2019 |
Hannigan, Terence P Traits, attitudes, and skills that are related to intercultural effectiveness and their implications for cross-cultural training: A review of the literature Online Paid AccessJournal Article 2019. Abstract | Links | BibTeX | Tags: Communication, Dimensions of Culture, Intercultural Communication, Psychology, Sociology, Three Colors of Worldview, Worldviews @online{Hannigan2019, title = {Traits, attitudes, and skills that are related to intercultural effectiveness and their implications for cross-cultural training: A review of the literature}, author = {Terence P. Hannigan }, url = {https://www.sciencedirect.com/science/article/abs/pii/0147176790900493?viaihub }, year = {2019}, date = {2019-07-19}, abstract = {This review of the literature looks at recent definitions of such terms as Adjustment, Adaptation, Acculturation, Assimilation, and Effectiveness. It also summarizes what has been recently published about skills, attitudes, and traits as they relate to Intercultural Effectiveness, including the ability to communicate, ability to establish and maintain relationships, interaction management, orientation to knowledge, world view, cultural empathy, linguistic ability, flexibility, a realistic view of the target culture and organization skills. Factors that have a negative correlation are also covered, including dependent anxiety, task-related behavior, authoritarianism, perfectionism, rigidity, ethnocentrism, narrow-mindedness, and self-centered role behaviors. Finally, flaws in the research are also discussed and new directions for further research are identified. }, keywords = {Communication, Dimensions of Culture, Intercultural Communication, Psychology, Sociology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } This review of the literature looks at recent definitions of such terms as Adjustment, Adaptation, Acculturation, Assimilation, and Effectiveness. It also summarizes what has been recently published about skills, attitudes, and traits as they relate to Intercultural Effectiveness, including the ability to communicate, ability to establish and maintain relationships, interaction management, orientation to knowledge, world view, cultural empathy, linguistic ability, flexibility, a realistic view of the target culture and organization skills. Factors that have a negative correlation are also covered, including dependent anxiety, task-related behavior, authoritarianism, perfectionism, rigidity, ethnocentrism, narrow-mindedness, and self-centered role behaviors. Finally, flaws in the research are also discussed and new directions for further research are identified. |
Mark, Lauren An Exploratory Study of Part-Time Minorities: Finding Home as a Minority Member Online Free AccessJournal Article 2019. Abstract | Links | BibTeX | Tags: Accountability, Analysis, Culture Shock, Emotion, Individualism, Psychology @online{Mark2019, title = {An Exploratory Study of Part-Time Minorities: Finding Home as a Minority Member}, author = {Lauren Mark}, url = {https://www.researchgate.net/publication/332423627_An_Exploratory_Study_of_Part-Time_Minorities_Finding_Home_as_a_Minority_Member}, year = {2019}, date = {2019-04-15}, abstract = {This study examines an atypical population of immigrants in Taiwan who immigrated in search of home, self-discovery, and career opportunities. Many of these immigrants sit at the nexus of privilege and othering with their ability to pass as Caucasian. Through the participatory method Photovoice and semi-structured interviews, I investigate the fluid nature of identity processes, the extent that acculturation hinges on predetermined factors, and the benefits and costs of biculturalism, which include cultural fusion and liminality. Additionally, I investigate the impact of context on acculturation strategies and the experience of transformation.}, keywords = {Accountability, Analysis, Culture Shock, Emotion, Individualism, Psychology}, pubstate = {published}, tppubtype = {online} } This study examines an atypical population of immigrants in Taiwan who immigrated in search of home, self-discovery, and career opportunities. Many of these immigrants sit at the nexus of privilege and othering with their ability to pass as Caucasian. Through the participatory method Photovoice and semi-structured interviews, I investigate the fluid nature of identity processes, the extent that acculturation hinges on predetermined factors, and the benefits and costs of biculturalism, which include cultural fusion and liminality. Additionally, I investigate the impact of context on acculturation strategies and the experience of transformation. |
2018 |
Adegbola, Oluseyi; Labador, Angela; Oviedo, Marilda African Students’ Identity Negotiation and Relational Conflict Management: Being “Foreign”, Being “Careful” Online Paid AccessJournal Article 2018. Abstract | Links | BibTeX | Tags: Communication, Conflict Resolution, Guilt & Innocence, Honor, Honor & Shame, Intercultural Communication, Intercultural Conflict, Power & Fear, Three Colors of Worldview @online{Adegbola2018, title = {African Students’ Identity Negotiation and Relational Conflict Management: Being “Foreign”, Being “Careful”}, author = {Oluseyi Adegbola and Angela Labador and Marilda Oviedo}, url = {https://www.tandfonline.com/doi/abs/10.1080/17475759.2018.1486876?journalCode=rjic20}, year = {2018}, date = {2018-06-18}, abstract = {International students face challenges associated with identity negotiation as they interact with others who may hold distinctly differing worldviews while operating from a position of cultural dominance. The current study explores how African students negotiate identity in interactions with domestic students within a relational-conflict context. Themes emerging include uncertainty in self-presentation, constrained relationships with domestic students, and avoidance as a response to relational conflict. The emergent concept is that of "being careful", attributable to African students' perception of power differences between foreign and domestic students, as well as risk associated with assertive conflict behavior. Theoretical and practical implications are discussed.}, keywords = {Communication, Conflict Resolution, Guilt & Innocence, Honor, Honor & Shame, Intercultural Communication, Intercultural Conflict, Power & Fear, Three Colors of Worldview}, pubstate = {published}, tppubtype = {online} } International students face challenges associated with identity negotiation as they interact with others who may hold distinctly differing worldviews while operating from a position of cultural dominance. The current study explores how African students negotiate identity in interactions with domestic students within a relational-conflict context. Themes emerging include uncertainty in self-presentation, constrained relationships with domestic students, and avoidance as a response to relational conflict. The emergent concept is that of "being careful", attributable to African students' perception of power differences between foreign and domestic students, as well as risk associated with assertive conflict behavior. Theoretical and practical implications are discussed. |
Suwinyattichaiporn, Tara; Johnson, Zac D Internationalizing Communication Curriculum: An Assignment Examining Relational Communication Across Cultures Online Paid AccessJournal Article 2018. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication @online{Suwinyattichaiporn2018, title = {Internationalizing Communication Curriculum: An Assignment Examining Relational Communication Across Cultures}, author = {Tara Suwinyattichaiporn and Zac D. Johnson}, url = {https://www.tandfonline.com/doi/full/10.1080/17475759.2018.1475291}, year = {2018}, date = {2018-05-30}, abstract = {The base of relational communication curriculum is Eurocentric. Given the importance of global citizenship and cross-, as well as, inter- cultural communication competencies the following paper outlines the importance of internationalizing relational communication curriculum. Specifically, student pairs select a relational theory or concept and examine the current literature and knowledge base surrounding this topic. Then these pairs work to find an international peer, whom they will interview, in order to compare and contrast their experiences in relation to their topic. This assignment allows students to build multiple relationships, expand their worldview, and refine their own written and oral communication skills.}, keywords = {Communication, Intercultural Communication}, pubstate = {published}, tppubtype = {online} } The base of relational communication curriculum is Eurocentric. Given the importance of global citizenship and cross-, as well as, inter- cultural communication competencies the following paper outlines the importance of internationalizing relational communication curriculum. Specifically, student pairs select a relational theory or concept and examine the current literature and knowledge base surrounding this topic. Then these pairs work to find an international peer, whom they will interview, in order to compare and contrast their experiences in relation to their topic. This assignment allows students to build multiple relationships, expand their worldview, and refine their own written and oral communication skills. |
Grigoryev, Dmitry; van de Vijver, Fons Acculturation expectation profiles of Russian majority group members and their intergroup attitudes Online Free AccessJournal Article 2018. Abstract | Links | BibTeX | Tags: Communication, Individualism, Intercultural Critic & Intercultural Learner, Private Sector, Psychology, Public Sector @online{Grigoryev2018, title = {Acculturation expectation profiles of Russian majority group members and their intergroup attitudes}, author = {Dmitry Grigoryev and Fons van de Vijver}, url = {https://www.researchgate.net/publication/323757983_Acculturation_Expectation_Profiles_of_Russian_Majority_Group_Members_and_Their_Intergroup_Attitudes}, year = {2018}, date = {2018-03-14}, abstract = {Employing a person-oriented approach to acculturation expectations held by Russian majority group members, we investigated the presence of groups of profiles and relationships between acculturation expectation profiles and intergroup attitudes. Applying latent profile analysis, we found three easy-to-interpret acculturation expectation profiles: biculturalism expectations, alternate-biculturalism expectations (with public—private domain differences in preference), and assimilation expectations. The subsequent comparative analysis showed that these profiles mainly differed in the extent of the desirability of maintenance of heritage culture, and adoption of the mainstream culture by immigrants only in private domains of life. The biculturalism expectation profile contained individuals who support the idea of a multicultural society. The alternate-biculturalism expectation profile contained individuals with slightly less emphasis on adoption of mainstream acculturation for immigrants, a distinction between preferences in the public and private domains of life, more focus on public domains, and less right-wing authoritarianism. The assimilation expectation profile contained individuals with a higher dangerous worldview and endorsement of discrimination, and lower support of a multicultural ideology, willingness to engage in intergroup contact, and desire of maintenance of heritage acculturation for immigrants. Our study demonstrated the value of a person-oriented approach in a population where subgroups differ in the domain dependence of their acculturation expectations.}, keywords = {Communication, Individualism, Intercultural Critic & Intercultural Learner, Private Sector, Psychology, Public Sector}, pubstate = {published}, tppubtype = {online} } Employing a person-oriented approach to acculturation expectations held by Russian majority group members, we investigated the presence of groups of profiles and relationships between acculturation expectation profiles and intergroup attitudes. Applying latent profile analysis, we found three easy-to-interpret acculturation expectation profiles: biculturalism expectations, alternate-biculturalism expectations (with public—private domain differences in preference), and assimilation expectations. The subsequent comparative analysis showed that these profiles mainly differed in the extent of the desirability of maintenance of heritage culture, and adoption of the mainstream culture by immigrants only in private domains of life. The biculturalism expectation profile contained individuals who support the idea of a multicultural society. The alternate-biculturalism expectation profile contained individuals with slightly less emphasis on adoption of mainstream acculturation for immigrants, a distinction between preferences in the public and private domains of life, more focus on public domains, and less right-wing authoritarianism. The assimilation expectation profile contained individuals with a higher dangerous worldview and endorsement of discrimination, and lower support of a multicultural ideology, willingness to engage in intergroup contact, and desire of maintenance of heritage acculturation for immigrants. Our study demonstrated the value of a person-oriented approach in a population where subgroups differ in the domain dependence of their acculturation expectations. |
2017 |
Dutta, Uttaran Negotiating Structural Absences: Voices of Indigenous Subalterns of Eastern India Online Free AccessJournal Article 2017. Abstract | Links | BibTeX | Tags: Analysis, Communication, Connecting, Intercultural Communication, Language & Culture, Outlook, Psychology @online{Dutta2017, title = {Negotiating Structural Absences: Voices of Indigenous Subalterns of Eastern India}, author = {Uttaran Dutta}, url = {https://www.researchgate.net/publication/321858559_Negotiating_Structural_Absences_Voices_of_Indigenous_Subalterns_of_Eastern_India}, year = {2017}, date = {2017-12-15}, abstract = {Historically, indigenous people have been struggling with the issues of material and communicative absences and their voices systematically erased from discursive spaces. Critical-cultural frameworks such as the culture-centered approach (CCA) argue that reflexive engagements with subaltern communities by listening to their narratives are instrumental in interrogating structural absences. By mindfully attending to the emerging contextual narratives, this CCA study examines how indigenous villagers of eastern-India negotiate and exert agency with situated structural absences in their day-to-day existence. This research seeks to explore as well as extend our understanding of structural marginalization and its negotiations in the realm of subaltern agency.}, keywords = {Analysis, Communication, Connecting, Intercultural Communication, Language & Culture, Outlook, Psychology}, pubstate = {published}, tppubtype = {online} } Historically, indigenous people have been struggling with the issues of material and communicative absences and their voices systematically erased from discursive spaces. Critical-cultural frameworks such as the culture-centered approach (CCA) argue that reflexive engagements with subaltern communities by listening to their narratives are instrumental in interrogating structural absences. By mindfully attending to the emerging contextual narratives, this CCA study examines how indigenous villagers of eastern-India negotiate and exert agency with situated structural absences in their day-to-day existence. This research seeks to explore as well as extend our understanding of structural marginalization and its negotiations in the realm of subaltern agency. |
Hörhager, Julia Khrebtan; Mier, Roberto Avant Despicable Others: Animated Othering as Equipment for Living in the Era of Trump Online Free AccessJournal Article 2017. Abstract | Links | BibTeX | Tags: Analysis, Communication, Intercultural Communication, Perceptions, Philosophy, Social Justice, Sociology, Three Colors of Worldview @online{Hörhager2017, title = {Despicable Others: Animated Othering as Equipment for Living in the Era of Trump}, author = {Julia Khrebtan Hörhager and Roberto Avant Mier}, url = {https://www.researchgate.net/publication/319612310_Despicable_Others_Animated_Othering_as_Equipment_for_Living_in_the_Era_of_Trump}, year = {2017}, date = {2017-09-08}, abstract = {This essay comparatively examines U.S.-Russian and U.S.-Mexican interculturality in the Despicable Me movie franchise. We argue that cultural transformations of the main protagonists “ Russian Gru and Mexican El Macho are politically significant cases of U.S.-Russian and U.S.-Mexican interculturality, reflected and constructed by popular culture in general, and by animated cartoons in particular. Conceptualizing and analyzing animation as an equipment for living, we demonstrate how these cases serve as epistemological and pedagogical tools of confirming U.S.-dominant ideology, and discursively and visually constructing (Russian and Mexican) Others the way that they are currently understood and treated in (the non-fictional) U.S. society.}, keywords = {Analysis, Communication, Intercultural Communication, Perceptions, Philosophy, Social Justice, Sociology, Three Colors of Worldview}, pubstate = {published}, tppubtype = {online} } This essay comparatively examines U.S.-Russian and U.S.-Mexican interculturality in the Despicable Me movie franchise. We argue that cultural transformations of the main protagonists “ Russian Gru and Mexican El Macho are politically significant cases of U.S.-Russian and U.S.-Mexican interculturality, reflected and constructed by popular culture in general, and by animated cartoons in particular. Conceptualizing and analyzing animation as an equipment for living, we demonstrate how these cases serve as epistemological and pedagogical tools of confirming U.S.-dominant ideology, and discursively and visually constructing (Russian and Mexican) Others the way that they are currently understood and treated in (the non-fictional) U.S. society. |
Saghaf, Khatereh; Adel, Seyyed Mohammad Reza; Zareian, Gholamreza An Ecological Study of Foreign Language Writing Anxiety in English as a Foreign Language Classroom Online Free AccessJournal Article 2017. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Psychology @online{Saghaf2017, title = {An Ecological Study of Foreign Language Writing Anxiety in English as a Foreign Language Classroom}, author = {Khatereh Saghaf and Seyyed Mohammad Reza Adel and Gholamreza Zareian}, url = {https://www.researchgate.net/publication/318941958_An_Ecological_Study_of_Foreign_Language_Writing_Anxiety_in_English_as_a_Foreign_Language_Classroom}, year = {2017}, date = {2017-09-01}, abstract = {Foreign language writing anxiety is an affective response to the dynamicity within the process of foreign language acquisition which made learners brave winds of change sweeping through their emotional state as a result of what they may experience a trance-like state of flux. This investigation reports on English as a foreign language (EFL) learners writing anxiety based on an ecological perspective within the framework of nested ecosystem model. Current study was conducted on four upper-intermediate EFL learners, aged 14-18. Semi-structured stimulated recall interviews, teacher observation, student journal, and task-motometer were all instrumented over ten classroom sessions to provide information regarding learners writing anxiety which were analyzed qualitatively. Along the lines of nested ecosystem model, emerging patterns of learners writing anxiety were analyzed under four categories of micro-, meso-, exo-, and macrosystems. Findings of the present study offered adequate decisive evidence supporting the fluctuating trajectories and variables concerning learners writing anxiety within the interaction of the individual and environmental factors.}, keywords = {Communication, Intercultural Communication, Psychology}, pubstate = {published}, tppubtype = {online} } Foreign language writing anxiety is an affective response to the dynamicity within the process of foreign language acquisition which made learners brave winds of change sweeping through their emotional state as a result of what they may experience a trance-like state of flux. This investigation reports on English as a foreign language (EFL) learners writing anxiety based on an ecological perspective within the framework of nested ecosystem model. Current study was conducted on four upper-intermediate EFL learners, aged 14-18. Semi-structured stimulated recall interviews, teacher observation, student journal, and task-motometer were all instrumented over ten classroom sessions to provide information regarding learners writing anxiety which were analyzed qualitatively. Along the lines of nested ecosystem model, emerging patterns of learners writing anxiety were analyzed under four categories of micro-, meso-, exo-, and macrosystems. Findings of the present study offered adequate decisive evidence supporting the fluctuating trajectories and variables concerning learners writing anxiety within the interaction of the individual and environmental factors. |
