SlideShare a Scribd company logo
1 of 23
Download to read offline
Understanding the Cultural
 Dimensions of Gulf Arab Students




Presented by Kira Litvin
Qatar University
Foundation Program English Department




TESOL Boston 2010
Rationale Perspective
Knowing students individually also involves
 knowing them culturally…Furthermore, such
 articulated knowledge of who students are
 individually-culturally leads logically to the
 need to develop appropriate pedagogies—
 approaches to learning and teaching that
 dynamically respond to that knowledge.
 (Atkinson, 1999)
Dimensions of Culture
   Geert Hofstede
    ◦   Conducted research in 1968 & 1972
    ◦   40 countries
    ◦   116,000+ respondents
    ◦   Fields: Business, Intercultural Communication,
        & Education
   Hofstede‟s definition of Culture
    Collective programming of the mind that
     distinguishes the members of one group or
     category from another (1980,1991)
The Cultural Dimensions Framework
5 Dimensions
Individualism   • Collectivism                    Individualism
     IDV        • The relationship between the individual and the group (Hofstede, 2002)

   Power        • Low                       High Power Distance
  Distance      • The degree of inequality between people that is assumed to be a
                  natural state of affairs (Hofstede, 2002)
    PDI
                • Weak Uncertainty Avoidance                    Strong Uncertainty
    Truth         Avoidance
     UAI        • How people in a culture cope with the unpredictable and the
                  ambiguous (Hofstede, 2002)

   Gender       • Femininity                       Masculinity
                • Care-oriented [societies] versus achievement-oriented [societies]
    MAS           (Hofstede, 2002)


                • Long-term Orientation                           Short-term Orientation
   Virtue       • To some extent the issue of truth and virtue are complementary in
    LTO           societies. Both are related to society’s attitude toward time and
                  traditions (Hofstede, 2002)
Task & Discussion:
      Teacher Reflection
Patrick Moran (2001) suggests “language teachers can use… self-rating scales to access their own cultural
perceptions as well as those of their students. Linking perceptions to practices is an effective clarification
strategy.”




   Use the worksheet to estimate your
    dimensions of culture based on the
    national values of your home country
   Briefly discuss with a partner
Compare
Compare your estimate with national values below (Hofstede,1980).

* LTO was measured for 23 countries in research conducted by Bond (1988).

                   IDV         PDI         UAI          MAS         LTO*

 USA             91       40          46           62          29

 GB              89       35          35           66          25

 CA              80       39          48           52          23

 India           48       77          40           56          61

 Japan           46       54          92           95          80

 Mexico          30       81          82           69          -

 Venezuela       12       81          76           73          -
Discussion 2: Gulf Arab Learners
     Based on your teaching experience with
      learners from Gulf countries (Qatar, Saudi
      Arabia, UAE, Bahrain, and Oman), use
      your worksheet and estimate the scores
      for Gulf learners

The process by which people explain another person’s behavior by referring to their own
experiences, values, and beliefs is called attribution.
(DeCapua & Wintergerst, 2004)
Compare
Now compare your estimates with values for the Arab
World below.


                 IDV        PDI         UAI        MAS        LTO
      Arab   38             80          68         52         -
      World*


     *Countries included: Egypt, Iraq, Kuwait, Lebanon, Libya, Saudi Arabia,
     and United Arab Emirates (Hofstede 1980)
Gulf Arab Culture & Islam

Islam and the teachings of Allah through the
Prophet Mohammed is the basis for Muslim
societies conceptions, values, and standards,
institutions, legislature and laws, orientation, ethics
and morals. (Bjerke & Al-Meer,1993)
Gulf Arab Cultural Learning Profile
Overview

Collectivist           Large Power             High                    Achievement
• 38 out of 100        Distance                Uncertainty             Oriented (MAS)
• Tribe and family     • 80 out of 100         Avoidance               • 52 out of 100
  oriented             • Teacher-centered      • 68 out of 100         • Failure in school is
• Students expect to     education             • Structured learning     damaging to one‟s
  learn how to „do‟    • Students expect         environment             self-image and
• High context           teacher to outline      preferred               family standing
  communication          learning paths        • Low ambiguity         • Students compete
• Positive             • Quality of learning     tolerance               with others in class
  associations with      attributed to         • Teachers‟ expected
  traditions             quality of the          to have all the
                         teacher                 answers
Identity: Collectivism (38)

