1. Intercultural Communication

2. Processing Our Experiment How similar or dissimilar were you and each of your partners? For Part 1 and Part 2: –What did you learn about your partner and his or her group? –How did you feel about your partner and his or her group? –Was the information you received about your partner correct?

3. The True Information You Received about Yourself A’s and D’s You are openly energetic You are (emotional, unemotional, or emotionally-balanced) B’s and C’s You are calm around others You are (open-minded, opinionated, or apathetic)

4. Part 1: The Stereotyped Information You Received about Your Partner A’s are hostile A’s are hysterical B’s are lazy B’s are judgmental C’s are lazy C’s are judgmental D’s are hostile D’s are hysterical

5. Part 2: The Information You Received about Your Partner Assume equality with A’s; You have no other information Assume equality with B’s; You have no other information Assume equality with C’s; You have no other information Assume equality with D’s; You have no other information

6. Intercultural sensitivity is necessary to effectively communicate with diverse groups. Intercultural sensitivity involves: Self-esteem Self-monitoring Open-mindedness Empathy Interaction involvement Suspending judgment Using stereotypes makes communication with diverse groups problematic Stereotypes resist alteration and can lead to prejudice and discrimination Stereotypes create a barrier between us and others

7. “Emphasizing differences can lead to stereotyping and prejudice…Emphasizing only similarities may lead us to ignore the important cultural variations that exist,” (Martin & Nakayama, 2000, p. 46) “Groups are made up of individuals with unique as well as similar voices,” (Collier, 2000, p. 24). Communication should be approached at both the individual and the cultural level.

8. Communication from a Cultural Perspective Only is Insufficient “We should not expect any group to use a particular communication style all the time,” (p. 159). When “we assume knowledge about another person’s identity, based on his of her membership in a particular cultural group…we are ignoring the individual aspect,” (p. 141).

9. Communication from an Individual Perspective Only is Insufficient You may overemphasize similarities, and see others more like yourself. You may judge others by your own cultural standards, rather than considering other cultural standards.

11. Intercultural Communication – (Continued)

12. Some Definitions to Start Us Off… Culture: “that set of values, beliefs, norms, customs, rules, and codes that socially define groups of people, giving them a sense of commonality.” -- Race-- Ethnicity-- Age -- Gender-- Religion-- Sexual Orientation -- Disability-- SES-- Etc. In-Groups and Out-Groups Co-cultures: “The perception of membership in a group that is part of an encompassing culture. Intercultural Communication: “The process that occurs when members of two or more cultures exchange messages in a manner that is influenced by their different cultural perceptions and symbol systems.”

13. Cultural Values and Norms

14. High-Context vs. Low-Context How much is communicated by the context, and how much needs to be directly said? Low ContextHigh Context Swiss, Germans, Scandinavians European- Americans African-Americans, Native Americans, Hispanic-Americans, Asian-Americans Japanese, Chinese Self-Expression Valued Relational Harmony Valued

15. *Individualism vs. Collectivism* Individualistic Cultures –Loyalty to self –Define self based on what you do –Value autonomy, change, youth, individual security, equality –Examples: US, Canada, Australia, Great Britain Collectivistic Cultures –Loyalty to family, community, work, etc. –Define self based on who your in-group is –Value duty, order, tradition, age, group security, status, hierarchy, relationship –Examples: Latin American and Asian cultures

16. Power Difference More egalitarian vs. more hierarchical? Low power deferentialHigh power deferential Austria, Denmark, Israel, New Zealand US, Canada Philippines, Mexico, Venezuela, India, Singapore

17. Uncertainty Avoidance “The degree to which members of a culture feel threatened by ambiguous situations and how much they try to avoid them.” Low Uncertainty Avoidance: –Tolerates or values nonconformity High Uncertainty Avoidance: –Threatened by ambiguous situations/nonconformity –Values security –Clearly defined rules and regulations

18. Achievement vs. Nurturing Japan, Switzerland, Germany Norway, Sweden, Denmark, Spain, France Achievement Culture “Hard” “Masculine” Material success/Goal-oriented Strict gender roles Nurturing Culture “Soft” “Feminine” Relationship-oriented More gender neutrality

19. The Interplay Between Culture and Verbal & Nonverbal Codes

20. Verbal Codes Language and Identity Verbal Communication Style –Directness –Elaborateness/Succinctness –Formality/Informality Language and Worldview –Linguistic Determinism – language determines worldview Sapir-Whorf hypothesis: “the structure of a language affects the perceptions of reality of its speakers and thus influences their thought patterns and worldviews.” –Linguistic Relativism – language strongly influences perceptions

21. Nonverbal Codes Some nonverbals have universal meanings (e.g., smiles, crying) Others are more culturally-determined –Gestures –Proxemics –Chronemics –Eye-contact

22. Decoding Messages Cross- Culturally Translation Attributions –We tend to judge others’ behaviors less generously and according to our own cultural norms. –Stereotyping Cultural Systems of Logic –Linear/Rational or Intuitive –Dichotomous or Nondichotomous

23. Developing Greater Intercultural Communication Competence

24. Intercultural Competence Motivation and attitude –Tolerating ambiguity –Being open-minded Not being ethnocentric Not being prejudiced Not stereotyping

25. Knowledge of how other cultures communicate & skill in creating and responding to messages effectively –Mindfulness – awareness of one’s own behavior and that of others Passive observation Active strategies Self-disclosure –Learn about who in a culture especially receives respect, and how this is communicated –Learn about how interactions are managed (the flow of conversation, turn-taking, etc.) –Learn about roles, rules, and expectations for goal- accomplishment (e.g., business), and for relationships