Ladegaard, Hans J Global Cultures' Myth or Reality? Perceptions of "National Cultures" in a Global Corporation Online Free AccessJournal Article 2017. Abstract | Links | BibTeX | Tags: Analysis, Communication, Dimensions of Culture, Intercultural Communication, Perceptions, Three Colors of Worldview, Worldviews @online{Ladegaard2017, title = {Global Cultures' Myth or Reality? Perceptions of "National Cultures" in a Global Corporation}, author = {Hans J Ladegaard }, url = {https://www.researchgate.net/publication/232968096_Global_Culture-Myth_or_Reality_Perceptions_of_National_Cultures_in_a_Global_Corporation}, year = {2017}, date = {2017-07-16}, abstract = {The literature argues that in global business communication the concept of national culture(s) is becoming obsolete because globalization leads to cultural convergence. This article argues that "national cultures" are not obsolete in global organizations. Two focus group interviews were conducted in a global corporation using folk perceptions as a framework. Employees were asked to discuss their work practices and agreed that uniform standards could not be used across cultures. The article concludes that, despite globalization, we do not see evidence of cultural assimilation in global employees' work practices, but rather that stereotypes of national cultures are used to provide orientation.}, keywords = {Analysis, Communication, Dimensions of Culture, Intercultural Communication, Perceptions, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } The literature argues that in global business communication the concept of national culture(s) is becoming obsolete because globalization leads to cultural convergence. This article argues that "national cultures" are not obsolete in global organizations. Two focus group interviews were conducted in a global corporation using folk perceptions as a framework. Employees were asked to discuss their work practices and agreed that uniform standards could not be used across cultures. The article concludes that, despite globalization, we do not see evidence of cultural assimilation in global employees' work practices, but rather that stereotypes of national cultures are used to provide orientation. |
Starks, Donna; Nicholas, Howard Have You Noticed any Changes upon your Return? Vietnamese Alumni After Their Australian University Experiences Online Paid AccessJournal Article 2017. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Language & Culture, Transition Management @online{Starks2017, title = {Have You Noticed any Changes upon your Return? Vietnamese Alumni After Their Australian University Experiences}, author = {Donna Starks and Howard Nicholas}, url = {https://www.tandfonline.com/doi/full/10.1080/17475759.2017.1319403}, year = {2017}, date = {2017-04-25}, abstract = {Many individuals who study abroad return to their home country with the hope of applying new learnings. This paper reports on a videotaped group discussion with three such returnees, in-service English language educators from Vietnam. It considers ways that these educators feel that they have changed through their study abroad experiences and how these changes are accepted and contested after their return to Vietnam by their students, colleagues and the public. By exploring the themes that emerge, we open up discussion about how returnees embrace, negotiate and contest diverse aspects of multiple worlds and the complex and layered nature of post-return identity.}, keywords = {Communication, Intercultural Communication, Language & Culture, Transition Management}, pubstate = {published}, tppubtype = {online} } Many individuals who study abroad return to their home country with the hope of applying new learnings. This paper reports on a videotaped group discussion with three such returnees, in-service English language educators from Vietnam. It considers ways that these educators feel that they have changed through their study abroad experiences and how these changes are accepted and contested after their return to Vietnam by their students, colleagues and the public. By exploring the themes that emerge, we open up discussion about how returnees embrace, negotiate and contest diverse aspects of multiple worlds and the complex and layered nature of post-return identity. |
Frayne, Craig Wittgenstein, Organic Form, and an Orientation to Intercultural Language Games Online Paid AccessJournal Article 2017. Abstract | Links | BibTeX | Tags: Analysis, Communication, Individualism, Intercultural Communication, Intercultural Critic & Intercultural Learner, Nonverbal Communication, Psychology, Three Colors of Worldview, Worldviews @online{Frayne2017, title = {Wittgenstein, Organic Form, and an Orientation to Intercultural Language Games}, author = {Craig Frayne}, url = {https://www.tandfonline.com/doi/full/10.1080/17475759.2017.1283349}, year = {2017}, date = {2017-01-30}, abstract = {This essay revisits Wittgenstein's work in relation to intercultural communication. Specifically, it considers how Wittgenstein's philosophy relates to the analysis of cultural discourses as intercultural language games. The paper proposes a move beyond anti-essentialist interpretations of language games and towards the idea of cultures as family resemblance concepts in the context of Wittgenstein's naturalism. The idea of organic form is proposed to distinguish this naturalism from that of the sciences. The possibility that Wittgenstein viewed languages and cultures as organic forms is a way to draw connections between his philosophy and more enigmatic, pessimistic views regarding culture and civilization. Together with the familiar philosophical concepts, it is argued that these views offer insights for intercultural communication research today.}, keywords = {Analysis, Communication, Individualism, Intercultural Communication, Intercultural Critic & Intercultural Learner, Nonverbal Communication, Psychology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } This essay revisits Wittgenstein's work in relation to intercultural communication. Specifically, it considers how Wittgenstein's philosophy relates to the analysis of cultural discourses as intercultural language games. The paper proposes a move beyond anti-essentialist interpretations of language games and towards the idea of cultures as family resemblance concepts in the context of Wittgenstein's naturalism. The idea of organic form is proposed to distinguish this naturalism from that of the sciences. The possibility that Wittgenstein viewed languages and cultures as organic forms is a way to draw connections between his philosophy and more enigmatic, pessimistic views regarding culture and civilization. Together with the familiar philosophical concepts, it is argued that these views offer insights for intercultural communication research today. |
2016 |
Martinez, Laura V; Ting-Toomey, Stella; Dorjee, Tenzin Identity Management and Relational Culture in Interfaith Marital Communication in a United States Context: A Qualitative Study Online Paid AccessJournal Article 2016. Abstract | Links | BibTeX | Tags: Analysis, Communication, Intercultural Communication, Psychology @online{Martinez2016, title = {Identity Management and Relational Culture in Interfaith Marital Communication in a United States Context: A Qualitative Study}, author = {Laura V. Martinez and Stella Ting-Toomey and Tenzin Dorjee}, url = {https://www.tandfonline.com/doi/full/10.1080/17475759.2016.1237984}, year = {2016}, date = {2016-09-26}, abstract = {This study explored the identity management processes in interfaith marital communication in a United States setting. Sixteen marital partners participated in this interview study. Interviews were transcribed verbatim, interpreted, and analyzed. Guided by identity management theory, the interview data analysis revealed three general themes: development of the interfaith relational identity via the co-creation of a superordinate spiritual and value system; implementation of relational boundaries to prioritize the relational identity; and identification of key milestone decisions (i.e. wedding plans and children socialization coordination) interfaith partners face in their intimate relationships. Contributions, limitations, and directions for future studies on interfaith marital communication are addressed.}, keywords = {Analysis, Communication, Intercultural Communication, Psychology}, pubstate = {published}, tppubtype = {online} } This study explored the identity management processes in interfaith marital communication in a United States setting. Sixteen marital partners participated in this interview study. Interviews were transcribed verbatim, interpreted, and analyzed. Guided by identity management theory, the interview data analysis revealed three general themes: development of the interfaith relational identity via the co-creation of a superordinate spiritual and value system; implementation of relational boundaries to prioritize the relational identity; and identification of key milestone decisions (i.e. wedding plans and children socialization coordination) interfaith partners face in their intimate relationships. Contributions, limitations, and directions for future studies on interfaith marital communication are addressed. |
Samuel-Azran, Tal; Galily, Yair; Karniel, Yuval; Lavie-Dinur, Amit Let the Germans Win? Israeli Attitudes towards Die Mannschaft during The 2014 World Cup Tournament Online Free AccessJournal Article 2016. Abstract | Links | BibTeX | Tags: Communication, Culture Shock, Intercultural Communication, Intercultural Conflict, Intercultural Critic & Intercultural Learner, Psychology @online{Samuel-Azran2016, title = {Let the Germans Win? Israeli Attitudes towards Die Mannschaft during The 2014 World Cup Tournament}, author = {Tal Samuel-Azran and Yair Galily and Yuval Karniel and Amit Lavie-Dinur}, url = {https://www.researchgate.net/publication/305000653_Let_the_Germans_Win_Israeli_Attitudes_towards_Die_Mannschaft_during_The_2014_World_Cup_Tournament}, year = {2016}, date = {2016-07-07}, abstract = {To contribute to analyses of the sport-politics nexus, the study examines Jewish-Israeli attitudes toward the German soccer team and Germany. The analysis reveals that more Israelis root against the German soccer team than support it, despite the teams impressive achievements. The analysis of attitudes toward Germany surprisingly reveals that the 18-20 age group expressed the strongest animosity towards Germany, which may indicate that Israeli government attempts to instill the Holocaust memory in the young generations perpetuates animosity between young Israelis and Germany. The study strengthens the notion that international sport games represent and extend rather than reduce international tensions.}, keywords = {Communication, Culture Shock, Intercultural Communication, Intercultural Conflict, Intercultural Critic & Intercultural Learner, Psychology}, pubstate = {published}, tppubtype = {online} } To contribute to analyses of the sport-politics nexus, the study examines Jewish-Israeli attitudes toward the German soccer team and Germany. The analysis reveals that more Israelis root against the German soccer team than support it, despite the teams impressive achievements. The analysis of attitudes toward Germany surprisingly reveals that the 18-20 age group expressed the strongest animosity towards Germany, which may indicate that Israeli government attempts to instill the Holocaust memory in the young generations perpetuates animosity between young Israelis and Germany. The study strengthens the notion that international sport games represent and extend rather than reduce international tensions. |
Raman, Priya; Harwood, Jake Media Usage and Acculturation: Asian Indian Professionals in Silicon Valley Online Free AccessMass Media Article/Case Study 2016. Abstract | Links | BibTeX | Tags: Analysis, Communication, Intercultural Communication, Psychology @online{Raman2016, title = {Media Usage and Acculturation: Asian Indian Professionals in Silicon Valley}, author = {Priya Raman and Jake Harwood}, url = {https://www.researchgate.net/publication/304186064_Media_Usage_and_Acculturation_Asian_Indian_Professionals_in_Silicon_Valley}, year = {2016}, date = {2016-06-20}, abstract = {We examine connections between media use, intergroup contact, and acculturation in 237 Asian Indian professionals in Silicon Valley, drawing on theories of immigrant acculturation, intergroup contact, and media effects. Quality of host contact positively predicted acculturation. Indian (ethnic) media consumption negatively predicted acculturation, and American (host) media consumption was positively related to acculturation. Ethnic television viewing exacerbated the effects of negative intergroup contact on acculturation. Respondents used social networking websites to maintain both host and ethnic ties. Host cultural/informational capital was positively related to acculturation. Host media consumption was positively related to political engagement and loneliness.}, keywords = {Analysis, Communication, Intercultural Communication, Psychology}, pubstate = {published}, tppubtype = {online} } We examine connections between media use, intergroup contact, and acculturation in 237 Asian Indian professionals in Silicon Valley, drawing on theories of immigrant acculturation, intergroup contact, and media effects. Quality of host contact positively predicted acculturation. Indian (ethnic) media consumption negatively predicted acculturation, and American (host) media consumption was positively related to acculturation. Ethnic television viewing exacerbated the effects of negative intergroup contact on acculturation. Respondents used social networking websites to maintain both host and ethnic ties. Host cultural/informational capital was positively related to acculturation. Host media consumption was positively related to political engagement and loneliness. |
Dutta, Debalina Negotiations of cultural identities by Indian women engineering students in US engineering programmes Online Paid AccessJournal Article 2016. Abstract | Links | BibTeX | Tags: Analysis, Communication, Culture Shock, Dignity, Dimensions of Culture, Individualism, Intercultural Communication, Outlook, Sociology, Three Colors of Worldview, Worldviews @online{Dutta2016, title = {Negotiations of cultural identities by Indian women engineering students in US engineering programmes}, author = {Debalina Dutta}, url = {https://www.tandfonline.com/doi/full/10.1080/17475759.2016.1165727}, year = {2016}, date = {2016-04-04}, abstract = {The paper analyses the identities of Indian women engineers in the gendered organizational context of US engineering programmes. Participant narratives discuss the ways in which women are subjected to identity struggles in India due to gendered patrifocal norms that impose structural, societal, and familial pressures on women. Subsequently, when these women enter US engineering programmes, they encounter a highly masculine organizational and cultural space. Participants discuss identity dislocations, transformations, and assimilation as they seek to meld into the existing structures and find a career trajectory. I draw upon liminality theory to explore the cultural transitions, identity restructuring, and negotiations of Indian women engineers, navigating the intersections of competing and intersecting cultural norms of gender and engineering in India and the US, work, and family. The findings indicate the layers of gendered ideology that constitute engineering education in India and the US, the societal pressures of marriage and family rooted in patrifocal Indian norms, the barriers to finding an engineering job, the resources within the structures that support women, and the identification of patriarchy as the enactment of agency and as a site for change.}, keywords = {Analysis, Communication, Culture Shock, Dignity, Dimensions of Culture, Individualism, Intercultural Communication, Outlook, Sociology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } The paper analyses the identities of Indian women engineers in the gendered organizational context of US engineering programmes. Participant narratives discuss the ways in which women are subjected to identity struggles in India due to gendered patrifocal norms that impose structural, societal, and familial pressures on women. Subsequently, when these women enter US engineering programmes, they encounter a highly masculine organizational and cultural space. Participants discuss identity dislocations, transformations, and assimilation as they seek to meld into the existing structures and find a career trajectory. I draw upon liminality theory to explore the cultural transitions, identity restructuring, and negotiations of Indian women engineers, navigating the intersections of competing and intersecting cultural norms of gender and engineering in India and the US, work, and family. The findings indicate the layers of gendered ideology that constitute engineering education in India and the US, the societal pressures of marriage and family rooted in patrifocal Indian norms, the barriers to finding an engineering job, the resources within the structures that support women, and the identification of patriarchy as the enactment of agency and as a site for change. |
Nshom, Elvis Predictors of Finnish Adolescents: Prejudice towards Russian Immigrants and the Effect of Intergroup Contact Online Paid AccessJournal Article 2016. Abstract | Links | BibTeX | Tags: Communication, Dimensions of Culture, Expression, Intercultural Conflict, Intercultural Critic & Intercultural Learner @online{Nshom2016, title = {Predictors of Finnish Adolescents: Prejudice towards Russian Immigrants and the Effect of Intergroup Contact}, author = {Elvis Nshom}, url = {https://www.tandfonline.com/doi/full/10.1080/17475759.2015.1136347}, year = {2016}, date = {2016-01-25}, abstract = {This study examined perceived threat as a predictor of Finnish adolescents prejudice towards Russian immigrants. Moreover, since Russian immigrants represent the largest immigrant group in Eastern Finland, this study also explored the relationship between intergroup contact, threat, and prejudice. The sample consisted of 305 Finnish adolescents ranging from 11 to 19 years old. Results showed threat to be a significant predictor of prejudice towards Russian immigrants in Eastern Finland. Individually, negative stereotype was found to be the only threat that significantly predicted prejudice towards Russian immigrants. Realistic and symbolic threats were not important to the attitudes of Finnish adolescents towards Russian immigrants. Moreover, there was no significant relationship between intergroup contact, prejudice, and threat (realistic threat, symbolic threat, and negative stereotype). Implications are also discussed.}, keywords = {Communication, Dimensions of Culture, Expression, Intercultural Conflict, Intercultural Critic & Intercultural Learner}, pubstate = {published}, tppubtype = {online} } This study examined perceived threat as a predictor of Finnish adolescents prejudice towards Russian immigrants. Moreover, since Russian immigrants represent the largest immigrant group in Eastern Finland, this study also explored the relationship between intergroup contact, threat, and prejudice. The sample consisted of 305 Finnish adolescents ranging from 11 to 19 years old. Results showed threat to be a significant predictor of prejudice towards Russian immigrants in Eastern Finland. Individually, negative stereotype was found to be the only threat that significantly predicted prejudice towards Russian immigrants. Realistic and symbolic threats were not important to the attitudes of Finnish adolescents towards Russian immigrants. Moreover, there was no significant relationship between intergroup contact, prejudice, and threat (realistic threat, symbolic threat, and negative stereotype). Implications are also discussed. |