Students expect…
• to learn how to do (vs. learn how to learn)
• special treatment based on individual circumstances,
  status or social standing
• family or close friend obligations take precedence over
  study commitments
• communication or details are understood by everyone
  (high-context)
• help those who are members of their in-group
• gain or maintain status via diplomas or certificates



                Descriptions based on Hofstede (1986)
Collectivism
In the classroom, students…
 Form groups or pairs with friends, family or tribe
 Are reluctant to do group or pair work with others
  who are not from the same „in-group‟
 “Help a friend” -- translate, share answers for
  homework or in-class assignments
 Send sms or take calls from family members
 Follow behavior of the group
 Request special treatment or consideration based on
  individual need
 Respond chorally
               Examples based on presenter‟s experience
Hierarchy: Large Power Distance (80)

Students expect…
 teacher-centered learning
 teacher to outline paths to follow
 teacher to initiate communication
 teacher to call on students*
 effectiveness of learning related to excellence of the
  teacher
 older teachers are more worthy of respect than
  younger teachers



             Descriptions based on Hofstede (1986)
High Power Distance
In the classroom, students…
   Wait for the teacher to initiate learning—i.e. teacher tells
    students how/when to be prepared to take out pen/paper,
    when to take notes, what notes to write, etc.
   Want results (test scores, letter or percent) and disregard
    processes to learn how or why
   Reluctant to talk to instructor about course performance or
    problems
   Will openly challenge a teacher who contradicts previous
    learning from a higher respected teacher
   Place responsibility for learning on the teacher or other
    outside circumstances (classroom, equipment, etc.)
   Negotiate to reach favorable results*

                  Examples based on presenter‟s experience
Truth: Strong Uncertainty Avoidance (68)
  Students expect…
     structured learning situations; precise objectives,
      detailed assignments with specific models to follow
     learning to be similar to previous educational
      experiences (Low-ambiguity tolerance)
     teachers to have the right answers
     rewards for accuracy in problem solving vs. creativity in
      problem solving
     teachers & students to behave emotionally


                 Descriptions based on Hofstede (1986)
Strong Uncertainty Avoidance
In the classroom, students…
 hesitate to try new learning methods or reflective
  learning
 put-off assignments when parameters are open
 reluctant to ask for specific help or details on
  assignments
 avoid or drop out rather than face direct failure or
  uncomfortable situations (i.e., English
  speech/presentation)
 use emotion to reach favorable results
 lack strong motivation based on the belief that the
  Foundation Program is not useful
                Examples based on presenter‟s experience
Gender: Achievement-oriented (52)

Students expect…
 teachers openly praise good students and use best
  students as the norm
 institutional rewards for academic scores
 failure in school is damaging to self-image and family
  standing
 to compete with each other in class
 to choose academic subjects related to career goals




                Descriptions based on Hofstede (1986)
Achievement or Care-Oriented
In the classroom, students…
 like competitive games & tasks
 compare their scores to their classmates
 try to make themselves visible*
 admire kind, patient and flexible teachers* (Troudi, 2007)
 cooperate as a whole group*
 show “concern for others and for friendly relationships
  among people…[which is] attributed to Islamic teachings”
    (Bjerke & Al-Meer, 1993)




                    Examples based on presenter‟s experience
Matson & Algren (2007)
    Survey: Constancy of Arab Cultural Traits in US Environments

Based on Nydell (2006) Understanding Arabs
29 Respondents reported observing these traits all or most of the time:
Collectivist
   Friends have the duty to help friends
   Family obligations are reasonable excuses for absences or tardiness
   You should never speak ill of your family members or admit that you come from poor
    circumstances or a disadvantaged family
Power Distance
   People (and helping other people) are more important than rules and regulations
   Personal influence is a useful way of getting things done
   You should be able to modify any rule on the basis of compelling personal need.
    [100% of respondents reported observing this trait]
Matson & Algren (2007)
Survey: Constancy of Arab Cultural Traits in US Environments


