This document summarizes a presentation about understanding the cultural dimensions of Gulf Arab students based on Geert Hofstede's cultural dimensions framework. It discusses Hofstede's five dimensions of individualism vs collectivism, power distance, uncertainty avoidance, masculinity vs femininity, and long-term vs short-term orientation. It then estimates Gulf Arab students' cultural profile based on these dimensions and provides classroom examples. Research on the constancy of Arab cultural traits in US environments is presented, followed by a discussion of future directions for research and developing culturally appropriate pedagogies.
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.