cross culture understanding

1. CROSS- CULTURAL CONTACT WITH
AMERICANS

2. Culture: a shared background (for example, national, ethnic, religious)
resulting from a common language and communication style, customs,
beliefs, attitudes and values.
Culture refers to the informal and often hidden patterns of
human interactions, expressions and viewpoints that people in
one culture share
Communication is the process of sharing meaning
through verbal and nonverbal behavior
Cross-cultural communication : communication (verbal or non verbal)
between people from different cultures; communication that is
influenced by cultural values, attitudes and behavior; the influence of
culture on people’s reactions and responses to each other.

3. GET YOUR UNDERSTANDING
Mainstream culture: The values, beliefs and behavior of the dominant group in a
society, based on its values and beliefs.
Individual behavior: The actions and activities of one person.
Generalization: A statement describing general behavior that does not apply all the
time
Stereotype: An exaggerated belief about a group often based on a lack of
information or contact with members of that group
Melting pot: A society in which ethnic groups blend and become one group
Mosaic: A society in which ethnic groups retain their separate identities but together
from the larger community

4. THE TERM “ AMERICAN”
 American describes the people who were born and
raised in the United States.
 In the early to mid-1900s, some people described
America as a “melting pot”. The belief was that ethnic
group and races would eventually completely assimilate
and become a group.
 By the 1970 and 1980, America was described as a
“mosaic” in which all the races and ethnic groups could
be proudly displayed. (Arab- Americans, Mexicans-
American etc)

5. STEREOTYPES AND GENERALIZATIONS
 We don’t have to rely on stereotypes when we describe the American
(White-American, Black-American, Asian-American etc).
 Stereotypes are exaggerated beliefs and images about groups of
people and are often based on a lack of information or contact.
 The example of some stereotypes,
 African-Americans are shown only as a entertainers, athletes or
criminals.
 The Arab has often been portrayed as either a wealthy sheik or a
terrorist.
 Frenchman is as a “womanizer”

6. AMERICAN VALUES
1. Personal control over the environment: people can alter nature and to
a large extent, can determine the direction of their lives.
• Contrasting value-Fate: What happens in life is a result of a grand plan or destiny.
2. Change: Change is healthy. People stagnate if they don’t make
enough changes.
• Contrasting value-Tradition: Preservation and emphasis of rituals, customs and beliefs
from past
3. Control over time: Time flies. People are pressured and constrained
by time because they are trying to control it.
People shouldn’t waste or kill time. They must rush to get things done.
They must follow their schedules to be productive.
• Contrasting value-Time walks. There is no need for people to feel so pressured. They
should take it easy.

7. AMERICAN VALUES
4. Equality and egalitarianism. All people are created equal. (Remember
that this is a value or the ideal, not a fact)
• Contrasting value-Hierarchy, rank, status: People’s roles are defined in
terms of their relationships to other people: people are mostly either
subordinate to or superior to someone else.
5. Individualism and privacy: Individual needs are considered primary.
• Contrasting value-Group orientation. The individual sacrifices his or her
needs to those of group.
6. Self-help. People can and should try to improve their own lives. Many
middle and upper class Americans have the belief that people can “pull
themselves up by their own bootstraps.
• Contrasting value- Birthright inheritance: People are born into either wealth
or poverty: they can’t change their status in life.

8. AMERICAN VALUES
7. Future orientation. Look to the future and not to the past.
• Contrasting value-Past or present orientation: People should live for today or for
their ancestors: they should live according to tradition
8. Action and work orientation. Work often defines people: their
identities come from what they do.
• Contrasting value-”Being” orientation: Work is not the center of people’s identity’ it
is acceptable not to focus on work, accomplishments and achievements
9. Informality; First name usage (“Just call me Bob”), casual
clothes, and the lack of formal ritual are typical in American types.
• Contrasting value-Formality: Use of titles and last names are common.

9. AMERICAN VALUES
10. Directness, openness and honesty. Honesty is
the best policy. People should express
themselves openly. It is not considered good to
“beat around the bush”.
• Contrasting value-Indirectness and “saving face”. People
should consider one another’s feelings when deciding what to
say. Honesty is not always the best policy.
11. Materialsm: Tendency to be more concerned
with material than with spiritual or intellectual
goals.
• Contrasting value-Spiritualism. The philosophy that all reality
is spiritual and that nothing material is important.