Uncertainty Avoidance
   A promise made has its own value, but people can't always be held responsible
    for actual follow-through
   Any form of public criticism is a personal insult to honor
   The emotional impact of an event is just as important as the actual facts. (i.e.,
    Facts may be denied as a way of saving face.)
   Stated times…are flexible: lateness should not be an issue.
Achievement-Oriented
   The ability to speak well and at length is an important skill.
Research Variables
 Research                             IDV PDI UAI MAS                LTO
 Hofstede, 1980                       38     80     68     52        -
 Bjerke & Al-Meer, 1993               41     74     74     43        -
 Saudi Arabia
 Baron, 2008 UAE                      89.7   13.4   58.1   12.4      54.4
 QU Results 2010                      4      50     2.7    15.5      11
 (Litvin & McAllister, unpublished)


   [Findings] indicate that various factors have an impact on cultural
   dimensions and educational implications.These include: the extent of
   education, discipline/occupation, gender, age and socio-economic status
   of learners. (Baron, 2008)


PDI is influenced by higher status
IDV changeable as national wealth and education increases
MAS affected by multiple factors including gender and discipline/occupation
Future Directions
 Conduct survey of QU Foundation
  Students
 Evaluate findings
 Develop pedagogies (methods,
  approaches, classroom strategies)
 Expand teacher & student intercultural
  awareness
References
Atkinson, D. (1999). TESOL and culture. TESOL Quarterly, 33(4), 625-654.
Baron, J. (2008). Cultural values and beliefs from an educational perspective in the Arab world. Retrieved
    from: http://www.adelaide.edu.au/erga/events/2008/Baron.pdf
Bjerke, B. & Al-Meer, A. (1993). Culture‟s consequences: Management in Saudi Arabia. Leadership &
    Organization Development Journal. 14 (2), 30-35.
DeCapua, A. & Wintergerst, A.C. (2004). Crossing cultures in the language classroom. University of
    Michigan Press: Ann Arbor.
Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Sage
    Publications: Beverly Hills, CA.
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural
    Relations, 10, 301-320.
Hofstede, G. (1991). Cultures and organizations: Software of the mind. McGraw Hill: London.
Hofstede, G. J. , Pedersen, P. B., Hofstede, G. (2002). Exploring culture: Exercises, stories and synthetic
    cultures. Intercultural Press: Boston.
Geert Hofstede’s Cultural Dimensions for The Arab World. Retrieved from: http://www.geert-
    hofstede.com/hofstede_arab_world.shtml
Matson, S. & Algren, M. (2007) Matson, S. & Algren, M. (2007). Understanding Arabs: A guide for modern
    times by Margaret Nydell reviewed and applied to IEP settings. Retrieved from:
    http://www.region1.nafsa.org/NORIE/UnderstArabs.doc
Matson, S. & Algren, M. (2006). Understanding arab students: Appendices. ORTESOL Journal
Moran, P. R. (2001). Teaching culture: Perspectives in practice. Hienle: Boston.
Troudi, S. (2007). Negotiating with Multiple Repeaters (UAE). In Coombe, C. & Barlow, L. (Eds.)
    Language Teacher Research in the Middle East. (161-172). TESOL Publications: Alexandria,VA.

More Related Content

What's hot

Dos and Donts for Saudi Arabia
Dos and Donts for Saudi ArabiaDos and Donts for Saudi Arabia
Dos and Donts for Saudi ArabiaAmarnath Gupta
 
Saudi Arabia Presentation, Saudi Culture, Saudi Women rights, Saudi Food, Sau...
Saudi Arabia Presentation, Saudi Culture, Saudi Women rights, Saudi Food, Sau...Saudi Arabia Presentation, Saudi Culture, Saudi Women rights, Saudi Food, Sau...
Saudi Arabia Presentation, Saudi Culture, Saudi Women rights, Saudi Food, Sau...Sas Sas
 
UAE Culture, Customs And Etiquette
UAE Culture, Customs And EtiquetteUAE Culture, Customs And Etiquette
UAE Culture, Customs And EtiquetteHadeel Suboh
 
Factors affecting-international-trade
Factors affecting-international-tradeFactors affecting-international-trade
Factors affecting-international-tradenazirali423
 
Culture and Doing Business in Nigeria
Culture and Doing Business in NigeriaCulture and Doing Business in Nigeria
Culture and Doing Business in NigeriaKenoma Agbamu
 