2015 |
Barker, Gina G Cross-Cultural Perspectives on Intercultural Communication Competence Online Paid AccessJournal Article 2015. Abstract | Links | BibTeX | Tags: Communication, Connecting, Emotion, Expression, Intercultural Communication, Language & Culture, Worldviews @online{Barker2015, title = {Cross-Cultural Perspectives on Intercultural Communication Competence}, author = {Barker, Gina G}, url = {https://www.tandfonline.com/doi/full/10.1080/17475759.2015.1104376}, year = {2015}, date = {2015-11-05}, abstract = {This study examined the process of developing intercultural communication competence (ICC) with particular attention to cross-cultural differences in communication patterns. A qualitative approach involving 40 interviews with Americans living in Sweden and Swedes living in the US was employed in order to gain a nuanced, in-depth, and contextual understanding of how immigrants and expatriates experience the process. Several differences in verbal and nonverbal communication patterns between the two cultures emerged. The findings provide insights into how ICC is developed differently across cultures, as well as how the cognitive, affective, and behavioral components of ICC are interrelated and influenced by culture-specific aspects.}, keywords = {Communication, Connecting, Emotion, Expression, Intercultural Communication, Language & Culture, Worldviews}, pubstate = {published}, tppubtype = {online} } This study examined the process of developing intercultural communication competence (ICC) with particular attention to cross-cultural differences in communication patterns. A qualitative approach involving 40 interviews with Americans living in Sweden and Swedes living in the US was employed in order to gain a nuanced, in-depth, and contextual understanding of how immigrants and expatriates experience the process. Several differences in verbal and nonverbal communication patterns between the two cultures emerged. The findings provide insights into how ICC is developed differently across cultures, as well as how the cognitive, affective, and behavioral components of ICC are interrelated and influenced by culture-specific aspects. |
2014 |
Hoops, Joshua F Pioneer whiteness meets "multicultural" whiteness in farm communities in Washington state Online Paid AccessJournal Article 2014. Abstract | Links | BibTeX | Tags: Intercultural Communication, Private Sector, Psychology, Relational Capital, Sociology, Status, Sustainability, Three Colors of Worldview, Worldviews @online{Hoops2014, title = {Pioneer whiteness meets "multicultural" whiteness in farm communities in Washington state}, author = {Joshua F Hoops }, url = {https://www.tandfonline.com/doi/abs/10.1080/17475759.2013.872170}, year = {2014}, date = {2014-01-24}, abstract = {Emphasizing symbolic/material intersections, I employ a spatial approach to contextualize whiteness in migrant farm communities in Washington state. Specifically, I argue that white identity is not detached from physical settings, but evolves in relationship to others in these concrete, but symbolically constructed, locations. Utilizing observations, interviews, and ethnographic mapping, I discuss how participants spatial narratives elucidate pioneer and "multicultural" expressions of whiteness. The citation of an agricultural ethos also pervades discourses of whiteness in this community. These specific articulations signal the resiliency of whiteness to morph in response to perceived threats to its position and assuage anxiety over demographic changes.}, keywords = {Intercultural Communication, Private Sector, Psychology, Relational Capital, Sociology, Status, Sustainability, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } Emphasizing symbolic/material intersections, I employ a spatial approach to contextualize whiteness in migrant farm communities in Washington state. Specifically, I argue that white identity is not detached from physical settings, but evolves in relationship to others in these concrete, but symbolically constructed, locations. Utilizing observations, interviews, and ethnographic mapping, I discuss how participants spatial narratives elucidate pioneer and "multicultural" expressions of whiteness. The citation of an agricultural ethos also pervades discourses of whiteness in this community. These specific articulations signal the resiliency of whiteness to morph in response to perceived threats to its position and assuage anxiety over demographic changes. |
2013 |
Ganapathy-Coleman, Hemalatha Speaking About Independence and Family Closeness: Socialisation Beliefs of Immigrant Indian Hindu Parents in the United States Online Paid AccessJournal Article 2013. Abstract | Links | BibTeX | Tags: Accountability, Communication, Dimensions of Culture, Honor, Honor & Shame, Intercultural Communication, Language & Culture, Outlook, Psychology, Three Colors of Worldview, Worldviews @online{Ganapathy-Coleman2013, title = {Speaking About Independence and Family Closeness: Socialisation Beliefs of Immigrant Indian Hindu Parents in the United States}, author = {Hemalatha Ganapathy-Coleman}, url = {https://www.tandfonline.com/doi/abs/10.1080/17475759.2013.843198}, year = {2013}, date = {2013-12-16}, abstract = {This paper is based on a yearlong cultural psychological study of immigrant Indian Hindu parents in the United States. I examine here their repeated use of two phrases "be independent and be close to family's" that they articulated as their most valued socialisation goals. I argue that although these English terms are seemingly self-evident, the meaning the parents attached to them, in conjunction with their simultaneous emphasis on cultural and religious-moral goals, was influenced by the content encapsulated in the cultural and religious script of Sanskar, a Hindi concept for which there is no semantic equivalent in English.}, keywords = {Accountability, Communication, Dimensions of Culture, Honor, Honor & Shame, Intercultural Communication, Language & Culture, Outlook, Psychology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } This paper is based on a yearlong cultural psychological study of immigrant Indian Hindu parents in the United States. I examine here their repeated use of two phrases "be independent and be close to family's" that they articulated as their most valued socialisation goals. I argue that although these English terms are seemingly self-evident, the meaning the parents attached to them, in conjunction with their simultaneous emphasis on cultural and religious-moral goals, was influenced by the content encapsulated in the cultural and religious script of Sanskar, a Hindi concept for which there is no semantic equivalent in English. |
2012 |
Samter, Wendy; Morse, Chris R; Whaley, Bryan B Do We Need to Put God into Emotional Support: A Comparison of Caucasians and African-Americans Evaluations of Religious versus Non-Religious Comforting Messages Online Paid AccessJournal Article 2012. Abstract | Links | BibTeX | Tags: Communication, Philosophy, Religion, Spirituality @online{Samter2012, title = {Do We Need to Put God into Emotional Support: A Comparison of Caucasians and African-Americans Evaluations of Religious versus Non-Religious Comforting Messages}, author = {Wendy Samter and Chris R. Morse and Bryan B. Whaley}, url = {https://www.tandfonline.com/doi/abs/10.1080/17475759.2012.744340}, year = {2012}, date = {2012-11-29}, abstract = {The current study explored whether ethnicity influences young adults evaluations of two different sets of comforting messages: those in which concepts such as God, prayer, religion, and faith are woven into low, moderate, and high person-centered strategies (called religious strategies) and those in which such concepts are not embedded (called religious strategies) into the messages. One hundred ninety-seven college students (63% African-American; 37% Caucasian) rated the sensitivity and effectiveness of religious and non-religious comforting messages. Several significant differences were observed between Caucasians and African-Americans in their evaluations of these strategies. Findings are discussed in terms of their practical implications for real world comforting efforts as well as the theoretical significance they hold for the concept of person-centeredness.}, keywords = {Communication, Philosophy, Religion, Spirituality}, pubstate = {published}, tppubtype = {online} } The current study explored whether ethnicity influences young adults evaluations of two different sets of comforting messages: those in which concepts such as God, prayer, religion, and faith are woven into low, moderate, and high person-centered strategies (called religious strategies) and those in which such concepts are not embedded (called religious strategies) into the messages. One hundred ninety-seven college students (63% African-American; 37% Caucasian) rated the sensitivity and effectiveness of religious and non-religious comforting messages. Several significant differences were observed between Caucasians and African-Americans in their evaluations of these strategies. Findings are discussed in terms of their practical implications for real world comforting efforts as well as the theoretical significance they hold for the concept of person-centeredness. |
H.Prosser, Michael K.S. Sitaram, an early interculturalist: Founding the field May 6, 1970 Online Paid AccessJournal Article 2012. Abstract | Links | BibTeX | Tags: Communication, Dimensions of Culture, Intercultural Communication, Language & Culture, Psychology, Sociology, Worldviews @online{H.Prosser2012, title = {K.S. Sitaram, an early interculturalist: Founding the field May 6, 1970}, author = {Michael H.Prosser }, url = {https://www.sciencedirect.com/science/article/abs/pii/S0147176712001125?viaihub }, year = {2012}, date = {2012-10-12}, abstract = {This essay provides a retrospective of the leadership and academic contributions of K.S. Sitaram (1935“2009) with an emphasis on his early work career in India and his 1969 doctoral dissertation on Indian radio; his early influence in the development of the study of intercultural communication and his coauthored 1976 text, Foundations of Intercultural Communication with its stress on Asian communication; his further development of an understanding of Asian communication, particularly through Buddhism, Hinduism, and Islam in his 1995 text, Communication and Culture: A World View; his co-chairmanship of the 1995“2001 Rochester Intercultural Conferences and co-editorship of the 1998 Civic Discourse: Multiculturalism, Cultural Diversity, and Global Communication and 1999 Civic Discourse: Intercultural, International, and Global Media; and a summary of his professional contributions. }, keywords = {Communication, Dimensions of Culture, Intercultural Communication, Language & Culture, Psychology, Sociology, Worldviews}, pubstate = {published}, tppubtype = {online} } This essay provides a retrospective of the leadership and academic contributions of K.S. Sitaram (1935“2009) with an emphasis on his early work career in India and his 1969 doctoral dissertation on Indian radio; his early influence in the development of the study of intercultural communication and his coauthored 1976 text, Foundations of Intercultural Communication with its stress on Asian communication; his further development of an understanding of Asian communication, particularly through Buddhism, Hinduism, and Islam in his 1995 text, Communication and Culture: A World View; his co-chairmanship of the 1995“2001 Rochester Intercultural Conferences and co-editorship of the 1998 Civic Discourse: Multiculturalism, Cultural Diversity, and Global Communication and 1999 Civic Discourse: Intercultural, International, and Global Media; and a summary of his professional contributions. |
Tenzin, Dorjee; Noorie, Baig; Toomey, Ting A Social Ecological Perspective on Understanding "Honor Killing": An Intercultural Moral Dilemma Online Free AccessJournal Article 2012. Abstract | Links | BibTeX | Tags: Conflict Resolution, Honor, Honor & Shame, Intercultural Conflict, Morality, Psychology, Social Justice, Sociology, Three Colors of Worldview, Worldviews @online{Tenzin2012, title = {A Social Ecological Perspective on Understanding "Honor Killing": An Intercultural Moral Dilemma}, author = {Dorjee Tenzin and Baig Noorie and Ting Toomey}, url = {https://www.researchgate.net/publication/271927410_A_Social_Ecological_Perspective_on_Understanding_Honor_Killing_An_Intercultural_Moral_Dilemma}, year = {2012}, date = {2012-09-13}, abstract = {This paper focuses on killing in the name of honor that has received scant attention from intercultural communication scholars. Incompatible moral value sets are often expressed through the complexity of intercultural or intergroup communication at various institutional and community reaction levels. While we do not condone honor killing, the social ecological perspective (SEP) provides multi-layered and embedded contextual framing of the situation to understand honor killing. First, this paper contextualizes honor killing and then presents a true story of honor killing. Subsequently, it discusses SEP and applies it to the Banaz Mahmod's killing. It concludes with future theoretical directions.}, keywords = {Conflict Resolution, Honor, Honor & Shame, Intercultural Conflict, Morality, Psychology, Social Justice, Sociology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } This paper focuses on killing in the name of honor that has received scant attention from intercultural communication scholars. Incompatible moral value sets are often expressed through the complexity of intercultural or intergroup communication at various institutional and community reaction levels. While we do not condone honor killing, the social ecological perspective (SEP) provides multi-layered and embedded contextual framing of the situation to understand honor killing. First, this paper contextualizes honor killing and then presents a true story of honor killing. Subsequently, it discusses SEP and applies it to the Banaz Mahmod's killing. It concludes with future theoretical directions. |
Lawton, Bessie; Foeman, Anita; Braz, Mary Interracial Couples' Conflict Styles on Educational Issues Online Paid AccessJournal Article 2012. Abstract | Links | BibTeX | Tags: Accountability, Communication, Conflict Resolution, Intercultural Communication, Intercultural Conflict, Language & Culture, Nonverbal Communication, Three Colors of Worldview, Worldviews @online{Lawton2012, title = {Interracial Couples' Conflict Styles on Educational Issues}, author = {Bessie Lawton and Anita Foeman and Mary Braz}, url = {https://www.tandfonline.com/doi/abs/10.1080/17475759.2012.711766?journalCode=rjic20}, year = {2012}, date = {2012-08-07}, abstract = {This study reports results of a quantitative survey of interracial couples' conflict styles on one specific issues education. Interracial couples answered a slightly revised version of Putnam-Wilson's Organizational Communication Conflict Instrument to assess conflict styles in dealing with education. The paper has three research questions: Do men and women score differently on self-reported use of conflict styles when dealing with educational issues? Does age or race predict self-reported conflict style for husbands when they deal with educational issues? and Does age or race predict self-reported conflict style for wives dealing with educational issues? A difference on control emerged between husbands and wives, with the latter showing more control-oriented behavior compared to the former. Wives' age and race were not related to control, non-confrontation, or solution. Husbands who are Asian or Latino were more likely to exercise control. Older husbands' responses reflected that they were more likely to display solution-oriented behaviors over control-oriented ones.}, keywords = {Accountability, Communication, Conflict Resolution, Intercultural Communication, Intercultural Conflict, Language & Culture, Nonverbal Communication, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } This study reports results of a quantitative survey of interracial couples' conflict styles on one specific issues education. Interracial couples answered a slightly revised version of Putnam-Wilson's Organizational Communication Conflict Instrument to assess conflict styles in dealing with education. The paper has three research questions: Do men and women score differently on self-reported use of conflict styles when dealing with educational issues? Does age or race predict self-reported conflict style for husbands when they deal with educational issues? and Does age or race predict self-reported conflict style for wives dealing with educational issues? A difference on control emerged between husbands and wives, with the latter showing more control-oriented behavior compared to the former. Wives' age and race were not related to control, non-confrontation, or solution. Husbands who are Asian or Latino were more likely to exercise control. Older husbands' responses reflected that they were more likely to display solution-oriented behaviors over control-oriented ones. |
Kurokawa, Izumi; Yoshida, Tomoko; Lewis, Clyde H The Plurilingual Lounge: Creating new worldviews through social interaction Online Paid AccessJournal Article 2012. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Psychology, Three Colors of Worldview @online{Kurokawa2012, title = {The Plurilingual Lounge: Creating new worldviews through social interaction}, author = {Izumi Kurokawa and Tomoko Yoshida and Lewis, Clyde H}, url = {https://www.researchgate.net/publication/256976191_The_Plurilingual_Lounge_Creating_new_worldviews_through_social_interaction }, year = {2012}, date = {2012-05-19}, abstract = {This article describes the Plurilingual Lounge as a method for teaching language and culture through natural interactions. Fantini's (1995) theory of “Language, Culture, and Worldview†and Astin (1984) and Tinto's (1975) “Student Involvement and Integration†are used as theoretical frameworks. This article begins by describing the Plurilingual Lounge at Keio University then reports the results of five focus groups that were conducted. Complete transcripts were created for each of the focus groups and the two researchers coded and analyzed the transcripts using the software Atlas ti based on grounded theory (Strauss, 1987). Results of our analyses suggested that relationships (i.e., with the staff and each other) were key to motivating students to come to the Lounge, thus providing partial support for the “Student Involvement Theory.†Participants also felt that the Lounge had its own unique culture that freed them from “Japanese rules†such as using honorofics when speaking to one's elders and not speaking to strangers. Participants were also very conscious of the fact that the Lounge was not only a place to learn language but was a place where they could learn new cultures and worldviews, supporting Fantini's (1995) theory that intercultural communication can be best learned through natural social interaction.}, keywords = {Communication, Intercultural Communication, Psychology, Three Colors of Worldview}, pubstate = {published}, tppubtype = {online} } This article describes the Plurilingual Lounge as a method for teaching language and culture through natural interactions. Fantini's (1995) theory of “Language, Culture, and Worldview†and Astin (1984) and Tinto's (1975) “Student Involvement and Integration†are used as theoretical frameworks. This article begins by describing the Plurilingual Lounge at Keio University then reports the results of five focus groups that were conducted. Complete transcripts were created for each of the focus groups and the two researchers coded and analyzed the transcripts using the software Atlas ti based on grounded theory (Strauss, 1987). Results of our analyses suggested that relationships (i.e., with the staff and each other) were key to motivating students to come to the Lounge, thus providing partial support for the “Student Involvement Theory.†Participants also felt that the Lounge had its own unique culture that freed them from “Japanese rules†such as using honorofics when speaking to one's elders and not speaking to strangers. Participants were also very conscious of the fact that the Lounge was not only a place to learn language but was a place where they could learn new cultures and worldviews, supporting Fantini's (1995) theory that intercultural communication can be best learned through natural social interaction. |