10. INDIVIDUALISM AND PRIVACY
American want and value privacy. It doesn’t
mean isolation or loneliness.
In some American homes, parents and
children do not enter each other’s rooms
without first knocking.
This emphasis on privacy exists because
individuals feel that their needs must be
respected

11. CROSS-CULTURAL CONFLICT AND
ADJUSTMENT

12. A FISH OUT OF WATER
 It describes someone who is living in a new culture, will
experience a variety of emotional “ups and downs” lasting
from weeks to years., the adjustment can be difficult.

13. A Fish
out of
water
Motivatio
n
Length
of stay
Language
and cultural
background
Language
and cultural
knowledge
Personal
ity
Relation
ship with
others
Financial
situation
Job
Age
Degree of
Ethnocentrism
How similar are the
language and culture
between the new
country and the native.
How well does the
newcomer speak the
language and
understand the culture
of the new country

14. Easiest
and fastest
adjustment
Flexible and
tolerant
person
Having
similar culture
and language
A lot support
from friends
and family
Job

15. A RIDE ON A ROLLER CASTER
 Someone who is living in a different culture can be
like riding a roller coaster. People can experience
both ‘elation/‘depression’ in a very short period.
They can “vacillate/confuse” between loving and
hating the new country.
 Often, but not always, there is an “initial period
when newcomers feel enthusiasm and excitement.
 The cultural differences they experience at first can
be “fascinating rather than troubling” . There is a
high level of interest and motivation because the
newcomers are eager to become familiar with the
new culture.

16. A RIDE ON A ROLLER CASTER
 Time flies, the newness and strangeness of being in
another country can influence the emotions in a
negative way. They didn’t realize that the problems,
feelings and mood changes are common.
 Culture shock is a typical responses. It is normal
when people neither speak the language nor
understand the details of daily behavior.
 The symptoms of culture shock are stress, fatigue
and tension.

17. A RIDE ON A ROLLER COASTER

18. FROM HONEYMOON TO CULTURE SHOCK TO
INTEGRATION
 Reactions to a new culture is vary or in the distinct stages
 Visitors coming for short periods do not always experience
the same intense emotions as do immigrants from another
country.

19. A SHORT TERM ADJUSTMENT FOR A ONE-YEAR/LONGER STAY IN A
COUNTRY COULD BE REPRESENTED BY THE FOLLOWING W-SHAPED
DIAGRAM.
Depression
Time
Adjustmen

20. Honeymoon period is fascinated and excited period
by everything in the new culture
Culture shock is faced as new problems: housing, transportation,
employment, shopping and language. Mental fatigue is as a result of
continuously straining to understand the new language and culture
Initial adjustment: A process in adjusting everyday activities, such as
housing and shopping. They start to express their ideas and feelings.
Mental isolation: Depression and frustration period. They have been away
from family and friends (feeling lonely). They can’t express themselves as
well as they could do in their native language., loss self confidence
especially if they haven’t got any job.
Acceptance and integration: A routine (work, business or school) has been
established. They feel comfortable with the situations in the country.

21. TYPICAL SYMPTOMS OF HAVING PROBLEM IN
ADJUSTING THE NEW CULTURE
 Homesickness
 Inability to work well
 Too much eating, drinking or sleeping
 Anger toward the members of the new culture
 Glorifying the native culture and emphasizing the
negative in the new culture
 Withdrawal and avoidance of contact with people
from the new culture
 Lack of ability to deal with even small problems

22. THE CULTURE ADJUSTMENTS
 Trying to develop social relationships
 Trying to develop a group of people with whom one
can share new experiences
 The newcomer doesn’t need to become a ‘carbon
copy” of an American in order to be a part of the
society.

23. VERBAL COMMUNICATION: THE WAY
PEOPLE SPEAK

24. GET YOUR UNDERSTANDING
Heated conversation: conversation characterized by argument,
loudness, a rapid exchange of words, and interruptions.
Hesitant conversation: conversation characterized by
politeness, indirectness, pauses and a lack of interruptions.
Direct communication: a style of talking in which speakers don’t
avoid issues; they “get to the point”
Indirect communication: a style of talking in which speakers
tend to avoid issues, hesitate, and “talk in circles”
Conversation structure: the way people converse: the pattern of
their conversations

25. VERBAL COMMUNICATION: THE WAY PEOPLE SPEAK
 Cultures influence communication styles. It can create
misunderstandings in conversations among people from
different cultures
 Example: Conversation between an Italian and an
American. The Italian make a strong political statement
with which he knew his American friend would disagree.
The Italian expected that they will have a lively
discussions, but the American said that he respected the
different opinion. The American didn’t enjoy verbal conflicts
over politics or anything else. The Italian said that a
conversation isn’t fun unless it becomes “heated”.