Niger Presentation
Niger PresentationNiger Presentation
Niger Presentationbeediesbee
 
Somalia african country presentation
Somalia african country presentationSomalia african country presentation
Somalia african country presentationtiffany_workman3
 
Saudi Arabia
Saudi ArabiaSaudi Arabia
Saudi Arabiasarah101
 
CARICOM - Caribbean Community
CARICOM - Caribbean CommunityCARICOM - Caribbean Community
CARICOM - Caribbean CommunityMegha Anilkumar
 
Culture of Saudi Arabia
Culture of Saudi ArabiaCulture of Saudi Arabia
Culture of Saudi ArabiaRohit Bahri
 
Saudi arabia presentation
Saudi arabia presentationSaudi arabia presentation
Saudi arabia presentationbpdow12
 
Ibahrine Chapter 4 Dimensions Of Culture
Ibahrine Chapter 4 Dimensions Of CultureIbahrine Chapter 4 Dimensions Of Culture
Ibahrine Chapter 4 Dimensions Of Cultureibahrine
 
Doing business in Saudi Arabia
Doing business in Saudi ArabiaDoing business in Saudi Arabia
Doing business in Saudi ArabiaMamoona Zaeem
 
Lec 3 differences in-culture (1)
Lec 3 differences in-culture (1)Lec 3 differences in-culture (1)
Lec 3 differences in-culture (1)ShoaibKhan539
 

What's hot (20)

Dos and Donts for Saudi Arabia
Dos and Donts for Saudi ArabiaDos and Donts for Saudi Arabia
Dos and Donts for Saudi Arabia
 
Saudi Arabia Presentation, Saudi Culture, Saudi Women rights, Saudi Food, Sau...
Saudi Arabia Presentation, Saudi Culture, Saudi Women rights, Saudi Food, Sau...Saudi Arabia Presentation, Saudi Culture, Saudi Women rights, Saudi Food, Sau...
Saudi Arabia Presentation, Saudi Culture, Saudi Women rights, Saudi Food, Sau...
 
somalia
 somalia somalia
somalia
 
UAE Culture, Customs And Etiquette
UAE Culture, Customs And EtiquetteUAE Culture, Customs And Etiquette
UAE Culture, Customs And Etiquette
 
Factors affecting-international-trade
Factors affecting-international-tradeFactors affecting-international-trade
Factors affecting-international-trade
 
Culture and Doing Business in Nigeria
Culture and Doing Business in NigeriaCulture and Doing Business in Nigeria
Culture and Doing Business in Nigeria
 
UAE Presentation
UAE PresentationUAE Presentation
UAE Presentation
 
Niger Presentation
Niger PresentationNiger Presentation
Niger Presentation
 
Somalia african country presentation
Somalia african country presentationSomalia african country presentation
Somalia african country presentation
 
Saudi Arabia
Saudi ArabiaSaudi Arabia
Saudi Arabia
 
CARICOM - Caribbean Community
CARICOM - Caribbean CommunityCARICOM - Caribbean Community
CARICOM - Caribbean Community
 
Saudi Arabia- Culture
Saudi Arabia- CultureSaudi Arabia- Culture
Saudi Arabia- Culture
 
Culture of Saudi Arabia
Culture of Saudi ArabiaCulture of Saudi Arabia
Culture of Saudi Arabia
 
Saudi arabia presentation
Saudi arabia presentationSaudi arabia presentation
Saudi arabia presentation
 
Saudi culture
Saudi culture Saudi culture
Saudi culture
 
Ibahrine Chapter 4 Dimensions Of Culture
Ibahrine Chapter 4 Dimensions Of CultureIbahrine Chapter 4 Dimensions Of Culture
Ibahrine Chapter 4 Dimensions Of Culture
 
Doing business in Saudi Arabia
Doing business in Saudi ArabiaDoing business in Saudi Arabia
Doing business in Saudi Arabia
 
Lec 3 differences in-culture (1)
Lec 3 differences in-culture (1)Lec 3 differences in-culture (1)
Lec 3 differences in-culture (1)
 
