions about what is “normal.”
EMIC AND ETIC PERSPECTIVES
When anthropologists conduct fieldwork, they gather data. An important tool for gathering anthropological data is ethnography—the in-depth study of everyday practices and lives of a people. Ethnography produces a detailed description of the studied group at a particular time and location, also known as a “thick description,” a term coined by anthropologist Clifford Geertz in his 1973 book The Interpretation of Cultures todescribe this type of research and writing. A thick description explains not only the behavior or cultural event in question but also the context in which it occurs and anthropological interpretations of it. Such descriptions help readers better understand the internal logic of why people in a culture behave as they do and why the behaviors are meaningful to them. This is important because understanding the attitudes, perspectives, and motivations of cultural insiders is at the heart of anthropology.
The in-depth study of everyday practices and lives of a people.
Ethnographers gather data from many different sources. One source is the anthropologist’s own observations and thoughts. Ethnographers keep field notebooks that document their ideas and reflections as well as what they do and observe when participating in activities with the people they are studying, a research technique known as participant observation. Other sources of data include informal conversations and more-formal interviews that are recorded and transcribed. They also collect documents such as letters, photographs, artifacts, public records, books, and reports.
Different types of data produce different kinds of ethnographic descriptions, which also vary in terms of perspective—from the perspective of the studied culture (emic) or from the perspective of the observer (etic). Emic perspectives refer to descriptions of behaviors and beliefs in terms that are meaningful to people who belong to a specific culture, e.g., how people perceive and categorize their culture and experiences, why people believe they do what they do, how they imagine and explain things. To uncover emic perspectives, ethnographers talk to people, observe what they do, and participate in their daily activities with them. Emic perspectives are essential for anthropologists’ efforts to obtain a detailed understanding of a culture and to avoid interpreting others through their own cultural beliefs.
Descriptions of behaviors and beliefs in terms that are meaningful to people who belong to a specific culture, e.g., how people perceive and categorize their culture and experiences, why people believe they do what they do, how they imagine and explain things.
Etic perspectives refer to explanations for behavior made by an outside observer in ways that are meaningful to the observer. For an anthropologist, etic descriptions typically arise from conversations between the ethnographer and the anthropological community. These explanations tend to be based in science and are informed by historical, political, and economic studies and other types of research. The etic approach acknowledges that members of a culture are unlikely to view the things they do as noteworthy or unusual. They cannot easily stand back and view their own behavior objectively or from another perspective. For example, you may have never thought twice about the way you brush your teeth and the practice of going to the dentist or how you experienced your teenage years. For you, these parts of your culture are so normal and “natural” you probably would never consider questioning them. An emic lens gives us an alternative perspective that is essential when constructing a comprehensive view of a people.
Explanations for behavior made by an outside observer in ways that are meaningful to the observer.
Most often, ethnographers include both emic and etic perspectives in their research and writing. They first uncover a studied people’s understanding of what they do and why and then develop additional explanations for the behavior based on anthropological theory and analysis. Both perspectives are important, and it can be challenging to move back and forth between the two. Nevertheless, that is exactly what good ethnographers must do.
Geertz, Clifford. The Interpretation of Cultures: Selected Essays. New York: Basic Books, 1973.
Mead, Margaret. Coming of Age in Samoa: A Psychological Study of Primitive Youth for Western Civilization. New York: William Morrow and Company, 1928.
Miner, Horace. “Body Ritual Among the Nacirema.” American Anthropologist 58 no. 3 (1956): 503-507.
1. Franz Boas, “Foreward,” in Coming of Age in Samoa by Margaret Mead (New York: William Morrow, 1928).