2011 |
Bradley, Kristopher I; Kennison, Shelia M The effect of mortality salience on weapon bias Online Free AccessJournal Article 2011. Abstract | Links | BibTeX | Tags: Culture Shock, Morality, Psychology, Sociology @online{Bradley2011, title = {The effect of mortality salience on weapon bias}, author = {Kristopher I Bradley and Shelia M Kennison}, url = {https://www.researchgate.net/publication/234038519_The_effect_of_mortality_salience_on_weapon_bias }, year = {2011}, date = {2011-09-14}, abstract = {The research tested the hypothesis that those in life-threatening situations may accidentally fire upon an individual whose ethnicity differs from their own, because mortality salience (MS) increases negative bias toward outgroup members (Greenberg, Pyszczynski, & Solomon, 1986). In the experiment, 88 White participants completed the weapon bias task (Payne, 2001). Participants viewed pictures and judged whether the picture was a hand tool or weapon. Each picture is briefly preceded by either a White or Black face. Prior to the starting the task, participants either wrote a short essay describing the emotions that the thought of their own death arouses in them (i.e., MS condition) or their feelings toward an upcoming exam (i.e., control condition). The results showed that individuals in the MS condition made more errors on the task. Further, the increase in error rates was significantly larger for conditions in which Black versus White faces preceded hand tools.}, keywords = {Culture Shock, Morality, Psychology, Sociology}, pubstate = {published}, tppubtype = {online} } The research tested the hypothesis that those in life-threatening situations may accidentally fire upon an individual whose ethnicity differs from their own, because mortality salience (MS) increases negative bias toward outgroup members (Greenberg, Pyszczynski, & Solomon, 1986). In the experiment, 88 White participants completed the weapon bias task (Payne, 2001). Participants viewed pictures and judged whether the picture was a hand tool or weapon. Each picture is briefly preceded by either a White or Black face. Prior to the starting the task, participants either wrote a short essay describing the emotions that the thought of their own death arouses in them (i.e., MS condition) or their feelings toward an upcoming exam (i.e., control condition). The results showed that individuals in the MS condition made more errors on the task. Further, the increase in error rates was significantly larger for conditions in which Black versus White faces preceded hand tools. |
Lim, Tae-Seop; Kim, Sang-Yeon; Kim, Jihyun Holism: A Missing Link in Individualism-Collectivism Research Online Free AccessJournal Article 2011. Abstract | Links | BibTeX | Tags: Individualism, Philosophy @online{Lim2011, title = {Holism: A Missing Link in Individualism-Collectivism Research}, author = {Tae-Seop Lim and Sang-Yeon Kim and Jihyun Kim}, url = {https://www.tandfonline.com/doi/full/10.1080/17475759.2011.558317}, year = {2011}, date = {2011-03-18}, abstract = {Studies on Individualism-Collectivism (IND-COL) have documented results contradicting Hofstede's theory. We attribute these theory-data inconsistencies to construct under specification. Both IND and COL are confounded with similar yet disparate sub-constructs. In the main, this study illustrates that the West and the East do manifest opposite cultural values as Hofstede had initially conceptualized, and this can be empirically observable when utilizing more refined constructs and measurement instruments. This study (a) proposes holism, not collectivism, as a cultural fundamental of East Asia, (b) separates personalism from individualism, and (c) breaks collectivism down into Western group collectivism and Eastern relational collectivism. A cross-cultural study with 152 Korean and 171 American students was conducted. Results indicate that individualism and holism constitute elements of the most basic cultural layer while collectivism belongs to a peripheral one. Koreans were much more holistic than Americans, who were significantly more individualistic than Koreans. Group collectivism was more pronounced in the U.S. while relational collectivism tended to prevail in Korea. In both cultures, collectivism was influenced by their respective cultural fundamentals: Individualism better predicted collectivism in the U.S. while holism did so in Korea.}, keywords = {Individualism, Philosophy}, pubstate = {published}, tppubtype = {online} } Studies on Individualism-Collectivism (IND-COL) have documented results contradicting Hofstede's theory. We attribute these theory-data inconsistencies to construct under specification. Both IND and COL are confounded with similar yet disparate sub-constructs. In the main, this study illustrates that the West and the East do manifest opposite cultural values as Hofstede had initially conceptualized, and this can be empirically observable when utilizing more refined constructs and measurement instruments. This study (a) proposes holism, not collectivism, as a cultural fundamental of East Asia, (b) separates personalism from individualism, and (c) breaks collectivism down into Western group collectivism and Eastern relational collectivism. A cross-cultural study with 152 Korean and 171 American students was conducted. Results indicate that individualism and holism constitute elements of the most basic cultural layer while collectivism belongs to a peripheral one. Koreans were much more holistic than Americans, who were significantly more individualistic than Koreans. Group collectivism was more pronounced in the U.S. while relational collectivism tended to prevail in Korea. In both cultures, collectivism was influenced by their respective cultural fundamentals: Individualism better predicted collectivism in the U.S. while holism did so in Korea. |
2010 |
Dupuis, Darcy R; Safdar, Saba Terror management and acculturation: Do thoughts of death affect the acculturation attitudes of receiving society members? Online Paid AccessJournal Article 2010. Abstract | Links | BibTeX | Tags: Analysis, Morality, Psychology, Sociology @online{Dupuis2010, title = {Terror management and acculturation: Do thoughts of death affect the acculturation attitudes of receiving society members?}, author = {Darcy R Dupuis and Saba Safdar }, url = {https://www.researchgate.net/publication/248437397_Terror_management_and_acculturation_Do_thoughts_of_death_affect_the_acculturation_attitudes_of_receiving_society_members }, year = {2010}, date = {2010-05-23}, abstract = {According to terror management theory, cognitive processes related to the awareness of one's own mortality can often exacerbate negative reactions to the presence, or to the mere existence, of individuals who hold divergent worldviews. The goal of this study was to explore whether symbolic terror management processes can have an effect on receiving society members acculturation attitudes toward distinct immigrant groups. In this study, following a manipulation of mortality salience (MS), a measure was taken of Anglo-Canadian receiving society members acculturation attitudes toward either culturally close (British) or culturally distant (Arab-Muslim) immigrants. The effects of MS on attitudes of Anglo-Canadians were measured using the Relative Acculturation Extended Model (RAEM). MS was hypothesized to lead to higher separation and lower assimilation toward British immigrants and higher assimilation and lower separation toward Arab-Muslim immigrants. The hypotheses were partially supported. MS led to a greater desire for separation and lesser desire for assimilation of British immigrants. MS led to a greater desire for assimilation of Arab-Muslim immigrants within the family relations domain of acculturation. The effects of terror management processes on acculturation attitudes are discussed primarily within the context of Canadian society, with implications for other societal settings. }, keywords = {Analysis, Morality, Psychology, Sociology}, pubstate = {published}, tppubtype = {online} } According to terror management theory, cognitive processes related to the awareness of one's own mortality can often exacerbate negative reactions to the presence, or to the mere existence, of individuals who hold divergent worldviews. The goal of this study was to explore whether symbolic terror management processes can have an effect on receiving society members acculturation attitudes toward distinct immigrant groups. In this study, following a manipulation of mortality salience (MS), a measure was taken of Anglo-Canadian receiving society members acculturation attitudes toward either culturally close (British) or culturally distant (Arab-Muslim) immigrants. The effects of MS on attitudes of Anglo-Canadians were measured using the Relative Acculturation Extended Model (RAEM). MS was hypothesized to lead to higher separation and lower assimilation toward British immigrants and higher assimilation and lower separation toward Arab-Muslim immigrants. The hypotheses were partially supported. MS led to a greater desire for separation and lesser desire for assimilation of British immigrants. MS led to a greater desire for assimilation of Arab-Muslim immigrants within the family relations domain of acculturation. The effects of terror management processes on acculturation attitudes are discussed primarily within the context of Canadian society, with implications for other societal settings. |
Croucher, Stephen M; Oommen, Deepa; Steele, Emily L An Examination of Media Usage among French-Muslims Online Free AccessMass Media Article/Case Study 2010. Abstract | Links | BibTeX | Tags: Accountability, Dimensions of Culture, Honor & Shame, Intercultural Critic & Intercultural Learner, Sociology, Three Colors of Worldview @online{Croucher2010, title = {An Examination of Media Usage among French-Muslims}, author = {Stephen M Croucher and Deepa Oommen and Emily L Steele }, url = {https://www.researchgate.net/publication/232832503_An_Examination_of_Media_Usage_among_French-Muslims}, year = {2010}, date = {2010-01-05}, abstract = {Media help in the formation of identity. For ethnic communities, ethnic media can play a dual role, aiding in the acculturation process and assisting in holding onto ethnic identities. This study examines media and identity negotiation. Specifically, this study analyzes differences in media usage among French-Muslims. The principal researcher interviewed 42 first and second generation French-Muslims to explore their media usage and the relationships between their media usage and ethnic identification. Analysis uncovered two key findings. First, second-generation French-Muslims prefer to use ethnic media more than French produced media as a form of protest against French assimilationist policies. Second, abandoning ethnic media is equated with becoming French, which is something first and second generation French-Muslims resist.}, keywords = {Accountability, Dimensions of Culture, Honor & Shame, Intercultural Critic & Intercultural Learner, Sociology, Three Colors of Worldview}, pubstate = {published}, tppubtype = {online} } Media help in the formation of identity. For ethnic communities, ethnic media can play a dual role, aiding in the acculturation process and assisting in holding onto ethnic identities. This study examines media and identity negotiation. Specifically, this study analyzes differences in media usage among French-Muslims. The principal researcher interviewed 42 first and second generation French-Muslims to explore their media usage and the relationships between their media usage and ethnic identification. Analysis uncovered two key findings. First, second-generation French-Muslims prefer to use ethnic media more than French produced media as a form of protest against French assimilationist policies. Second, abandoning ethnic media is equated with becoming French, which is something first and second generation French-Muslims resist. |
2009 |
Pedersen, Paula J Assessing intercultural effectiveness outcomes in a year-long study abroad program Online Paid AccessJournal Article 2009. Abstract | Links | BibTeX | Tags: Analysis, Communication, Dimensions of Culture, Intercultural Communication, Psychology, Sociology @online{Pedersen2009, title = {Assessing intercultural effectiveness outcomes in a year-long study abroad program}, author = {Paula J Pedersen}, url = {https://www.researchgate.net/publication/240415157_Assessing_intercultural_effectiveness_outcomes_in_a_year-long_study_abroad_program }, year = {2009}, date = {2009-10-24}, abstract = {As study abroad efforts take on increased importance in colleges and universities, it is vital that we use the resources of the academy to research the impact and effectiveness of these programs (Lederman, 2007). Action research assessing the efficacy of intercultural pedagogy using the Intercultural Development Inventory (IDI, Hammer, 2007, Hammer and Bennett, 1998) was conducted in a year-long study abroad program to central England. Three groups were compared using IDI pre and post. Group 1 students (n = 16) were in a Psychology of Group Dynamics course which integrated intercultural effectiveness and diversity training pedagogy including cultural immersion, guided reflection, and intercultural coaching. Group 2 (n = 16) was students in the same study abroad experience who were not in the intervention. Group 3 (n = 13) was a control group of students who stayed home. Statistically significant difference was found from pre to post-IDI scores between students in Group 1 and the other two groups. Students change scores pre to post in Groups 2 and 3 were not statistically different. As Vande Berg indicates, to simply send students to a location abroad for academic study is not sufficient toward facilitating the larger goal of creating effective global citizenship (Lederman, 2007). Findings from this research lend empirical support for this assertion, adding that it is not enough to send students to study abroad without intentional pedagogy focused on outcomes of intercultural effectiveness.}, keywords = {Analysis, Communication, Dimensions of Culture, Intercultural Communication, Psychology, Sociology}, pubstate = {published}, tppubtype = {online} } As study abroad efforts take on increased importance in colleges and universities, it is vital that we use the resources of the academy to research the impact and effectiveness of these programs (Lederman, 2007). Action research assessing the efficacy of intercultural pedagogy using the Intercultural Development Inventory (IDI, Hammer, 2007, Hammer and Bennett, 1998) was conducted in a year-long study abroad program to central England. Three groups were compared using IDI pre and post. Group 1 students (n = 16) were in a Psychology of Group Dynamics course which integrated intercultural effectiveness and diversity training pedagogy including cultural immersion, guided reflection, and intercultural coaching. Group 2 (n = 16) was students in the same study abroad experience who were not in the intervention. Group 3 (n = 13) was a control group of students who stayed home. Statistically significant difference was found from pre to post-IDI scores between students in Group 1 and the other two groups. Students change scores pre to post in Groups 2 and 3 were not statistically different. As Vande Berg indicates, to simply send students to a location abroad for academic study is not sufficient toward facilitating the larger goal of creating effective global citizenship (Lederman, 2007). Findings from this research lend empirical support for this assertion, adding that it is not enough to send students to study abroad without intentional pedagogy focused on outcomes of intercultural effectiveness. |
Waldram, James B Is there a future for Culture in acculturation research? An anthropologist's perspective Online Paid AccessJournal Article 2009. Abstract | Links | BibTeX | Tags: Anthropology, Social Justice, Sociology @online{Waldram2009, title = {Is there a future for Culture in acculturation research? An anthropologist's perspective}, author = {James B Waldram}, url = {https://www.sciencedirect.com/science/article/abs/pii/S0147176709000200?viaihub }, year = {2009}, date = {2009-04-05}, abstract = {Anthropologists do not speak much these days of acculturation. Valery Chirkov introduction to this special issue, and several authors, reference both the classic Redfield, Linton, and Herscovits (1936) definition of this concept, formulated in the 1930s, and a subsequent formulation in 1954 (SSRC Seminar, 1954), as core to psychology understanding of the concept. There were further developments in acculturation theory for several decades after, however, until the concept ran out of steam in anthropology in the 1980s. Few anthropological articles are published today that employ the concept in any way other than critically, and some introductory textbooks fail to mention it altogether. For instance, an electronic search of major cultural anthropology journals published under the umbrella of the American Anthropological Association (the largest anthropology association in the world) turned up only six articles in the last decade of the American Anthropologist that employed the term acculturation, with only one in American Ethnologist, none in Cultural Anthropology, and only one in Ethos, the journal of the Society for Psychological Anthropology. So I find this special issue to be both intriguing and timely. As an anthropologist employed in a psychology department, I remain perplexed that psychology has not followed our lead with respect to developing culture theory and essentially jettisoned the concept of acculturation altogether. Instead, as Chirkov suggests in his opening article here, psychology embraced the 1936 definition and stuck with it, determined to make it fit into the psychology worldview, and oblivious I assume to the changes in anthropology. Nonetheless, what I offer here by way of a commentary is as much inspired by these thoughtful papers as it is reflective of them.}, keywords = {Anthropology, Social Justice, Sociology}, pubstate = {published}, tppubtype = {online} } Anthropologists do not speak much these days of acculturation. Valery Chirkov introduction to this special issue, and several authors, reference both the classic Redfield, Linton, and Herscovits (1936) definition of this concept, formulated in the 1930s, and a subsequent formulation in 1954 (SSRC Seminar, 1954), as core to psychology understanding of the concept. There were further developments in acculturation theory for several decades after, however, until the concept ran out of steam in anthropology in the 1980s. Few anthropological articles are published today that employ the concept in any way other than critically, and some introductory textbooks fail to mention it altogether. For instance, an electronic search of major cultural anthropology journals published under the umbrella of the American Anthropological Association (the largest anthropology association in the world) turned up only six articles in the last decade of the American Anthropologist that employed the term acculturation, with only one in American Ethnologist, none in Cultural Anthropology, and only one in Ethos, the journal of the Society for Psychological Anthropology. So I find this special issue to be both intriguing and timely. As an anthropologist employed in a psychology department, I remain perplexed that psychology has not followed our lead with respect to developing culture theory and essentially jettisoned the concept of acculturation altogether. Instead, as Chirkov suggests in his opening article here, psychology embraced the 1936 definition and stuck with it, determined to make it fit into the psychology worldview, and oblivious I assume to the changes in anthropology. Nonetheless, what I offer here by way of a commentary is as much inspired by these thoughtful papers as it is reflective of them. |
2008 |