Republic of yemen
Republic of yemenRepublic of yemen
Republic of yemen
 
SAUDI ARABIA
SAUDI ARABIASAUDI ARABIA
SAUDI ARABIA
 

Similar to Understanding The Cultural Dimensions Of Gulf Arab Students

Ethics at school (week 6 team) (1)
Ethics at school (week 6 team) (1)Ethics at school (week 6 team) (1)
Ethics at school (week 6 team) (1)Sonia Febres
 
Why should we care (1)
Why should we care (1)Why should we care (1)
Why should we care (1)debbiewaldron
 
8 p15 session 4 winter 2018
8 p15 session 4 winter 2018 8 p15 session 4 winter 2018
8 p15 session 4 winter 2018 Beth Carey
 
Why should we care (1)
Why should we care (1)Why should we care (1)
Why should we care (1)debbiewaldron
 
learning_to_learn.ppt
learning_to_learn.pptlearning_to_learn.ppt
learning_to_learn.pptVinay Arora
 
COOPERATIVE LEARNING STRATEGY
COOPERATIVE LEARNING STRATEGYCOOPERATIVE LEARNING STRATEGY
COOPERATIVE LEARNING STRATEGYMaryjo Liboon
 
The Educator as a Researcher: A Practical Guide to Writing an Action Research
The Educator as a Researcher: A Practical Guide to Writing an Action ResearchThe Educator as a Researcher: A Practical Guide to Writing an Action Research
The Educator as a Researcher: A Practical Guide to Writing an Action ResearchRachel Luna Peralta
 
System Wide Impact on Student Learning
System Wide Impact on Student LearningSystem Wide Impact on Student Learning
System Wide Impact on Student Learningmmcdowell13
 
Selecting learning environment
Selecting learning environmentSelecting learning environment
Selecting learning environmentKim Daryl Bueno
 
PBL NY: Bringing PBL to Scale
PBL NY:  Bringing PBL to ScalePBL NY:  Bringing PBL to Scale
PBL NY: Bringing PBL to Scalemmcdowell13
 
Hoc Pedagogy And Diverse Needs
Hoc Pedagogy And Diverse NeedsHoc Pedagogy And Diverse Needs
Hoc Pedagogy And Diverse Needsguest6067e4
 
SOC 463/663 (Social Psych of Education) - Intergroup Relations & Cooperative ...
SOC 463/663 (Social Psych of Education) - Intergroup Relations & Cooperative ...SOC 463/663 (Social Psych of Education) - Intergroup Relations & Cooperative ...
SOC 463/663 (Social Psych of Education) - Intergroup Relations & Cooperative ...Melanie Tannenbaum
 
Presentation multicultural and anti-racist curriculum - jill, corlynn, step...
Presentation   multicultural and anti-racist curriculum - jill, corlynn, step...Presentation   multicultural and anti-racist curriculum - jill, corlynn, step...
Presentation multicultural and anti-racist curriculum - jill, corlynn, step...sykeshea
 

Similar to Understanding The Cultural Dimensions Of Gulf Arab Students (20)

Positive academic culture
Positive academic culture Positive academic culture
Positive academic culture
 
Utrecht sb- ora kwo
Utrecht  sb- ora kwoUtrecht  sb- ora kwo
Utrecht sb- ora kwo
 
Ethics at school (week 6 team) (1)
Ethics at school (week 6 team) (1)Ethics at school (week 6 team) (1)
Ethics at school (week 6 team) (1)
 
Why should we care (1)
Why should we care (1)Why should we care (1)
Why should we care (1)
 
8 p15 session 4 winter 2018
8 p15 session 4 winter 2018 8 p15 session 4 winter 2018
8 p15 session 4 winter 2018
 
Multicultural Diversity in Education
Multicultural Diversity in EducationMulticultural Diversity in Education
Multicultural Diversity in Education
 
Csen april 2010
Csen april 2010Csen april 2010
Csen april 2010
 
CSEN April 2010
CSEN April 2010CSEN April 2010
CSEN April 2010
 
Why should we care (1)
Why should we care (1)Why should we care (1)
Why should we care (1)
 
learning_to_learn.ppt
learning_to_learn.pptlearning_to_learn.ppt
learning_to_learn.ppt
 
