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UI<br />2010<br />INTERCULTURAL PERCEPTION<br />AuliaDwiNastiti<br />NurulUtami<br />Paulus Tommy Pamungkas<br />
IDENTITY NEGOTIATION PERSPECTIVE<br />FOCUS : <br />The relation between cultural values and self-conceptions<br />Theoret...
Theoretical Background<br /><ul><li>Fundamental basis: individual in all cultures </li></ul>desire to be competent communi...
Primary Identities<br /><ul><li>Identity: reflective self-concept that 	derived from socialization process
 Our reflective views of ourselves
 Fixed and unchangeable
 Has an ongoing impact through life
Refer to : cultural, ethnic, gender, 	and personal identity</li></li></ul><li>Cultural Identity<br /><ul><li> Cultural ide...
 Acquired by parental guidance and response 	during their formative years
 Consists of two types : Individualism and Collectivism</li></ul>Example :<br /><ul><li>	Cultural Identity as a Asian peop...
  Cultural identity as a Western people  individual</li></li></ul><li>Ethnic Identity<br /><ul><li> Ethnic identity  inh...
 Can be based on nationality, race, religion, language
 Has both subjective and objective layers
 Ethnicity tend to be more subjective experience than 	objective classification </li></ul>Example :<br /><ul><li>We often ...
 Gender orientation learned via our own cultural 	practice</li></ul>Example :<br /><ul><li>Minang people is matriarchy whi...
 Has two facets : Actual personal identity and 	Desired personal identity
Two dimension : Independent self and 	Interdependent self (Markus & Kitayama, 1991)</li></ul>Example :<br /><ul><li> Actua...
Situational Identity<br /><ul><li> Highly situational dependent
Changeable Identities
Less stable and driven by external  	features
Refer to : role, relationship, facework, and symbolic identities</li></li></ul><li>Role Identity<br /><ul><li> Role  set ...
Shaped by expectancy norms (Burke, 1945)
Contextual identity
Role differs as particular situation in particular society</li></ul>Example :<br /><ul><li>	Individualistic classroom (US)...
	Collectivistic classroom (Japan) : students obedience, teacher authoritative</li></li></ul><li>Relational  Identity<br />...
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Intercultural perceptions

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Transcript of "Intercultural perceptions"

  1. 1. UI<br />2010<br />INTERCULTURAL PERCEPTION<br />AuliaDwiNastiti<br />NurulUtami<br />Paulus Tommy Pamungkas<br />
  2. 2. IDENTITY NEGOTIATION PERSPECTIVE<br />FOCUS : <br />The relation between cultural values and self-conceptions<br />Theoretical Background<br />Primary Identities <br />Situational Identities<br />
  3. 3. Theoretical Background<br /><ul><li>Fundamental basis: individual in all cultures </li></ul>desire to be competent communicator<br /><ul><li>Two source of identity : </li></ul>group-based and person-based identity<br /><ul><li>Two types of identity : </li></ul>Social identity and Personal identity<br /><ul><li>Two types of perceptions : </li></ul> Intergroup-based and Interpersonal-based perception<br />
  4. 4. Primary Identities<br /><ul><li>Identity: reflective self-concept that derived from socialization process
  5. 5. Our reflective views of ourselves
  6. 6. Fixed and unchangeable
  7. 7. Has an ongoing impact through life
  8. 8. Refer to : cultural, ethnic, gender, and personal identity</li></li></ul><li>Cultural Identity<br /><ul><li> Cultural identity  emotional significance affiliating our cultural sense of belonging
  9. 9. Acquired by parental guidance and response during their formative years
  10. 10. Consists of two types : Individualism and Collectivism</li></ul>Example :<br /><ul><li> Cultural Identity as a Asian people  collective
  11. 11. Cultural identity as a Western people  individual</li></li></ul><li>Ethnic Identity<br /><ul><li> Ethnic identity  inherently a matters of ancestry, of beliefs about the origins of forebears (Alba, 1990)
  12. 12. Can be based on nationality, race, religion, language
  13. 13. Has both subjective and objective layers
  14. 14. Ethnicity tend to be more subjective experience than objective classification </li></ul>Example :<br /><ul><li>We often judge a person’s personality and attitudes based on their ethnic origins</li></li></ul><li>Gender Identity<br /><ul><li> Gender  how the culture groups construct the image of ‘maleness’ and ‘femaleness’
  15. 15. Gender orientation learned via our own cultural practice</li></ul>Example :<br /><ul><li>Minang people is matriarchy while Batak people is patriarchy</li></li></ul><li>Personal Identity<br /><ul><li> Personal identity  our conceptions of “unique self” that differs us from other people
  16. 16. Has two facets : Actual personal identity and Desired personal identity
  17. 17. Two dimension : Independent self and Interdependent self (Markus & Kitayama, 1991)</li></ul>Example :<br /><ul><li> Actual : assertiveness, talkativeness, decisiveness</li></ul> Desired : preferred attributes that someone wants to be in a interaction<br /><ul><li> Independent : individualistic (Western)</li></ul> Interdependent : collectivistic (Asian)<br />
  18. 18. Situational Identity<br /><ul><li> Highly situational dependent
  19. 19. Changeable Identities
  20. 20. Less stable and driven by external features
  21. 21. Refer to : role, relationship, facework, and symbolic identities</li></li></ul><li>Role Identity<br /><ul><li> Role  set of expected behavior associated with culture that define as proper
  22. 22. Shaped by expectancy norms (Burke, 1945)
  23. 23. Contextual identity