Lim, Tae Seop; Allen, Mike; Burrell, Nancy; Kim, Sang Yeon Differences in Cognitive Relativity Between Americans and Koreans Assessments of Self Online Free AccessJournal Article 2008. Abstract | Links | BibTeX | Tags: Anthropology, Connecting, Dimensions of Culture, Individualism, Intercultural Communication, Language & Culture, Patterns, Perceptions, Psychology, Three Colors of Worldview, Worldviews @online{Lim2008, title = {Differences in Cognitive Relativity Between Americans and Koreans Assessments of Self}, author = {Tae Seop Lim and Mike Allen and Nancy Burrell and Sang Yeon Kim}, url = {https://www.researchgate.net/publication/233215177_Differences_in_Cognitive_Relativity_Between_Americans_and_Koreans_Assessments_of_Self}, year = {2008}, date = {2008-12-10}, abstract = {Earlier studies on identity have reported that North Americans and East Asians have very distinct views of self. While North Americans related consistency, stability, and clarity of self to high self-esteem, good social adjustment, and strong true self, East Asians, who tended to contextualize their identity and demonstrate high inconsistency and lack of clarity, did not relate these tendencies to lack of self-esteem or true self. Markus and Kitayama (1991, 1998) explained this difference with independent and interdependent self-construals. This study extends these earlier studies by proposing and testing an alternative theoretical framework, the theory of cognitive relativity. The theory stipulates that Koreans, who hold a holistic worldview, maintain higher cognitive relativity in their self-concept than Americans, who hold an analytic worldview. The results supported the theory. Koreans showed higher relativity in all three attributes of self-concept: physical, psychological, and social. Particularly, the social attribute yielded a striking difference and the psychological attribute also showed robust differences between the two cultures. Physical attribute did not show as strong a difference, but the difference was still statistically significant. Americans and Koreans did not show statistically significant differences in independent and interdependent self-construals, while the effect of culture on cognitive relativity was significant after controlling for the effect of self-construal.}, keywords = {Anthropology, Connecting, Dimensions of Culture, Individualism, Intercultural Communication, Language & Culture, Patterns, Perceptions, Psychology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } Earlier studies on identity have reported that North Americans and East Asians have very distinct views of self. While North Americans related consistency, stability, and clarity of self to high self-esteem, good social adjustment, and strong true self, East Asians, who tended to contextualize their identity and demonstrate high inconsistency and lack of clarity, did not relate these tendencies to lack of self-esteem or true self. Markus and Kitayama (1991, 1998) explained this difference with independent and interdependent self-construals. This study extends these earlier studies by proposing and testing an alternative theoretical framework, the theory of cognitive relativity. The theory stipulates that Koreans, who hold a holistic worldview, maintain higher cognitive relativity in their self-concept than Americans, who hold an analytic worldview. The results supported the theory. Koreans showed higher relativity in all three attributes of self-concept: physical, psychological, and social. Particularly, the social attribute yielded a striking difference and the psychological attribute also showed robust differences between the two cultures. Physical attribute did not show as strong a difference, but the difference was still statistically significant. Americans and Koreans did not show statistically significant differences in independent and interdependent self-construals, while the effect of culture on cognitive relativity was significant after controlling for the effect of self-construal. |
2007 |
Lee, Pei-Wen Bridging Cultures: Understanding the Construction of Relational Identity in Intercultural Friendship Online Paid AccessJournal Article 2007. Abstract | Links | BibTeX | Tags: Analysis, Communication, Conflict Resolution, Connecting, Culture Shock, Intercultural Communication, Intercultural Conflict, Intercultural Critic & Intercultural Learner, Psychology, Three Colors of Worldview, Worldviews @online{Lee2007, title = {Bridging Cultures: Understanding the Construction of Relational Identity in Intercultural Friendship}, author = {Pei-Wen Lee }, url = {https://www.tandfonline.com/doi/full/10.1080/17475740600739156}, year = {2007}, date = {2007-02-17}, abstract = {This research aims to uncover the strategies/activities that shape the construction of relational identity through analyzing the turning points occurring during the process of intercultural friendship. Forty-five interviews were conducted with members in 15 intercultural friendship dyads. The results reveal that seven types of activities were identified: (1) positivities/providing assistance; (2) rituals, activities, rules, and roles; (3) self-disclosure; (4) networking; (5) exploring cultures and languages; (6) emphasizing similarities and exploring differences; and (7) conflict/conflict management. The strategies of exploring cultures and languages and of conflict/conflict management were thoroughly discussed to advance our understanding of the development and maintenance in intercultural friendship.}, keywords = {Analysis, Communication, Conflict Resolution, Connecting, Culture Shock, Intercultural Communication, Intercultural Conflict, Intercultural Critic & Intercultural Learner, Psychology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } This research aims to uncover the strategies/activities that shape the construction of relational identity through analyzing the turning points occurring during the process of intercultural friendship. Forty-five interviews were conducted with members in 15 intercultural friendship dyads. The results reveal that seven types of activities were identified: (1) positivities/providing assistance; (2) rituals, activities, rules, and roles; (3) self-disclosure; (4) networking; (5) exploring cultures and languages; (6) emphasizing similarities and exploring differences; and (7) conflict/conflict management. The strategies of exploring cultures and languages and of conflict/conflict management were thoroughly discussed to advance our understanding of the development and maintenance in intercultural friendship. |
2006 |
Dunbar, Edward; Sullaway, Megan; Blanco, Amalio Human rights attitudes and peer influence: The role of explicit bias, gender, and salience Online Free AccessJournal Article 2006. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Psychology, Sociology @online{Dunbar2006, title = {Human rights attitudes and peer influence: The role of explicit bias, gender, and salience}, author = {Edward Dunbar and Megan Sullaway and Amalio Blanco}, url = {https://www.researchgate.net/publication/256976188_Human_rights_attitudes_and_peer_influence_The_role_of_explicit_bias_gender_and_salience }, year = {2006}, date = {2006-09-01}, abstract = {Human rights are an essential element of a civil society. Attitudes about these laws and the role of peer influence in shaping these attitudes, has not garnered much attention. This study examined the strategies individuals employ to influence a peers beliefs about human rights laws in Spain. One hundred ninety-six participants at the Universidad Autónoma de Madrid completed measures of human rights knowledge, feelings concerning human rights, political alienation, prejudice, sexism, and ethnic bias towards Gitanos (gypsies). Social power strategies to influence peers attitudes about the rights of ethnic minorities (Gitanos) and women were measured on Raven's Interpersonal Power Inventory. Gitano Bias, feelings about human rights, and Gough's Prejudice (Pr) scale predicted the endorsement of hard influence strategies. Hostile sexism and the Pr scale predicted the use of both soft and hard strategies concerning women's rights. Greater effort to influence a peer was employed in a high salience condition (e.g., women's use of social power concerning the rights of women). Findings indicate that explicit bias, gender, and salience of human rights to the individual contribute to efforts to influence a peer's beliefs concerning human rights laws.}, keywords = {Communication, Intercultural Communication, Psychology, Sociology}, pubstate = {published}, tppubtype = {online} } Human rights are an essential element of a civil society. Attitudes about these laws and the role of peer influence in shaping these attitudes, has not garnered much attention. This study examined the strategies individuals employ to influence a peers beliefs about human rights laws in Spain. One hundred ninety-six participants at the Universidad Autónoma de Madrid completed measures of human rights knowledge, feelings concerning human rights, political alienation, prejudice, sexism, and ethnic bias towards Gitanos (gypsies). Social power strategies to influence peers attitudes about the rights of ethnic minorities (Gitanos) and women were measured on Raven's Interpersonal Power Inventory. Gitano Bias, feelings about human rights, and Gough's Prejudice (Pr) scale predicted the endorsement of hard influence strategies. Hostile sexism and the Pr scale predicted the use of both soft and hard strategies concerning women's rights. Greater effort to influence a peer was employed in a high salience condition (e.g., women's use of social power concerning the rights of women). Findings indicate that explicit bias, gender, and salience of human rights to the individual contribute to efforts to influence a peer's beliefs concerning human rights laws. |
2005 |
Jackson, Jane Ethnographic preparation for short-term study and residence in the target culture Online Paid AccessJournal Article 2005. Abstract | Links | BibTeX | Tags: Communication, Dimensions of Culture, Intercultural Communication, Language & Culture, Psychology, Sociology, Three Colors of Worldview, Worldviews @online{Jackson2005, title = {Ethnographic preparation for short-term study and residence in the target culture}, author = {Jane Jackson }, url = {https://www.sciencedirect.com/science/article/abs/pii/S014717670500091X?viaihub }, year = {2005}, date = {2005-08-29}, abstract = {This article focuses on the central role of ethnography in an experiential language and cultural immersion program for Hong Kong English majors. At their home institution, the students were introduced to the theory and practice of this mode of research. Through weekly tasks and debriefing sessions, they honed the skills of participant observation, note-taking, reflexive interviewing, data analysis, and report-writing. Using the tools of ethnographic research, the students conducted a project to explore a sub-culture (e.g. the discourse and culture of Mahjong players, the life of a Filipino amah (maid) in a Chinese family). Then, during a 5-week stay in England, the students investigated a cultural scene of their choice (e.g. their homestay). In both settings, their responses to ethnographic preparation and fieldwork were carefully monitored, revealing that this approach encouraged them to take a more active role in the world around them; most became more conscious of the uniqueness of their own culture and developed an understanding and appreciation of other worldviews. The author highlights the benefits and challenges involved with preparing advanced foreign language learners to undertake ethnographic research, as one means of enhancing their language skills, intercultural awareness, and personal growth in short-term study abroad programs. }, keywords = {Communication, Dimensions of Culture, Intercultural Communication, Language & Culture, Psychology, Sociology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } This article focuses on the central role of ethnography in an experiential language and cultural immersion program for Hong Kong English majors. At their home institution, the students were introduced to the theory and practice of this mode of research. Through weekly tasks and debriefing sessions, they honed the skills of participant observation, note-taking, reflexive interviewing, data analysis, and report-writing. Using the tools of ethnographic research, the students conducted a project to explore a sub-culture (e.g. the discourse and culture of Mahjong players, the life of a Filipino amah (maid) in a Chinese family). Then, during a 5-week stay in England, the students investigated a cultural scene of their choice (e.g. their homestay). In both settings, their responses to ethnographic preparation and fieldwork were carefully monitored, revealing that this approach encouraged them to take a more active role in the world around them; most became more conscious of the uniqueness of their own culture and developed an understanding and appreciation of other worldviews. The author highlights the benefits and challenges involved with preparing advanced foreign language learners to undertake ethnographic research, as one means of enhancing their language skills, intercultural awareness, and personal growth in short-term study abroad programs. |
2003 |
Hammer, Mitchell R; Bennett, Milton J; Wiseman, Richard Measuring intercultural sensitivity: The intercultural development inventory Online Free AccessJournal Article 2003. Abstract | Links | BibTeX | Tags: Intercultural Communication, Psychology, Sociology, Three Colors of Worldview, Worldviews @online{Hammer2003, title = {Measuring intercultural sensitivity: The intercultural development inventory}, author = {Mitchell R Hammer and Milton J Bennett and Richard Wiseman}, url = {https://www.researchgate.net/publication/222398736_Measuring_intercultural_sensitivity_The_intercultural_development_inventory}, year = {2003}, date = {2003-07-02}, abstract = {Today, the importance of intercultural competence in both global and domestic contexts is well recognized. Bennett (1986, 1993b) posited a framework for conceptualizing dimensions of intercultural competence in his developmental model of intercultural sensitivity (DMIS). The DMIS constitutes a progression of worldview orientations toward cultural difference that comprise the potential for increasingly more sophisticated intercultural experiences. Three ethnocentric orientations, where one's culture is experienced as central to reality (Denial, Defense, Minimization), and three ethnorelative orientations, where one's culture is experienced in the context of other cultures (Acceptance, Adaptation, Integration), are identified in the DMIS. Based on this theoretical framework, the Intercultural Development Inventory (IDI) was constructed to measure the orientations toward cultural differences described in the DMIS. The result of this work is a 50-item (with 10 additional demographic items), paper-and-pencil measure of intercultural competence. Confirmatory factor analyses, reliability analyses, and construct validity tests validated five main dimensions of the DMIS, which were measured with the following scales: (1) DD (Denial/Defense) scale (13 items, alpha=0.85); (2) R (Reversal) scale (9 items, alpha=0.80); (3) M (Minimization) scale (9 items, alpha=0.83), (4) AA (Acceptance/Adaptation) scale (14 items, alpha=0.84; and (5) an EM (Encapsulated Marginality) scale (5 items, alpha=0.80). While no systematic gender differences were found, significant differences by gender were found on one of the five scales (DD scale). No significant differences on the scale scores were found for age, education, or social desirability, suggesting the measured concepts are fairly stable.}, keywords = {Intercultural Communication, Psychology, Sociology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } Today, the importance of intercultural competence in both global and domestic contexts is well recognized. Bennett (1986, 1993b) posited a framework for conceptualizing dimensions of intercultural competence in his developmental model of intercultural sensitivity (DMIS). The DMIS constitutes a progression of worldview orientations toward cultural difference that comprise the potential for increasingly more sophisticated intercultural experiences. Three ethnocentric orientations, where one's culture is experienced as central to reality (Denial, Defense, Minimization), and three ethnorelative orientations, where one's culture is experienced in the context of other cultures (Acceptance, Adaptation, Integration), are identified in the DMIS. Based on this theoretical framework, the Intercultural Development Inventory (IDI) was constructed to measure the orientations toward cultural differences described in the DMIS. The result of this work is a 50-item (with 10 additional demographic items), paper-and-pencil measure of intercultural competence. Confirmatory factor analyses, reliability analyses, and construct validity tests validated five main dimensions of the DMIS, which were measured with the following scales: (1) DD (Denial/Defense) scale (13 items, alpha=0.85); (2) R (Reversal) scale (9 items, alpha=0.80); (3) M (Minimization) scale (9 items, alpha=0.83), (4) AA (Acceptance/Adaptation) scale (14 items, alpha=0.84; and (5) an EM (Encapsulated Marginality) scale (5 items, alpha=0.80). While no systematic gender differences were found, significant differences by gender were found on one of the five scales (DD scale). No significant differences on the scale scores were found for age, education, or social desirability, suggesting the measured concepts are fairly stable. |
2002 |
Keating, Mary A; Martin, Gillian S; Szabo, Erna Do managers and students share the same perceptions of societal culture? Online Paid AccessJournal Article 2002. Abstract | Links | BibTeX | Tags: Communication, Context, Dimensions of Culture, Psychology, Sociology @online{Keating2002, title = {Do managers and students share the same perceptions of societal culture?}, author = {Mary A Keating and Gillian S Martin and Erna Szabo}, url = {https://www.researchgate.net/publication/223403471_Do_managers_and_students_share_the_same_perceptions_of_societal_culture }, year = {2002}, date = {2002-11-01}, abstract = {This article explores the notions of convergence and divergence in respect of societal cultural practices and values within and across Austria and the Republic of Ireland, by comparing samples of middle managers and students on nine dimensions of culture. In the context of globalization, we consider whether there is evidence of cultural convergence across the Austrian and Irish samples or if the data of the two countries remain distinct (country effect). We also ask whether differences between managers and students can be attributed to cohort/age effects. Our findings suggest that there is some convergence, but also that the country effect is more dominant than the cohort/age effect for both practices and values. High within-country consistency exists in respect of practices between Irish students and managers and between Austrian students and managers. For values, there is evidence of convergence across all four sub-samples on four cultural dimensions, namely Power Distance, Gender Egalitarianism, Collectivism I and Future Orientation. We discuss whether the dynamics underlying such convergence can be attributed to cultural change, generational differences and/or an idealized worldview held by the younger generation.}, keywords = {Communication, Context, Dimensions of Culture, Psychology, Sociology}, pubstate = {published}, tppubtype = {online} } This article explores the notions of convergence and divergence in respect of societal cultural practices and values within and across Austria and the Republic of Ireland, by comparing samples of middle managers and students on nine dimensions of culture. In the context of globalization, we consider whether there is evidence of cultural convergence across the Austrian and Irish samples or if the data of the two countries remain distinct (country effect). We also ask whether differences between managers and students can be attributed to cohort/age effects. Our findings suggest that there is some convergence, but also that the country effect is more dominant than the cohort/age effect for both practices and values. High within-country consistency exists in respect of practices between Irish students and managers and between Austrian students and managers. For values, there is evidence of convergence across all four sub-samples on four cultural dimensions, namely Power Distance, Gender Egalitarianism, Collectivism I and Future Orientation. We discuss whether the dynamics underlying such convergence can be attributed to cultural change, generational differences and/or an idealized worldview held by the younger generation. |