T pi he workshop 4
T pi he workshop 4T pi he workshop 4
T pi he workshop 4
 
COOPERATIVE LEARNING STRATEGY
COOPERATIVE LEARNING STRATEGYCOOPERATIVE LEARNING STRATEGY
COOPERATIVE LEARNING STRATEGY
 
The Educator as a Researcher: A Practical Guide to Writing an Action Research
The Educator as a Researcher: A Practical Guide to Writing an Action ResearchThe Educator as a Researcher: A Practical Guide to Writing an Action Research
The Educator as a Researcher: A Practical Guide to Writing an Action Research
 
System Wide Impact on Student Learning
System Wide Impact on Student LearningSystem Wide Impact on Student Learning
System Wide Impact on Student Learning
 
Congress 2010
Congress 2010Congress 2010
Congress 2010
 
Selecting learning environment
Selecting learning environmentSelecting learning environment
Selecting learning environment
 
PBL NY: Bringing PBL to Scale
PBL NY:  Bringing PBL to ScalePBL NY:  Bringing PBL to Scale
PBL NY: Bringing PBL to Scale
 
Hoc Pedagogy And Diverse Needs
Hoc Pedagogy And Diverse NeedsHoc Pedagogy And Diverse Needs
Hoc Pedagogy And Diverse Needs
 
SOC 463/663 (Social Psych of Education) - Intergroup Relations & Cooperative ...
SOC 463/663 (Social Psych of Education) - Intergroup Relations & Cooperative ...SOC 463/663 (Social Psych of Education) - Intergroup Relations & Cooperative ...
SOC 463/663 (Social Psych of Education) - Intergroup Relations & Cooperative ...
 
Presentation multicultural and anti-racist curriculum - jill, corlynn, step...
Presentation   multicultural and anti-racist curriculum - jill, corlynn, step...Presentation   multicultural and anti-racist curriculum - jill, corlynn, step...
Presentation multicultural and anti-racist curriculum - jill, corlynn, step...
 