26. CONVERSATIONAL INVOLVEMENT
 A sociolinguistic
researcher Deborah
Tannen in her book, You
just don’t understand,
discussed the differences
between “high
involvement”
conversation and “high
considerateness”
conversation.
Talk more
Interrupt more
Expect to be interrupted
Talk more loudly at times
Talk more quickly than those from
“high considerateness” styles culture
High involvement styles tend to,

27. CONVERSATIONAL INVOLVEMENT
High involvement
conversational styles
• Russian, Italian, Greek,
Spanish, South
American, Arab and
Africans
High considerateness
conversational styles
• Asian culture (chinese,
japan)
• Mainstream US
conversational style
Speak one at a time
Use polite listening sound
Refrain from interrupting
Give plenty of positive and
respectful responses to their
conversation partner.
High considerateness styles tend to

28. INCORRECT JUDGMENTS OF CHARACTER
 Americans have problems when talking to each other
because of differences.
 New Yorkers tend to talk faster and respond more quickly
than Californians who seem slower, less intelligent and
not as responsive.
 To some Californians, New Yorkers seem fussy and
domineering/dominant.
 The important differences in communication create
problems of stereotyping and incorrect judgments among
members of diverse groups.

29. DIRECTNESS AND INDIRECTNESS
 In the mainstream US culture, the ideal form of
communication includes being direct rather than
indirect (ideal means that the culture values this style,
although not everyone speaks directly).
 Several expressions that emphasize the important of
being direct, “Get to the point”, “Don’t beat around the
bus”, “Let’s get down to business”.
 One way to determine whether a culture favors a direct
or indirect style in communication is to find out how the
people in that culture express disagreement or how
they say, “No”.

30. DIRECTNESS AND INDIRECTNESS
 In Japan, it would be rude to say directly, “I disagree
with you”, or “You are wrong”.
 Many Americans believe that “honesty is the best
policy”. Their communication style reflect honesty and
directness.

31. AMERICAN MALE-FEMALE DIFFERENCES IN DIRECTNESS
 American female have traditionally been less direct (more
polite and “soft” )than male in making request, expressing
criticism and offering opinions. However, when talking
about emotional issues and feelings, female tend to be
more direct than male.
 Female have learned that in the workplace, they have to be
more direct when making suggestion, giving criticism and
expressing ideas, in order to compete and communication
with male.

32. AMERICAN MALE-FEMALE DIFFERENCES IN DIRECTNESS
 In the mid-1980, “assertive training” courses were
designed to help women communicate were directly,
especially in the business world.
 In the 1990, there is more recognition of the “feminine”
contribution to workplace relationships.

33. CROSS-CULTURAL IMPLICATIONS
 Americans judge the indirectness as not being assertive
enough
 However, many Americans in the business world do not
realize that a large percentage of world’s cultures value
indirectness than directness
 When Americans go to work in countries with indirectness
style (Latin America or Asia), they must modify their
communication style, (1. not be direct when giving criticism,
making requests and expressing needs and opinions, 2.
not angering, embarrassing or shaming another person)

34. CONVERSATION STRUCTURES
 Americans hold a conversation like they are having a ping pong
game. (greeting, opening, the discussion of topic and the
closing and farewell).
 If either talks too much, the other may become impatient and
feel that the other is monopolizing the conversation. The
conversation will stop when a person doesn’t say enough or
ask enough questions to keep the conversation moving.
 Many North Americans are impatient with culturally different
conversation style.
 Many North Americans feels that Latin Americans monopolize
conversations

35. “PING-PONG” AND “BOWLING” CONVERSATION STYLES
 The contrasts of ping-pong conversation is bowling
conversation style, like Japanese formal conversation.
 In a Japanese conversation, each participants waits
politely for a turn and knows exactly when the time is right
to speak. They know their place in line, based on status,
age and the relationship to others.
 In Japanese conversation, long silences are tolerated, but
for Americans even two or three seconds of silence
become uncomfortable.

