http://www. youtube. com/watch. v=EYX7ACuTBTY http://www. youtube http://www.youtube.com/watch?v=EYX7ACuTBTY http://www.youtube.com/watch?v=9hmWCH3JXqU&feature=related

Q: Define social roles. How can we distinguish between ascribed and achieved roles? (p.194) Provide examples. Which roles differ across cultures?

Social roles, the cultural norms influencing these roles, and role expectations are arbitrary. Cross-cultural and historical differences reveal that what is considered “normal” or “accepted” is learned (Block, 1978; Boudreau, Sennot &Wilson, 1986; O’Kelly,1980)

Q: Is the teacher’s role same across cultures?

Q: Learning of social roles is both formal and informal Q: Learning of social roles is both formal and informal. Provide examples.

A man and his son, both unconscious, were admitted to the local hospital ER (Emergency room). The ER doctor on duty, who was the most qualified to deal with their injuries, looked at them and said that another doctor would have to treat them. Why was this?

Five basic groups of social roles (Hayes & Orrell, 1993) Age and gender groups Household and family groups Status groups Occupational groups Shared interest groups

Q: For each of the many social roles you hold, you have a different self-concept of yourself and it may be determined by the cultural and social stereotypes of the roles you enact. Share your experiences.

http://www. youtube. com/watch http://www.youtube.com/watch?v=e0AfXmM5otw Q: Office workers are expected to spend a great deal of time socializing with others from their workplace after work and even on weekends in Korea. Explain why.

Q: What is the relationship between the concept of high/low power distance and social roles?

2. There is more fluidity within the social hierarchy. High or low power distance? 1. People are not viewed as equals, and everyone has a clearly defined or allocated place in the social hierarchy. 2. There is more fluidity within the social hierarchy. 3. People consider their inequality in power the norm. 4. It is relatively easy for individuals to move up the social hierarchy based on their efforts and achievements. 5. People believe inequality should be minimal, and a hierarchical division is viewed as one of convenience only.

High or low power distance? 1. People are not viewed as equals, and everyone has a clearly defined or allocated place in the social hierarchy. 2. There is more fluidity within the social hierarchy. 3. People consider their inequality in power the norm. 4. It is relatively easy for individuals to move up the social hierarchy based on their efforts and achievements. 5. People believe inequality should be minimal, and a hierarchical division is viewed as one of convenience only.

Large or Small Power Distance? Centralized authority Decentralized decision making responsibility Consultative management style Acceptance that power has its privileges An expectation of inequality Small proportion of supervisory staff Hostede, Geert (1991) Cultures and Organizations: Software of the Mind. New York, NY: McGraw-Hill.

Large or Small Power Distance? Centralized authority Decentralized decision making responsibility Consultative management style Acceptance that power has its privileges An expectation of inequality Small proportion of supervisory staff Hostede, Geert (1991) Cultures and Organizations: Software of the Mind. New York, NY: McGraw-Hill.

http://www. youtube. com/watch http://www.youtube.com/watch?v=757-r3qmcp8 Q: What is the relationship between the concept of high/low uncertainty-avoidance and social roles?

Strong or Weak Uncertainty Avoidance? Risk taking Lack of tolerance for deviants Tolerance of differing behaviors and opinions Few rules Standardized procedures Planning is important Flexibility Strong need for consensus Hostede, Geert (1991) Cultures and Organizations: Software of the Mind. New York, NY: McGraw-Hill.

Strong or Weak Uncertainty Avoidance? Risk taking Lack of tolerance for deviants Tolerance of differing behaviors and opinions Few rules Standardized procedures Planning is important Flexibility Strong need for consensus

Q: How is self-identity enacted through social roles Q: How is self-identity enacted through social roles? How does this differ across cultures?

As cultural mediators, teachers must provide opportunities for students to participate in critical dialogue about conflicts among cultures and to analyze inconsistencies between mainstream cultural realities and those of different cultural systems. This can be achieved through such activities as simulations and role plays.