Understanding The Cultural Dimensions Of Gulf Arab Students

  • 1. Understanding the Cultural Dimensions of Gulf Arab Students Presented by Kira Litvin Qatar University Foundation Program English Department TESOL Boston 2010
  • 2. Rationale Perspective Knowing students individually also involves knowing them culturally…Furthermore, such articulated knowledge of who students are individually-culturally leads logically to the need to develop appropriate pedagogies— approaches to learning and teaching that dynamically respond to that knowledge. (Atkinson, 1999)
  • 3. Dimensions of Culture  Geert Hofstede ◦ Conducted research in 1968 & 1972 ◦ 40 countries ◦ 116,000+ respondents ◦ Fields: Business, Intercultural Communication, & Education  Hofstede‟s definition of Culture Collective programming of the mind that distinguishes the members of one group or category from another (1980,1991)
  • 4. The Cultural Dimensions Framework 5 Dimensions Individualism • Collectivism Individualism IDV • The relationship between the individual and the group (Hofstede, 2002) Power • Low High Power Distance Distance • The degree of inequality between people that is assumed to be a natural state of affairs (Hofstede, 2002) PDI • Weak Uncertainty Avoidance Strong Uncertainty Truth Avoidance UAI • How people in a culture cope with the unpredictable and the ambiguous (Hofstede, 2002) Gender • Femininity Masculinity • Care-oriented [societies] versus achievement-oriented [societies] MAS (Hofstede, 2002) • Long-term Orientation Short-term Orientation Virtue • To some extent the issue of truth and virtue are complementary in LTO societies. Both are related to society’s attitude toward time and traditions (Hofstede, 2002)
  • 5. Task & Discussion: Teacher Reflection Patrick Moran (2001) suggests “language teachers can use… self-rating scales to access their own cultural perceptions as well as those of their students. Linking perceptions to practices is an effective clarification strategy.”  Use the worksheet to estimate your dimensions of culture based on the national values of your home country  Briefly discuss with a partner
  • 6. Compare Compare your estimate with national values below (Hofstede,1980). * LTO was measured for 23 countries in research conducted by Bond (1988). IDV PDI UAI MAS LTO* USA 91 40 46 62 29 GB 89 35 35 66 25 CA 80 39 48 52 23 India 48 77 40 56 61 Japan 46 54 92 95 80 Mexico 30 81 82 69 - Venezuela 12 81 76 73 -
  • 7. Discussion 2: Gulf Arab Learners Based on your teaching experience with learners from Gulf countries (Qatar, Saudi Arabia, UAE, Bahrain, and Oman), use your worksheet and estimate the scores for Gulf learners The process by which people explain another person’s behavior by referring to their own experiences, values, and beliefs is called attribution. (DeCapua & Wintergerst, 2004)
  • 8. Compare Now compare your estimates with values for the Arab World below. IDV PDI UAI MAS LTO Arab 38 80 68 52 - World* *Countries included: Egypt, Iraq, Kuwait, Lebanon, Libya, Saudi Arabia, and United Arab Emirates (Hofstede 1980)
  • 9. Gulf Arab Culture & Islam Islam and the teachings of Allah through the Prophet Mohammed is the basis for Muslim societies conceptions, values, and standards, institutions, legislature and laws, orientation, ethics and morals. (Bjerke & Al-Meer,1993)
  • 10. Gulf Arab Cultural Learning Profile Overview Collectivist Large Power High Achievement • 38 out of 100 Distance Uncertainty Oriented (MAS) • Tribe and family • 80 out of 100 Avoidance • 52 out of 100 oriented • Teacher-centered • 68 out of 100 • Failure in school is • Students expect to education • Structured learning damaging to one‟s learn how to „do‟ • Students expect environment self-image and • High context teacher to outline preferred family standing communication learning paths • Low ambiguity • Students compete • Positive • Quality of learning tolerance with others in class associations with attributed to • Teachers‟ expected traditions quality of the to have all the teacher answers
  • 11. Identity: Collectivism (38) Students expect… • to learn how to do (vs. learn how to learn) • special treatment based on individual circumstances, status or social standing • family or close friend obligations take precedence over study commitments • communication or details are understood by everyone (high-context) • help those who are members of their in-group • gain or maintain status via diplomas or certificates Descriptions based on Hofstede (1986)
  • 12. Collectivism In the classroom, students…  Form groups or pairs with friends, family or tribe  Are reluctant to do group or pair work with others who are not from the same „in-group‟  “Help a friend” -- translate, share answers for homework or in-class assignments  Send sms or take calls from family members  Follow behavior of the group  Request special treatment or consideration based on individual need  Respond chorally Examples based on presenter‟s experience
  • 13. Hierarchy: Large Power Distance (80) Students expect…  teacher-centered learning  teacher to outline paths to follow  teacher to initiate communication  teacher to call on students*  effectiveness of learning related to excellence of the teacher  older teachers are more worthy of respect than younger teachers Descriptions based on Hofstede (1986)
  • 14. High Power Distance In the classroom, students…  Wait for the teacher to initiate learning—i.e. teacher tells students how/when to be prepared to take out pen/paper, when to take notes, what notes to write, etc.  Want results (test scores, letter or percent) and disregard processes to learn how or why  Reluctant to talk to instructor about course performance or problems  Will openly challenge a teacher who contradicts previous learning from a higher respected teacher  Place responsibility for learning on the teacher or other outside circumstances (classroom, equipment, etc.)  Negotiate to reach favorable results* Examples based on presenter‟s experience