36. ETHNOCENTRIC JUDGMENTS
 The judgments that people make about each other are often
ethnocentric.
 We can anticipate differences of communication style, our
judgments about people will be more accurate and we will have
fewer cross-cultural misunderstandings.
 Consider the following point when communicate with different
culture people;
 1. It is possible that the way they speak reflects a cultural style
 2. Your success in developing cross-cultural rapport is directly
related to your ability to understands other’s culturally influenced
communication styles
 3. Your ways seem as “mysterious” to others as their ways seem to
you
 4. It is often valuable to talk about cultural differences in
communication styles before they result in serious
misunderstandings

37. NONVERBAL COMMUNICATION:
SPEAKING WITHOUT WORDS

38. PRE-READING VOCABULARYGET YOUR
UNDERSTANDING
 Verbal communication : spoken communication,
including the use of words and intonation to convey
meaning
 Nonverbal communication: “silent” communication,
including the use of gestures, facial expressions,
eye contact and conversational distance
 Universal : Global, worldwide
 Gesture: Movement of the body or part of the body,
especially the hands

39. NONVERBAL COMMUNICATION: SPEAKING
WITHOUT WORDS
 People can misinterpret nonverbal communication
that is culturally different from other own.
 Nonverbal communication talks more than verbal
communication.
 One study done in US said that 93 percent of a
message was transmitted by the speaker’s tome of
voice and facial expressions. Only 7 percent of the
person’s attitude was conveyed by words.
 People express their emotions and attitudes more
non verbally than verbally.

40. CULTURAL DIFFERENCES IN NONVERBAL
COMMUNICATION
 Nonverbal communication expresses meaning or feeling
without words, such as happiness, fear and sadness.
 There are nonverbal differences across cultures that
may be source of confusion for foreigners.
 In many cultures, such as the Arab and Iranian, people
express the grief openly. They mourn out loud, while people
from other cultures, such as in China and Japan, are more
subdued. In Asian cultures, the general belief is that it is
unacceptable to show emotion openly (whether sadness,
happiness or pain)
 Feeling of friendship exist everywhere in the world., but their
expression varies. It is acceptable in some countries for men
to embrace and for women to hold hands in other countries,
these displays of affection are discouraged or prohibited.

41. CULTURAL DIFFERENCES IN NONVERBAL
COMMUNICATION
 As verbal communication, what is considered usual
or polite behavior in one culture may be seem as
unusual or impolite in another.
 The sample is, Snapping finger to call a waiter is
appropriate in one culture, for other it may be rude.

42. GESTURE AND BODY POSITIONING
 Gestures are specific body movements that carry
meaning.
 Hand motions alone can convey many meaning, :
“Come here”, “Go away”, “It’s ok”, “That’s
expensive” and many more.
 The gestures for those phrases often differ across
cultures. The sample is beckoning people to come
with the palm up is common in the US. This same
gesture in Philippines, Koreas and parts of Latin
America as well as other countries is considered
rude. In some countries, only an animal would be
beckoned with the palm up.

43.  “OK” gesture in the American culture is symbol for
money in Japan.
 Many American business executives enjoy relaxing
with their feet up on their desk. But to show a
person from Saudi Arabia or Thailand the sole of
one’s foot is extremely insulting, because the foot
considered the dirtiest part of the body.

44. FACIAL EXPRESSIVENESS
 Facial expressions carry meaning that is
determined by situations and relationships.
 In US, the smile is typically an expression of
pleasure. It can be show the affection, convey
politeness or disguise true feelings.
 Many people in Russia consider smiling at stranger
in public to be unusual and even suspicious
behavior.
 In Southeast Asian cultures, a smile is frequently
used to cover emotional pain or embarrassment.
 Vietnamese people may tell the sad story of how
they had to leave their country but end of the story
with a smile.

45.  In public and in formal situations, many Japanese do not
show their emotions as freely as Americans do. More
privately and with friends, Japanese seem to show their
emotions.
 Many teachers in US have difficulties in knowing whether
their Japanese students understand and enjoy their
lessons.
 The American teacher is looking for more facial
responsiveness that what the Japanese student is
comfortable with in the classroom situation.
 NOTE : Never judge people by using or own cultural
norms, we may make the mistake of “reading” the person
correctly.

46. EYE CONTACT
 Eye contact shows intimacy, attention and
influence.
 There is no specific rule governing eye behavior in
US, except that it is considered rude to stare
especially at strangers.
 On West Coast and in the South of America, it is
quite common to glance at strangers when passing
them. For example, it is usual for two strangers
walking toward each other to make eye contact,
smile and perhaps even say “Hi” before
immediately looking away.
 Americans make less eye contact with strangers in
big cities than in small towns.