Hecht, Michael L; Ribeau, Sidney; Sedano, Michael V A Mexican American perspective on interethnic communication Online Paid AccessJournal Article 2002. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Psychology, Sociology @online{Hecht2002, title = {A Mexican American perspective on interethnic communication}, author = {Michael L Hecht and Sidney Ribeau and Michael V Sedano}, url = {https://www.researchgate.net/publication/248436577_A_Mexican_American_perspective_on_interethnic_communication }, year = {2002}, date = {2002-07-19}, abstract = {In this study a Mexican American perspective on interethnic communication is identified. Two sources of Mexican American narratives are analyzed. Qualitative analyses of descriptions of satisfying and dissatisfying conversations are combined with a critical analysis of Mexican American poetry, resulting in five themes of interethnic communication: worldview, acceptance, negative stereotyping, relational solidarity, and expressiveness. An additional theme, behaving rationally, is identified by the qualitative method but could not be validated by the critical method. The role of these themes in interethnic communication is discussed. }, keywords = {Communication, Intercultural Communication, Psychology, Sociology}, pubstate = {published}, tppubtype = {online} } In this study a Mexican American perspective on interethnic communication is identified. Two sources of Mexican American narratives are analyzed. Qualitative analyses of descriptions of satisfying and dissatisfying conversations are combined with a critical analysis of Mexican American poetry, resulting in five themes of interethnic communication: worldview, acceptance, negative stereotyping, relational solidarity, and expressiveness. An additional theme, behaving rationally, is identified by the qualitative method but could not be validated by the critical method. The role of these themes in interethnic communication is discussed. |
Metzger, Janet G Narration and narratives: the acculturation/call story as a blend of oral and literate world view Online Paid AccessJournal Article 2002. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Psychology, Sociology @online{Metzger2002, title = {Narration and narratives: the acculturation/call story as a blend of oral and literate world view}, author = {Janet G Metzger }, url = {https://www.researchgate.net/publication/222849243_Narration_and_narratives_the_acculturationcall_story_as_a_blend_of_oral_and_literate_world_view }, year = {2002}, date = {2002-07-16}, abstract = {This rhetorical analysis of missionary stories, recounted and enacted, finds unusual traces of oral thought in the lives of these literate people adjusting to exclusively oral and highly residual oral cultures. These missionaries told acculturation/call stories that made abstract and technical situations personal and concrete. These stories consisted of a prologue, problem/resolution, summary, and projection in a sewn rather than a plotted order. Because the call took precedence over the acculturation story, these stories also were sacred stories in which the dynamic power of the word was as strong as in oral thought and in which participation or identification also was present. The presence of this blended oral and literate system has implications for adjustment, communication, effectiveness, and ethics in the intercultural encounter. }, keywords = {Communication, Intercultural Communication, Psychology, Sociology}, pubstate = {published}, tppubtype = {online} } This rhetorical analysis of missionary stories, recounted and enacted, finds unusual traces of oral thought in the lives of these literate people adjusting to exclusively oral and highly residual oral cultures. These missionaries told acculturation/call stories that made abstract and technical situations personal and concrete. These stories consisted of a prologue, problem/resolution, summary, and projection in a sewn rather than a plotted order. Because the call took precedence over the acculturation story, these stories also were sacred stories in which the dynamic power of the word was as strong as in oral thought and in which participation or identification also was present. The presence of this blended oral and literate system has implications for adjustment, communication, effectiveness, and ethics in the intercultural encounter. |
Bennett, Milton J A developmental approach to training for intercultural sensitivity Online Free AccessJournal Article 2002. Abstract | Links | BibTeX | Tags: Communication, Dimensions of Culture, Ethics, Intercultural Communication, Intercultural Critic & Intercultural Learner @online{Bennett2002, title = {A developmental approach to training for intercultural sensitivity}, author = {Milton J. Bennett }, url = {https://www.researchgate.net/publication/223565305_A_developmental_approach_to_training_for_intercultural_sensitivity }, year = {2002}, date = {2002-07-16}, abstract = {The development of Intercultural sensitivity demands attention to the subjective experience of the learner. The key to such sensitivity and related skills in Intercultural communication is the way in which learners construe cultural difference. This article suggests a continuum of stages of persona! growth that allows trainers to diagnose the level of sensitivity of individuals and groups and to sequence material according to a developmental plan. The developmental continuum moves from ethnocentrisrn to ethnorelativism. Earlier stages of the continuum define the parochial denial of difference, the evaluative defense against difference, and the universalist position of minimization of difference. Later stages define the acceptance of difference, adaptation to difference, and the integration of difference into one's world view. The stages of development are illustrated with typical statements and behaviors of learners that can be used to diagnose levels of sensitivity, and strategies to facilitate movement from each stage to the next are suggested. Special attention is given to questions of ethics and credibility that often arise in intercultural training situations. }, keywords = {Communication, Dimensions of Culture, Ethics, Intercultural Communication, Intercultural Critic & Intercultural Learner}, pubstate = {published}, tppubtype = {online} } The development of Intercultural sensitivity demands attention to the subjective experience of the learner. The key to such sensitivity and related skills in Intercultural communication is the way in which learners construe cultural difference. This article suggests a continuum of stages of persona! growth that allows trainers to diagnose the level of sensitivity of individuals and groups and to sequence material according to a developmental plan. The developmental continuum moves from ethnocentrisrn to ethnorelativism. Earlier stages of the continuum define the parochial denial of difference, the evaluative defense against difference, and the universalist position of minimization of difference. Later stages define the acceptance of difference, adaptation to difference, and the integration of difference into one's world view. The stages of development are illustrated with typical statements and behaviors of learners that can be used to diagnose levels of sensitivity, and strategies to facilitate movement from each stage to the next are suggested. Special attention is given to questions of ethics and credibility that often arise in intercultural training situations. |
Tolbert, Amy S; McLean, Gary N; Myers, Ray C Creating the global learning organization (GLO) Online Paid AccessJournal Article 2002. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Psychology, Sociology @online{Tolbert2002, title = {Creating the global learning organization (GLO)}, author = {Amy S Tolbert and Gary N McLean and Ray C Myers}, url = {https://www.researchgate.net/publication/222679226_Creating_the_global_learning_organization_GLO }, year = {2002}, date = {2002-05-28}, abstract = {Creating the Global Learning Organization is an action research model to assist US-based corporations in creating an organizational culture that is globally inclusive in theory and practice at all levels. It is based on the principles of organization development (including learning organizations), human resource management, and change theory to move the corporation from an ethnocentric to a geocentric corporate worldview in all its business and people practices, policies, procedures, and technologies. The model is envisioned as a viable and ethical approach to the challenges of globalization. There are a number of challenges to the implementation of the model, including the difficulties in dealing with the ambiguities of a process that is not concrete and fully specified. Further, a truly global model will be applicable across cultures. There is no existing evidence of the application of the model in cultural contexts other than the US. As a result, in addition to exploring some human resource development implications of the model, the article also suggests several areas for future research.}, keywords = {Communication, Intercultural Communication, Psychology, Sociology}, pubstate = {published}, tppubtype = {online} } Creating the Global Learning Organization is an action research model to assist US-based corporations in creating an organizational culture that is globally inclusive in theory and practice at all levels. It is based on the principles of organization development (including learning organizations), human resource management, and change theory to move the corporation from an ethnocentric to a geocentric corporate worldview in all its business and people practices, policies, procedures, and technologies. The model is envisioned as a viable and ethical approach to the challenges of globalization. There are a number of challenges to the implementation of the model, including the difficulties in dealing with the ambiguities of a process that is not concrete and fully specified. Further, a truly global model will be applicable across cultures. There is no existing evidence of the application of the model in cultural contexts other than the US. As a result, in addition to exploring some human resource development implications of the model, the article also suggests several areas for future research. |
2001 |
Soen, Dan Democracy, The Jewish-Arab Cleavage and tolerance education in Israel Online Paid AccessJournal Article 2001. Abstract | Links | BibTeX | Tags: Communication, Dimensions of Culture, Ethics, Intercultural Communication, Psychology, Sociology @online{Soen2001, title = {Democracy, The Jewish-Arab Cleavage and tolerance education in Israel}, author = {Dan Soen }, url = {https://www.sciencedirect.com/science/article/abs/pii/S0147176701000499?viaihub }, year = {2001}, date = {2001-12-21}, abstract = {The starting point of the Paper is the fact that Israel is a bi-national, multi-cultural and multi-ethnic society, with Jews constituting in 2000 something around 79% of the population and the Arabs about 20%. It goes on to explain that the cleavage between these two sectors is both political as well as social and cultural. This fact has severe repercussions in as much as the Israeli collective identity is concerned. And yet, the dominant Jewish majority has committed itself since the Proclamation of Independence in May 1948 to DEMOCRACY, i.e. to equality for all the segments of the population. The Jewish majority also pledged to safeguard the minority's rights. The Paper analyzes the negative stereotypes and negative attitudes prevailing among the Jewish component of the population against the Arab minority group. It moves on to evaluate how well the system of formal education has managed to tackle the problem of innate intolerance typical of the majority group in its relations with the minority group. It draws on a content's analysis of a sample of primers and readers widely used in the primary education system throughout Israel in the 1990s. It reaches the unhappy conclusion that these primers and readers fail in their task as vehicles for inculcating ethnic tolerance, understanding and mutual respect. It reaches the conclusion that the ministry of education has missed the opportunity to try and foster at least a common CIVIL identity, uniting Jews and Arabs living side by side in Israel. }, keywords = {Communication, Dimensions of Culture, Ethics, Intercultural Communication, Psychology, Sociology}, pubstate = {published}, tppubtype = {online} } The starting point of the Paper is the fact that Israel is a bi-national, multi-cultural and multi-ethnic society, with Jews constituting in 2000 something around 79% of the population and the Arabs about 20%. It goes on to explain that the cleavage between these two sectors is both political as well as social and cultural. This fact has severe repercussions in as much as the Israeli collective identity is concerned. And yet, the dominant Jewish majority has committed itself since the Proclamation of Independence in May 1948 to DEMOCRACY, i.e. to equality for all the segments of the population. The Jewish majority also pledged to safeguard the minority's rights. The Paper analyzes the negative stereotypes and negative attitudes prevailing among the Jewish component of the population against the Arab minority group. It moves on to evaluate how well the system of formal education has managed to tackle the problem of innate intolerance typical of the majority group in its relations with the minority group. It draws on a content's analysis of a sample of primers and readers widely used in the primary education system throughout Israel in the 1990s. It reaches the unhappy conclusion that these primers and readers fail in their task as vehicles for inculcating ethnic tolerance, understanding and mutual respect. It reaches the conclusion that the ministry of education has missed the opportunity to try and foster at least a common CIVIL identity, uniting Jews and Arabs living side by side in Israel. |
Doyle, Kenneth O Opinion research in Indian country Online Paid AccessJournal Article 2001. Abstract | Links | BibTeX | Tags: Anthropology, Communication, Intercultural Communication, Psychology, Three Colors of Worldview, Transition Management, Worldviews @online{Doyle2001, title = {Opinion research in Indian country}, author = {Kenneth O Doyle }, url = {https://www.sciencedirect.com/science/article/abs/pii/S0147176701000207?viaihub }, year = {2001}, date = {2001-07-26}, abstract = {This ethnographic study of Dakota (Sioux) reservation residents describes the principal features of traditional Dakota culture, and, within limits, the features of other American Indian cultures; shows how those features can impede the collection and meaningful interpretation of opinion data; and suggests how researchers, reporters, marketers, and commentators might more effectively access American Indian communities to collect reliable, valid opinion data. Drawing on psychology, psychoanalysis, and cultural anthropology, the paper blends practical suggestions for survey research and interpretation with a theoretical delineation of the principal differences, and underlying connections, between Native and White world views. }, keywords = {Anthropology, Communication, Intercultural Communication, Psychology, Three Colors of Worldview, Transition Management, Worldviews}, pubstate = {published}, tppubtype = {online} } This ethnographic study of Dakota (Sioux) reservation residents describes the principal features of traditional Dakota culture, and, within limits, the features of other American Indian cultures; shows how those features can impede the collection and meaningful interpretation of opinion data; and suggests how researchers, reporters, marketers, and commentators might more effectively access American Indian communities to collect reliable, valid opinion data. Drawing on psychology, psychoanalysis, and cultural anthropology, the paper blends practical suggestions for survey research and interpretation with a theoretical delineation of the principal differences, and underlying connections, between Native and White world views. |
Weigl, Robert C; Reyes, Jesús M Latino and Anglo political portraits: lessons from intercultural field research Online Free AccessJournal Article 2001. Abstract | Links | BibTeX | Tags: Context, Decision-Making, Dimensions of Culture, Individualism, Psychology @online{Weigl2001, title = {Latino and Anglo political portraits: lessons from intercultural field research}, author = {Robert C. Weigl and Jesús M. Reyes }, url = {https://www.researchgate.net/publication/248437252_Latino_and_Anglo_political_portraits_lessons_from_intercultural_field_research }, year = {2001}, date = {2001-03-14}, abstract = {Authors report sharply contrasting portraits of Anglo and Latino political values and behaviors, urging careful consideration of these differences in plans to include Latinos in civic life in the US. Reported data were collected during two and one half years of ethnographic field research which accompanied a domestic diversity program.1 Developed in the Washington, DC metro area, the Hispanic Leadership Project set out to prepare leaders from a recently arrived Latino immigrant population primarily from El Salvador to advocate and form political alliances on behalf of their people. With joint local government and private foundation support, project designers sought alternatives to the marginalization and misrepresentation which are common experiences of Latino peoples recently settled in the US. Intentionally inclusive, but accidentally ethnocentric, the Hispanic Leadership Program could not realize most of its ambitious goals for social change, but proved to be a very heuristically powerful approach to set certain Anglo and Latino cultural patterns in bold relief, particularly those related to political self-expression and world view. Despite the specific features of its context and participants, the project offers broader lessons to guide future research and practice; noted are guidelines for quantitative follow-up study and for subsequent efforts to foster Latino participation in politics. The Hispanic Leadership Project and companion research are offered as a demonstration of learning to be extracted from putative program failures and from use of qualitative methods in intercultural research. }, keywords = {Context, Decision-Making, Dimensions of Culture, Individualism, Psychology}, pubstate = {published}, tppubtype = {online} } Authors report sharply contrasting portraits of Anglo and Latino political values and behaviors, urging careful consideration of these differences in plans to include Latinos in civic life in the US. Reported data were collected during two and one half years of ethnographic field research which accompanied a domestic diversity program.1 Developed in the Washington, DC metro area, the Hispanic Leadership Project set out to prepare leaders from a recently arrived Latino immigrant population primarily from El Salvador to advocate and form political alliances on behalf of their people. With joint local government and private foundation support, project designers sought alternatives to the marginalization and misrepresentation which are common experiences of Latino peoples recently settled in the US. Intentionally inclusive, but accidentally ethnocentric, the Hispanic Leadership Program could not realize most of its ambitious goals for social change, but proved to be a very heuristically powerful approach to set certain Anglo and Latino cultural patterns in bold relief, particularly those related to political self-expression and world view. Despite the specific features of its context and participants, the project offers broader lessons to guide future research and practice; noted are guidelines for quantitative follow-up study and for subsequent efforts to foster Latino participation in politics. The Hispanic Leadership Project and companion research are offered as a demonstration of learning to be extracted from putative program failures and from use of qualitative methods in intercultural research. |