  • 15. Truth: Strong Uncertainty Avoidance (68) Students expect…  structured learning situations; precise objectives, detailed assignments with specific models to follow  learning to be similar to previous educational experiences (Low-ambiguity tolerance)  teachers to have the right answers  rewards for accuracy in problem solving vs. creativity in problem solving  teachers & students to behave emotionally Descriptions based on Hofstede (1986)
  • 16. Strong Uncertainty Avoidance In the classroom, students…  hesitate to try new learning methods or reflective learning  put-off assignments when parameters are open  reluctant to ask for specific help or details on assignments  avoid or drop out rather than face direct failure or uncomfortable situations (i.e., English speech/presentation)  use emotion to reach favorable results  lack strong motivation based on the belief that the Foundation Program is not useful Examples based on presenter‟s experience
  • 17. Gender: Achievement-oriented (52) Students expect…  teachers openly praise good students and use best students as the norm  institutional rewards for academic scores  failure in school is damaging to self-image and family standing  to compete with each other in class  to choose academic subjects related to career goals Descriptions based on Hofstede (1986)
  • 18. Achievement or Care-Oriented In the classroom, students…  like competitive games & tasks  compare their scores to their classmates  try to make themselves visible*  admire kind, patient and flexible teachers* (Troudi, 2007)  cooperate as a whole group*  show “concern for others and for friendly relationships among people…[which is] attributed to Islamic teachings” (Bjerke & Al-Meer, 1993) Examples based on presenter‟s experience
  • 19. Matson & Algren (2007) Survey: Constancy of Arab Cultural Traits in US Environments Based on Nydell (2006) Understanding Arabs 29 Respondents reported observing these traits all or most of the time: Collectivist  Friends have the duty to help friends  Family obligations are reasonable excuses for absences or tardiness  You should never speak ill of your family members or admit that you come from poor circumstances or a disadvantaged family Power Distance  People (and helping other people) are more important than rules and regulations  Personal influence is a useful way of getting things done  You should be able to modify any rule on the basis of compelling personal need. [100% of respondents reported observing this trait]
  • 20. Matson & Algren (2007) Survey: Constancy of Arab Cultural Traits in US Environments Uncertainty Avoidance  A promise made has its own value, but people can't always be held responsible for actual follow-through  Any form of public criticism is a personal insult to honor  The emotional impact of an event is just as important as the actual facts. (i.e., Facts may be denied as a way of saving face.)  Stated times…are flexible: lateness should not be an issue. Achievement-Oriented  The ability to speak well and at length is an important skill.
  • 21. Research Variables Research IDV PDI UAI MAS LTO Hofstede, 1980 38 80 68 52 - Bjerke & Al-Meer, 1993 41 74 74 43 - Saudi Arabia Baron, 2008 UAE 89.7 13.4 58.1 12.4 54.4 QU Results 2010 4 50 2.7 15.5 11 (Litvin & McAllister, unpublished) [Findings] indicate that various factors have an impact on cultural dimensions and educational implications.These include: the extent of education, discipline/occupation, gender, age and socio-economic status of learners. (Baron, 2008) PDI is influenced by higher status IDV changeable as national wealth and education increases MAS affected by multiple factors including gender and discipline/occupation
  • 22. Future Directions  Conduct survey of QU Foundation Students  Evaluate findings  Develop pedagogies (methods, approaches, classroom strategies)  Expand teacher & student intercultural awareness
  • 23. References Atkinson, D. (1999). TESOL and culture. TESOL Quarterly, 33(4), 625-654. Baron, J. (2008). Cultural values and beliefs from an educational perspective in the Arab world. Retrieved from: http://www.adelaide.edu.au/erga/events/2008/Baron.pdf Bjerke, B. & Al-Meer, A. (1993). Culture‟s consequences: Management in Saudi Arabia. Leadership & Organization Development Journal. 14 (2), 30-35. DeCapua, A. & Wintergerst, A.C. (2004). Crossing cultures in the language classroom. University of Michigan Press: Ann Arbor. Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Sage Publications: Beverly Hills, CA. Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301-320. Hofstede, G. (1991). Cultures and organizations: Software of the mind. McGraw Hill: London. Hofstede, G. J. , Pedersen, P. B., Hofstede, G. (2002). Exploring culture: Exercises, stories and synthetic cultures. Intercultural Press: Boston. Geert Hofstede’s Cultural Dimensions for The Arab World. Retrieved from: http://www.geert- hofstede.com/hofstede_arab_world.shtml Matson, S. & Algren, M. (2007) Matson, S. & Algren, M. (2007). Understanding Arabs: A guide for modern times by Margaret Nydell reviewed and applied to IEP settings. Retrieved from: http://www.region1.nafsa.org/NORIE/UnderstArabs.doc Matson, S. & Algren, M. (2006). Understanding arab students: Appendices. ORTESOL Journal Moran, P. R. (2001). Teaching culture: Perspectives in practice. Hienle: Boston. Troudi, S. (2007). Negotiating with Multiple Repeaters (UAE). In Coombe, C. & Barlow, L. (Eds.) Language Teacher Research in the Middle East. (161-172). TESOL Publications: Alexandria,VA.