  24. 24. Role differs as particular situation in particular society</li></ul>Example :<br /><ul><li> Individualistic classroom (US) : students active, teacher democratic
  25. 25. Collectivistic classroom (Japan) : students obedience, teacher authoritative</li></li></ul><li>Relational Identity<br /><ul><li> Our identity comes from network of family relationship
  26. 26. Builds reflective relational images
  27. 27. Include voluntary relationship, such as: social relationship and friendship
  28. 28. Self-conception from relation can be powerful identity approval (Cupach & Metts, 1994)
  29. 29. Can move quickly from culture-based interaction to person-based interaction</li></ul>Example :<br /><ul><li> Family socialization forms our view about gender- based behavior</li></ul> (e.g. pilot is a man, stewardess is a woman)<br />
  30. 30. Facework Identity<br /><ul><li> Face  identity respect issue and other consideration issue within intercultural process
  31. 31. Vulnerable identity resource
  32. 32. Facework specific communication behavior to “save” our own face or other’s face
  33. 33. Different situational context needs different rules of facework</li></ul>Example :<br /><ul><li> Assertive speaking considered more skillful facework in Western culture
  34. 34. Tactful speaking more honored in Asian culture</li></li></ul><li>Symbolic Interaction Identity<br /><ul><li> Symbolic interaction  verbal and nonverbal communication through which we acquire our reflective self-image and identities value
  35. 35. Communication develops self-conceptions
  36. 36. Certain preferred symbol (linguistic and nonverbal) shows our culture and identity</li></ul>Example :<br /><ul><li> The language and dialect we talk reflects our cultural group affiliation
  37. 37. Our body language tell others about what kind of person we are and how we want to be terated</li></li></ul><li>IDENTITY NEGOTIATION THEORY<br />GOAL: <br />Explore ways to obtain accurate knowledge of the identity between we and other cultures <br />10 Cores Assumptions<br />
  38. 38. 10 Cores Assumptions<br />Group identities & Personal identities are formed via symbolic communication<br />All people have basic motivation needs<br />Identity securityequals to culturally familiarenvironment and vice versa<br />Identity trustequals to communicating with culturally similar othersand vice versa.<br />
  39. 39. 10 Cores Assumptions<br />Inclusionequals to endorsementby desired group membership identities and vice versa<br />Interpersonal connectiontends to be done via meaningful closerelationships and identity autonomy when separated<br />Identity stability: Predictablecultural situations and vice versa.<br />
  40. 40. 10 Cores Assumptions<br />Variety of dimensions influence variety of interpretations<br />Satisfactory: feeling understood, respected, supported.<br />Mindful intercultural communication emphasizes: knowledge + motivations + skills = communicate satisfactorily, approriately, effectively<br />
  41. 41. Assumptions 1-4<br /><ul><li> Primary Identity Domains
  42. 42. Reflective self images  enculturation process.
  43. 43. Enculturation process  shape thinking, emotions, pattern.
  44. 44. Identity security: degree of emotional safety concerning one’s sense of both.
  45. 45. Identity vulnerability: degree of anxiousness</li></li></ul><li>Assumptions 5 and 6<br /><ul><li> Identity inclusion: degree of perceived nearness to out or in groups, self image attached emotionally with it.
  46. 46. Identity of differentiation: degree of remoteness
  47. 47. Identity autonomy: interpersonal relationship boundary regulation issue.
  48. 48. Mindful boundary regulation: satisfy ingroup inclusion and intergroup differentiation needs.</li></ul>SOCIAL IDENTITY: <br />identity inclusion + identity differentiation <br />(dualistic motivations).<br />Exceed inclusion?<br />Exceed differentiation?<br />
  49. 49. Assumption 7<br /><ul><li> Identity stability (ROOTEDNESS) : sense of identity continuation or consistency through time. EXCEED?
  50. 50. Identity change (ROOTLESSNESS): sense of identity dislocation or transformation.
  51. 51. EXCEED?
  52. 52. BALANCED?</li></ul>A Coherent Self Conception:<br />Need to feel secure <br />Need sense of predictability<br />Need to feel included. <br />
  53. 53. Assumption 8<br /><ul><li> Cultural membership and its cultural values: </li></ul>how we think about, how we construct about, how to interact.<br /><ul><li> Loose and tight cultures: </li></ul>cultural homo/heterogeneity, density, mobility and tolerance.<br />
  54. 54. MINDFUL INTERCULTURAL COMMUNICATION<br />the heavy reliance on familiar frame of reference, old routinizeddesigns or categories, and customary ways of doing things.<br />Mindfulness: <br />readiness to shift one’s frame of reference;<br />the motivation to use new categories to understand cultural or ethnic differences<br />
  55. 55. Satisfactory Outcomes<br /><ul><li>The feeling of being understood: just like echoing voices which emphasizes thinking, feeling and behaving.
  56. 56. The feeling of being respected: our behaviors and practices are being deemed as legitimate, credible and on a equal footing with members of others group
  57. 57. The feeling of being supported: we sense that we are being positively valued or endorsed as “worthwhile”</li></li></ul><li>Criteria and Components<br /><ul><li>Two criteria: </li></ul>appropriateness and effectiveness. <br /><ul><li>How to be goood like that?</li></ul>Knowledge, motivation, and skill<br /><ul><li>Stages: </li></ul>unconscious incompetence, conscious incompetence, conscious competence, uncosciouscompetence.<br />
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