2000 |
Sparrow, Lise M Beyond multicultural man: Complexities of identity Online Paid AccessJournal Article 2000. Abstract | Links | BibTeX | Tags: Psychology, Religion, Sociology @online{Sparrow2000, title = {Beyond multicultural man: Complexities of identity}, author = {Lise M Sparrow }, url = {https://www.researchgate.net/publication/223790624_Beyond_multicultural_man_Complexities_of_identity }, year = {2000}, date = {2000-03-20}, abstract = {In 1977, Peter Adler characterized the experience of what he called multicultural man, a man with a self-consciousness especially suited to working across cultures. His seminal article described commonalities among four multicultural men and suggested the capacities and challenges inherent in their essentially homeless minds and commitments to human unity. This paper challenges the assumptions of his article and of the constructivist view of the self articulated more recently by Milton Bennett and offers a review of current literature in this area and an analysis of a small research study of the experiences of multicultural people, based on papers written in a course in cultural identity and extensive interviews with twenty women and men whose experiences have included minority status, all of whom have lived extensively in at least three cultures and are bi- if not multilingual. The author suggests that the social constructionist view of multicultural identity can complement and extend the work of Adler and Bennett to one which goes beyond that of enhanced cognitive awareness to a view of identity development which is interactive, highly dependent on context, and ultimately rooted in gender, race, ethnicity and religion. }, keywords = {Psychology, Religion, Sociology}, pubstate = {published}, tppubtype = {online} } In 1977, Peter Adler characterized the experience of what he called multicultural man, a man with a self-consciousness especially suited to working across cultures. His seminal article described commonalities among four multicultural men and suggested the capacities and challenges inherent in their essentially homeless minds and commitments to human unity. This paper challenges the assumptions of his article and of the constructivist view of the self articulated more recently by Milton Bennett and offers a review of current literature in this area and an analysis of a small research study of the experiences of multicultural people, based on papers written in a course in cultural identity and extensive interviews with twenty women and men whose experiences have included minority status, all of whom have lived extensively in at least three cultures and are bi- if not multilingual. The author suggests that the social constructionist view of multicultural identity can complement and extend the work of Adler and Bennett to one which goes beyond that of enhanced cognitive awareness to a view of identity development which is interactive, highly dependent on context, and ultimately rooted in gender, race, ethnicity and religion. |
Edwards, Viv; Nwenmely, Hubisi Language, literacy, and world view Online Paid AccessJournal Article 2000. Abstract | Links | BibTeX | Tags: Psychology, Sociology, Three Colors of Worldview, Worldviews @online{Edwards2000, title = {Language, literacy, and world view}, author = {Viv Edwards and Hubisi Nwenmely }, url = {https://www.sciencedirect.com/science/article/abs/pii/014717679400009M?viaihub }, year = {2000}, date = {2000-01-13}, abstract = {This paper explores some of the ways in which different world views produce a range of responses to the printed word. We begin with a discussion of the literacy practices of White fundamentalist Christians in the United States and of settlers from the Indian subcontinent and Hong Kong in the United Kingdom. The world view of these various groups differs in important respects from that of the middle-class speakers whose cultural and linguistic capital determines what takes place in school. Inevitably, these differences have important educational implications. We move on to explore the choice of language for literacy, reporting our own research with speakers of Kwéyòl, an Afro-French creole, in the Eastern Caribbean and Britain. In the Caribbean, English is seen as the route to economic success and the wider world. In the United Kingdom, Kwéyòl has been identified as a rallying point for those who wish to assert a distinctive cultural identity. In both cases, world view shapes attitudes towards the written word. We look at the implications of different world views of language and literacy for educationalists and policy makers, arguing that in the various situations considered in the paper, literacy can no longer be studied as a phenomenon divorced from social context. }, keywords = {Psychology, Sociology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } This paper explores some of the ways in which different world views produce a range of responses to the printed word. We begin with a discussion of the literacy practices of White fundamentalist Christians in the United States and of settlers from the Indian subcontinent and Hong Kong in the United Kingdom. The world view of these various groups differs in important respects from that of the middle-class speakers whose cultural and linguistic capital determines what takes place in school. Inevitably, these differences have important educational implications. We move on to explore the choice of language for literacy, reporting our own research with speakers of Kwéyòl, an Afro-French creole, in the Eastern Caribbean and Britain. In the Caribbean, English is seen as the route to economic success and the wider world. In the United Kingdom, Kwéyòl has been identified as a rallying point for those who wish to assert a distinctive cultural identity. In both cases, world view shapes attitudes towards the written word. We look at the implications of different world views of language and literacy for educationalists and policy makers, arguing that in the various situations considered in the paper, literacy can no longer be studied as a phenomenon divorced from social context. |
Corson, David World view, cultural values and discourse norms: The cycle of cultural reproduction Online Paid AccessJournal Article 2000. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Psychology, Sociology, Three Colors of Worldview, Worldviews @online{Corson2000, title = {World view, cultural values and discourse norms: The cycle of cultural reproduction}, author = {David Corson }, url = {https://www.sciencedirect.com/science/article/abs/pii/014717679500003T }, year = {2000}, date = {2000-01-13}, abstract = {This article begins with the question: Is authentic intercultural communication possible? and advocates a little more scepticism about the possibility of getting inside other world views. As one important consideration in the process of intercultural communication, the article tries to describe some of the explicit and relatively objective aspects of world view that are available to us. As an invisible social or cultural phenomenon, world view is at its most visible when we are able to identify the discourse norms that give objective manifestation to the cultural values that mediate between world view and language. After describing some of these contrasting values and discourse norms, especially those belonging to the ancestral peoples of the South Pacific and North America, the article discusses these differences as a factor in the education of children from minority cultural groups. The article concludes by suggesting how discourse norms go on to reinforce cultural world view, thus completing the cycle of cultural reproduction over generations. It presents some of the consequences of ignoring the discourse norms of people who are culturally different. }, keywords = {Communication, Intercultural Communication, Psychology, Sociology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } This article begins with the question: Is authentic intercultural communication possible? and advocates a little more scepticism about the possibility of getting inside other world views. As one important consideration in the process of intercultural communication, the article tries to describe some of the explicit and relatively objective aspects of world view that are available to us. As an invisible social or cultural phenomenon, world view is at its most visible when we are able to identify the discourse norms that give objective manifestation to the cultural values that mediate between world view and language. After describing some of these contrasting values and discourse norms, especially those belonging to the ancestral peoples of the South Pacific and North America, the article discusses these differences as a factor in the education of children from minority cultural groups. The article concludes by suggesting how discourse norms go on to reinforce cultural world view, thus completing the cycle of cultural reproduction over generations. It presents some of the consequences of ignoring the discourse norms of people who are culturally different. |
Fantini, Alvino E ABA-ZAK: A world view exercise Online Paid AccessJournal Article 2000. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Psychology, Sociology, Three Colors of Worldview, Worldviews @online{Fantini2000, title = {ABA-ZAK: A world view exercise}, author = {Alvino E Fantini}, url = {https://www.researchgate.net/publication/256404726_ABA-ZAK_A_world_view_exercise }, year = {2000}, date = {2000-01-13}, abstract = {People often take their own language for granted, unaware that their native tongue is not merely a neutral communication system, but a pervasive medium that directly influences every aspect of their lives. This is probably because we develop our language ability so very early in life that we seldom reflect on it. For this reason, contact with diversity and especially linguistic diversity can be a richly provocative experience. Grappling with communication through a foreign language provides an opportunity to learn about another way of life; even more important, it raises questions about one's own language, culture, and world view. Although individuals from minority languages and cultures are commonly challenged to do just this, other individuals, by virtue of belonging to the mainstream of society, may not also have had the benefit of such an experience, which can lead to cross-cultural awareness and an expanded world view. This exercise helps to create such an opportunity.}, keywords = {Communication, Intercultural Communication, Psychology, Sociology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } People often take their own language for granted, unaware that their native tongue is not merely a neutral communication system, but a pervasive medium that directly influences every aspect of their lives. This is probably because we develop our language ability so very early in life that we seldom reflect on it. For this reason, contact with diversity and especially linguistic diversity can be a richly provocative experience. Grappling with communication through a foreign language provides an opportunity to learn about another way of life; even more important, it raises questions about one's own language, culture, and world view. Although individuals from minority languages and cultures are commonly challenged to do just this, other individuals, by virtue of belonging to the mainstream of society, may not also have had the benefit of such an experience, which can lead to cross-cultural awareness and an expanded world view. This exercise helps to create such an opportunity. |
Blohm, Judith M; Hartley, Cay; Lapinsky, Terri Piglish: a language learning exercise: Language, culture, and world view Online Paid AccessJournal Article 2000. Abstract | Links | BibTeX | Tags: Communication, Intercultural Conflict, Psychology, Three Colors of Worldview, Worldviews @online{Blohm2000, title = {Piglish: a language learning exercise: Language, culture, and world view}, author = {Judith M Blohm and Cay Hartley and Terri Lapinsky }, url = {https://www.sciencedirect.com/science/article/abs/pii/014717679400012M?viaihub }, year = {2000}, date = {2000-01-13}, abstract = {This exercise is designed to help people experience some of the feelings associated with learning a new language and may be used in a number of ways and for various purposes. For example, it may used to help students as well as adults understand the difficulty for exchange students, new immigrants, or other sojourners in learning ,understanding and speaking a foreign language. Pglish can also be modified and used as a team building exercise with groups. It may also be used as an introductory warm - up for any training session involving cross-cultural learning. Dan Edwards of training resource group , Washington DC, conceived the idea of fairy tale context for the language simulation and wrote the first draft of Piglish story. The vocabulary , grammar and training methodology were tested with group of volunteers and were revised numerous times by program staff at Youth for Understanding International Exchange before this present version was issued. The discussion questions following the exercise may be modified to fit the audience and purpose. }, keywords = {Communication, Intercultural Conflict, Psychology, Three Colors of Worldview, Worldviews}, pubstate = {published}, tppubtype = {online} } This exercise is designed to help people experience some of the feelings associated with learning a new language and may be used in a number of ways and for various purposes. For example, it may used to help students as well as adults understand the difficulty for exchange students, new immigrants, or other sojourners in learning ,understanding and speaking a foreign language. Pglish can also be modified and used as a team building exercise with groups. It may also be used as an introductory warm - up for any training session involving cross-cultural learning. Dan Edwards of training resource group , Washington DC, conceived the idea of fairy tale context for the language simulation and wrote the first draft of Piglish story. The vocabulary , grammar and training methodology were tested with group of volunteers and were revised numerous times by program staff at Youth for Understanding International Exchange before this present version was issued. The discussion questions following the exercise may be modified to fit the audience and purpose. |
Sawadogo, Gérémie Training for the African mind: Language , Culture and Worldview Online Paid AccessJournal Article 2000. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Psychology @online{Sawadogo2000, title = {Training for the African mind: Language , Culture and Worldview}, author = {Gérémie Sawadogo}, url = {https://www.sciencedirect.com/science/article/abs/pii/014717679400010U }, year = {2000}, date = {2000-01-13}, abstract = {This article reviews the relevancy of four key Western adult learning principles and their suitability for the African context. For the purpose of this study, the following key precepts are examined: (a) adults learn best when they actively participate in the learning process (the basis for experiential activities in adult learning settings); (b) adults are independent learners, (indeed, andragogues believe that adults are independent learners and should be made responsible for their learning, while teachers serve as facilitators); (c) feedback is an essential tool in guiding both facilitator and learners toward their learning objectives, thereby, optimizing learning; and (d) finally, the appropriateness and effects of using Western languages such as English or French in training situations in sub-Saharan Africa. }, keywords = {Communication, Intercultural Communication, Psychology}, pubstate = {published}, tppubtype = {online} } This article reviews the relevancy of four key Western adult learning principles and their suitability for the African context. For the purpose of this study, the following key precepts are examined: (a) adults learn best when they actively participate in the learning process (the basis for experiential activities in adult learning settings); (b) adults are independent learners, (indeed, andragogues believe that adults are independent learners and should be made responsible for their learning, while teachers serve as facilitators); (c) feedback is an essential tool in guiding both facilitator and learners toward their learning objectives, thereby, optimizing learning; and (d) finally, the appropriateness and effects of using Western languages such as English or French in training situations in sub-Saharan Africa. |
Liu, Dilin Sociocultural transfer and its effect on second language Speakers' communication Online Free AccessJournal Article 2000. Abstract | Links | BibTeX | Tags: Communication, Dimensions of Culture, Intercultural Communication, Sociology @online{Liu2000, title = {Sociocultural transfer and its effect on second language Speakers' communication}, author = {Dilin Liu }, url = {https://www.academia.edu/7124034/Sociocultural_transfer_and_its_effect_on_second_language_Speakers_communication }, year = {2000}, date = {2000-01-13}, abstract = {Most scholars who have studied sociocultural transfer in the speech of second language learners (L2) have examined primarily the observable transfer (“surface-structure†transfer) and have overlooked the transfer of deep sociocultural values (deep-structure transfer). Close examination of three cases of serious communication breakdowns between an L2 speaker and a native speaker reveals that the latter type of transfer not only exists but also causes serious communication problems between L2 and native speakers without either party's knowing why. The examination led to two new questions: (a) Do most people who have studied a second language and have been exposed to its culture for years still commit sociocultural transfer? and (b) if they do, why? A questionnaire plus observation of the responses of 20 Chinese to compliments in English were conducted. The findings suggest that (a) deep sociocultural transfer is present in the speech of even proficient L2 speakers, and (b) these speakers may know the surface cultural differences without necessarily understanding the deep sociocultural values that cause surface differences. The findings also indicate the importance of sociocultural study in L2 acquisition and the need for innovative ways to help L2 learners develop sociocultural competence. }, keywords = {Communication, Dimensions of Culture, Intercultural Communication, Sociology}, pubstate = {published}, tppubtype = {online} } Most scholars who have studied sociocultural transfer in the speech of second language learners (L2) have examined primarily the observable transfer (“surface-structure†transfer) and have overlooked the transfer of deep sociocultural values (deep-structure transfer). Close examination of three cases of serious communication breakdowns between an L2 speaker and a native speaker reveals that the latter type of transfer not only exists but also causes serious communication problems between L2 and native speakers without either party's knowing why. The examination led to two new questions: (a) Do most people who have studied a second language and have been exposed to its culture for years still commit sociocultural transfer? and (b) if they do, why? A questionnaire plus observation of the responses of 20 Chinese to compliments in English were conducted. The findings suggest that (a) deep sociocultural transfer is present in the speech of even proficient L2 speakers, and (b) these speakers may know the surface cultural differences without necessarily understanding the deep sociocultural values that cause surface differences. The findings also indicate the importance of sociocultural study in L2 acquisition and the need for innovative ways to help L2 learners develop sociocultural competence. |
Garrott, June Rose Chinese cultural values: New angles, added insights Online Paid AccessJournal Article 2000. Abstract | Links | BibTeX | Tags: Communication, Dimensions of Culture, Intercultural Communication, Psychology, Sociology @online{Garrott2000, title = {Chinese cultural values: New angles, added insights}, author = {June Rose Garrott }, url = {https://www.sciencedirect.com/science/article/abs/pii/0147176795993694?viaihub }, year = {2000}, date = {2000-01-13}, abstract = {To identify as fully as possible for pedagogical purposes the characteristics of Chinese college students of English whom foreign teachers of English can expect to encounter in typical Chinese college classrooms, an anonymous two-part descriptive survey of cultural values and of attitudes toward English-language learning and teaching was administered cross-sectionally in Chinese and in English to 512 men and women in 15 colleges or universities. Quantitative data from the semistructured and open-ended questionnaire were subjected to statistical analysis at two levels: (a) that of culture and (b) that of demographics. Qualitative data generated by verbatim student comments allow analysis at a third level: that of the individual. At the culture level, students exhibit a strong tendency toward individualism, rather than toward the collectivism generally associated with traditional Chinese society. T-tests and chi-square procedures demonstrate that males and females, younger and older students, English majors and non-English majors do quite literally inhabit different perceptual worlds. Evidence of such student diversity and complexity calls into question the usefulness of labels that polarize populations and highlights the risks of stereotyping. }, keywords = {Communication, Dimensions of Culture, Intercultural Communication, Psychology, Sociology}, pubstate = {published}, tppubtype = {online} } To identify as fully as possible for pedagogical purposes the characteristics of Chinese college students of English whom foreign teachers of English can expect to encounter in typical Chinese college classrooms, an anonymous two-part descriptive survey of cultural values and of attitudes toward English-language learning and teaching was administered cross-sectionally in Chinese and in English to 512 men and women in 15 colleges or universities. Quantitative data from the semistructured and open-ended questionnaire were subjected to statistical analysis at two levels: (a) that of culture and (b) that of demographics. Qualitative data generated by verbatim student comments allow analysis at a third level: that of the individual. At the culture level, students exhibit a strong tendency toward individualism, rather than toward the collectivism generally associated with traditional Chinese society. T-tests and chi-square procedures demonstrate that males and females, younger and older students, English majors and non-English majors do quite literally inhabit different perceptual worlds. Evidence of such student diversity and complexity calls into question the usefulness of labels that polarize populations and highlights the risks of stereotyping. |
1999 |
Sue, David Multicultural training Online Paid AccessJournal Article 1999. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Psychology, Three Colors of Worldview, Training @online{Sue1999, title = {Multicultural training}, author = {David Sue}, url = {https://www.researchgate.net/publication/223114433_Multicultural_training}, year = {1999}, date = {1999-10-26}, abstract = {When working with ethnic minorities, regardless of country, psychologists should consider sociopolitical and economic factors that may impact development. To dismiss these influences would be to act unethically. Definitions of counseling and different models of multicultural training will be discussed, along with qualities counselors and psychologists should possess when working with clients from alternative worldviews. At the present time we do not have multicultural training, we have western counseling programs. It is asserted that the idea of regular and other counseling should be eliminated and that culture needs to become fully integrated into psychology graduate training programs.}, keywords = {Communication, Intercultural Communication, Psychology, Three Colors of Worldview, Training}, pubstate = {published}, tppubtype = {online} } When working with ethnic minorities, regardless of country, psychologists should consider sociopolitical and economic factors that may impact development. To dismiss these influences would be to act unethically. Definitions of counseling and different models of multicultural training will be discussed, along with qualities counselors and psychologists should possess when working with clients from alternative worldviews. At the present time we do not have multicultural training, we have western counseling programs. It is asserted that the idea of regular and other counseling should be eliminated and that culture needs to become fully integrated into psychology graduate training programs. |
1995 |
Schnitzer, Eve English as an international language: Implications for interculturalists and language educators Online Paid AccessJournal Article 1995. Abstract | Links | BibTeX | Tags: Communication, Dimensions of Culture, Intercultural Communication, Intercultural Critic & Intercultural Learner, Language & Culture @online{Schnitzer1995, title = {English as an international language: Implications for interculturalists and language educators}, author = {Eve Schnitzer }, url = {https://www.sciencedirect.com/science/article/abs/pii/014717679500006W }, year = {1995}, date = {1995-03-01}, abstract = {English is the main link language across cultures today. We all gain from the presence of a common code, but the primary benefit lies in the potential for intercultural understanding. This paper discusses the nature of what Smith terms English as an international language(EIL): its formal linguistic and culturally based features. It examines the contexts in which EIL is used, and the consequent needs of its users. A shift in the approach to teaching and to using the language for international purposes is proposed, with a new approach informed by language awareness and cultural awareness techniques. }, keywords = {Communication, Dimensions of Culture, Intercultural Communication, Intercultural Critic & Intercultural Learner, Language & Culture}, pubstate = {published}, tppubtype = {online} } English is the main link language across cultures today. We all gain from the presence of a common code, but the primary benefit lies in the potential for intercultural understanding. This paper discusses the nature of what Smith terms English as an international language(EIL): its formal linguistic and culturally based features. It examines the contexts in which EIL is used, and the consequent needs of its users. A shift in the approach to teaching and to using the language for international purposes is proposed, with a new approach informed by language awareness and cultural awareness techniques. |
Blohm, Judith M; Hartley, Cay; Lapinsky, Terri Man from mars: Unspoken assumptions of words Online Paid AccessJournal Article 1995. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Language & Culture, Psychology @online{Blohm1995, title = {Man from mars: Unspoken assumptions of words}, author = {Judith M Blohm and Cay Hartley and Terri Lapinsky }, url = {https://www.sciencedirect.com/science/article/abs/pii/014717679400013N?viaihub }, year = {1995}, date = {1995-03-01}, abstract = {The creator of this exercise is unknown. It was first learned and used by the trainer/author Judith Blohm in Peace Corps training programs in Southern Africa in the early 1970s. The exercise is used to demonstrate that communication is more than learning to pronounce and use words. The specific lesson of this exercise is that words carry unspoken assumptions that must also be learned to communicate effectively. }, keywords = {Communication, Intercultural Communication, Language & Culture, Psychology}, pubstate = {published}, tppubtype = {online} } The creator of this exercise is unknown. It was first learned and used by the trainer/author Judith Blohm in Peace Corps training programs in Southern Africa in the early 1970s. The exercise is used to demonstrate that communication is more than learning to pronounce and use words. The specific lesson of this exercise is that words carry unspoken assumptions that must also be learned to communicate effectively. |
Garrott, June Rose Chinese cultural values: New angles, added insights Online Paid AccessJournal Article 1995. Abstract | Links | BibTeX | Tags: Analysis, Communication, Dimensions of Culture, Language & Culture @online{Garrott1995, title = {Chinese cultural values: New angles, added insights}, author = {June Rose Garrott }, url = {https://www.sciencedirect.com/science/article/abs/pii/0147176795993694?viaihub }, year = {1995}, date = {1995-03-01}, abstract = {To identify as fully as possible for pedagogical purposes the characteristics of Chinese college students of English whom foreign teachers of English can expect to encounter in typical Chinese college classrooms, an anonymous two-part descriptive survey of cultural values and of attitudes toward English-language learning and teaching was administered cross-sectionally in Chinese and in English to 512 men and women in 15 colleges or universities. Quantitative data from the semistructured and open-ended questionnaire were subjected to statistical analysis at two levels: (a) that of culture and (b) that of demographics. Qualitative data generated by verbatim student comments allow analysis at a third level: that of the individual. At the culture level, students exhibit a strong tendency toward individualism, rather than toward the collectivism generally associated with traditional Chinese society. T-tests and chi-square procedures demonstrate that males and females, younger and older students, English majors and non-English majors do quite literally inhabit different perceptual worlds. Evidence of such student diversity and complexity calls into question the usefulness of labels that polarize populations and highlights the risks of stereotyping. }, keywords = {Analysis, Communication, Dimensions of Culture, Language & Culture}, pubstate = {published}, tppubtype = {online} } To identify as fully as possible for pedagogical purposes the characteristics of Chinese college students of English whom foreign teachers of English can expect to encounter in typical Chinese college classrooms, an anonymous two-part descriptive survey of cultural values and of attitudes toward English-language learning and teaching was administered cross-sectionally in Chinese and in English to 512 men and women in 15 colleges or universities. Quantitative data from the semistructured and open-ended questionnaire were subjected to statistical analysis at two levels: (a) that of culture and (b) that of demographics. Qualitative data generated by verbatim student comments allow analysis at a third level: that of the individual. At the culture level, students exhibit a strong tendency toward individualism, rather than toward the collectivism generally associated with traditional Chinese society. T-tests and chi-square procedures demonstrate that males and females, younger and older students, English majors and non-English majors do quite literally inhabit different perceptual worlds. Evidence of such student diversity and complexity calls into question the usefulness of labels that polarize populations and highlights the risks of stereotyping. |
Reagan, Timothy A sociocultural understanding of deafness: American sign language and the culture of deaf people Online Paid AccessJournal Article 1995. Abstract | Links | BibTeX | Tags: Communication, Intercultural Communication, Language & Culture, Psychology, Sociology, Training @online{Reagan1995, title = {A sociocultural understanding of deafness: American sign language and the culture of deaf people}, author = {Timothy Reagan }, url = {https://www.sciencedirect.com/science/article/abs/pii/014717679500007X?viaihub }, year = {1995}, date = {1995-03-01}, abstract = {This article provides an exploration of the culture of Deaf people in the United States and anglophone Canada, with special emphasis on the role of American Sign Language (ASL) in the maintenance and propagation of that culture. It begins with a discussion of two competing perspectives on deafness in contemporary society: the pathologic perspective, in which deafness is seen as a medical condition requiring remediation of some sort, and the sociocultural perspective, which focuses on the Deaf as a cultural and linguistic minority group. The case for the view of the Deaf as a cultural and linguistic minority group is then presented, focusing on a number of the central cultural components of deafness, and on the related issues of paternalism in cultural identification. The role of ASL in supporting and facilitating each of the other components of Deaf culture is emphasized throughout the discussion. The article concludes with a discussion of the world view of culturally Deaf individuals, and the implications of this world view for a variety of issues of concern to Deaf people. }, keywords = {Communication, Intercultural Communication, Language & Culture, Psychology, Sociology, Training}, pubstate = {published}, tppubtype = {online} } This article provides an exploration of the culture of Deaf people in the United States and anglophone Canada, with special emphasis on the role of American Sign Language (ASL) in the maintenance and propagation of that culture. It begins with a discussion of two competing perspectives on deafness in contemporary society: the pathologic perspective, in which deafness is seen as a medical condition requiring remediation of some sort, and the sociocultural perspective, which focuses on the Deaf as a cultural and linguistic minority group. The case for the view of the Deaf as a cultural and linguistic minority group is then presented, focusing on a number of the central cultural components of deafness, and on the related issues of paternalism in cultural identification. The role of ASL in supporting and facilitating each of the other components of Deaf culture is emphasized throughout the discussion. The article concludes with a discussion of the world view of culturally Deaf individuals, and the implications of this world view for a variety of issues of concern to Deaf people. |
Anglin, Jeremy M Classifying the world through language: Functional relevance, cultural significance, and category name learning Online Paid AccessJournal Article 1995. Abstract | Links | BibTeX | Tags: Analysis, Dimensions of Culture, Intercultural Communication, Language & Culture, Philosophy, Psychology @online{Anglin1995, title = {Classifying the world through language: Functional relevance, cultural significance, and category name learning}, author = {Jeremy M Anglin }, url = {https://www.sciencedirect.com/science/article/abs/pii/014717679500002S?viaihub }, year = {1995}, date = {1995-03-01}, abstract = {It is argued that in acquiring a first language, children learn names of objects in an order that is influenced by functional relevance from their point of view and by cultural significance from the perspective of the society in which they are being reared. Research suggests that children learn early to name objects that are functionally relevant and experientially salient for them; furthermore because of the ways in which their parents name these objects for them, they often initially learn terms that classify things in maximally useful ways because the terms apply to those objects that they should treat in the same way. Moreover, cross-cultural research on children learning different languages indicates that when a domain of experience is particularly culturally significant in a given society, children growing up in it acquire more specific terminology to classify that domain earlier than do children being reared in other societies in which that domain of experience is less culturally significant. Considerations of functional relevance and cultural significance help to illuminate (a) why children learn to classify the world with language in the way they do, (b)differences between their naming behavior and that of adults, and (c)cross-linguistic differences in word learning in different cultures. }, keywords = {Analysis, Dimensions of Culture, Intercultural Communication, Language & Culture, Philosophy, Psychology}, pubstate = {published}, tppubtype = {online} } It is argued that in acquiring a first language, children learn names of objects in an order that is influenced by functional relevance from their point of view and by cultural significance from the perspective of the society in which they are being reared. Research suggests that children learn early to name objects that are functionally relevant and experientially salient for them; furthermore because of the ways in which their parents name these objects for them, they often initially learn terms that classify things in maximally useful ways because the terms apply to those objects that they should treat in the same way. Moreover, cross-cultural research on children learning different languages indicates that when a domain of experience is particularly culturally significant in a given society, children growing up in it acquire more specific terminology to classify that domain earlier than do children being reared in other societies in which that domain of experience is less culturally significant. Considerations of functional relevance and cultural significance help to illuminate (a) why children learn to classify the world with language in the way they do, (b)differences between their naming behavior and that of adults, and (c)cross-linguistic differences in word learning in different cultures. |
Dahl, Øyvind When the future comes from behind: Malagasy and other time concepts and some consequences for communication Online Paid AccessJournal Article 1995. Abstract | Links | BibTeX | Tags: Analysis, Communication, Intercultural Communication, Language & Culture, Philosophy @online{Dahl1995, title = {When the future comes from behind: Malagasy and other time concepts and some consequences for communication}, author = {Øyvind Dahl}, url = {https://www.sciencedirect.com/science/article/abs/pii/014717679500004U?viaihub }, year = {1995}, date = {1995-03-01}, abstract = {Having studied intercultural communication in Madagascar, the author takes his starting point in the Malagasy language and the expressed metaphor of time. In Madagascar what occurs in the past is expressed by notions such as taloha (before, in front), while future events are designated by aoriana (after, behind). Metaphorically speaking, it seems that the Malagasy moves backward into the future! However, this conclusion could be based on a too simplistic observation. It depends on who is moving, the observer or the time! The author presents three different time concepts: linear time, cyclic time, and event-related time, thus moving from objectively to subjectively experienced time. He contends that elements of all three time concepts are present in every culture. By examining several practical cases (e.g., making appointments, planning for the future, introducing modern technology, development work, etc.) the author shows how time concepts that are often taken for granted often cause misunderstandings and confusions in intercultural communication. }, keywords = {Analysis, Communication, Intercultural Communication, Language & Culture, Philosophy}, pubstate = {published}, tppubtype = {online} } Having studied intercultural communication in Madagascar, the author takes his starting point in the Malagasy language and the expressed metaphor of time. In Madagascar what occurs in the past is expressed by notions such as taloha (before, in front), while future events are designated by aoriana (after, behind). Metaphorically speaking, it seems that the Malagasy moves backward into the future! However, this conclusion could be based on a too simplistic observation. It depends on who is moving, the observer or the time! The author presents three different time concepts: linear time, cyclic time, and event-related time, thus moving from objectively to subjectively experienced time. He contends that elements of all three time concepts are present in every culture. By examining several practical cases (e.g., making appointments, planning for the future, introducing modern technology, development work, etc.) the author shows how time concepts that are often taken for granted often cause misunderstandings and confusions in intercultural communication. |