47. EYE CONTACT
 Americans feel uncomfortable with the “gaze” that
is some times associated with Arab or Indian
communication patterns. It is too intense.
 Too little eye contact tends to be negative, it may
convey a lack of interest, inattention or even
mistrust. But in Asian countries, a person’s lack of
eye contact toward an authority figure signifies
respect and deference.

48. CONVERSATIONAL DISTANCE
 When we interact with other people, we all keep a
comfortable distance, including “personal space”,
“interpersonal distance”, “comfort zone”, and “body
bubble”. It depends on the relationship. We will be
more comfort with our family than strangers.
 Personality also takes a part. Introvert prefer to interact
with others at a greater distance than do extroverts.
 Cultural styles are important too. Japanese employer
and employees usually stand farther apart while talking
while talking than their American counterparts. Latin
Americans and Arab tends to stand closer than
Americans when talking.

49. CONVERSATIONAL DISTANCE
 For Americans, usual distance in social
conversation ranges from about an arm’s length to
four feet. Less space can be associated as intimacy
or aggressive behavior.
 People are generally comfortable with others who
have “body language” similar to their town.

50. RELATIONSHIPS: FRIENDS AND
ACQUAINTANCES

51. VOCABULARY
 Friendliness = Friendly: behavior, characterized by
smiling, chattiness, and warmth that demonstrates
interest in another person
 Friendship: a relationship in which people know, like,
and trust each other.
 Single scene: the situation of single people: usually
used to describe what single people do to meet other
people.
 Transient: short term: temporary
 Permanent: long term: lasting

52. FRIEND
Close
childhoo
d friend
Best
friend
New
friend
Famil
y
friend
Class
mate
Team
mate
Colleagu
e or co-
worker
Roommat
e or
Housemat
e
Girlfriend
or
Boyfrien
d
Acqu
ainta
nce
Kenalan

53.  We hear daily uses of the word “friend” without
knowing the quality of the friendship mentioned.
 Many Americans have casual, friendly relationships
with many people, but deeper, closer friendships with
only a few.
 True friendships require time and commitment which
many Americans lack.

54. FRIENDLINESS VERSUS FRIENDSHIP
 Compare to other cultural groups, Americans tend to
smile and talk easily with others even if they are
strangers.
 The following is an account of what an American
woman learned about the American man she was
standing behind in line in a post office. In about eight
minutes, he revealed that: (1) he was married and his
wife was about to have a baby; (2) he was unhappy
with his job as a salesman and was considering a
“mid-life” career change: (3) he and his wife were
trying to figure out if it would be better to work harder
or to take more time off from work so that they could
relax more.

55. DIVERSITY IN PERSONAL
RELATIONSHIPS
 In US, men and women socialize relatively freely and
develop a variety of relationships. It would be
different with other culture where contact between the
sexes is limited.
 Single or married people of the opposite sex may be close
friends and share personal problems without being
romantically involved.
 College students and other may live with someone of the
opposite sex for practical reasons only. (roommates or
housemates)

56. DIVERSITY IN PERSONAL
RELATIONSHIPS
 Many men and women decide to live together before they
are married to see how compatible they are. Some of
these relationships end up in successful marriages: others
break up before or after marriage.
 In US, some married men and women consider
themselves to be best friends as well as spouse.
 Many people remarry after they have been divorce or
widowed. They have aright to continued happiness in
personal relationships regardless of their age.

57. SINGLE SCENE
 The number of single people in US increase and they
tend to delay to get marry.
 It happens because many women now have a higher
educational and economic status than before, they do
not feel that they need the financial security
traditionally associated with marriage.
 Marriage is viewed to be as a choice than a
necessity.

58. MOBILITY AND FRIENDSHIP
 Approximately one out of every five Americans
families moves every year, because they change job,
attend distant colleges, get married, have children or
simply want a change in their lives.
 Many Americans move so often that learning to make
friends quickly becomes a necessary survival skill.

59. CROSS-CULTURAL FRIENDSHIPS
 One of the most frequent problems in cross-cultural
relationships is that foreigner misinterpret American
friendliness as an offer of friendship.
 It is important to approach Americans first to initiate
friendships
 Don’t passive when it comes to making friends with
Americans. Begin conversations, extend invitations
and make the first move.

60. CROSS-CULTURAL EXPECTATIONS FOR
FRIENDSHIP
 Americans value privacy and independence. Privacy
can be translated in other language (Russian, Arabic
and Japanese) in negative meaning, as aloneness or
loneliness.
 An Argentinean explained that sometime he felt
pressured to go out with his friends on Friday or
Saturday nights, in the US when he decided to stay
at home, no one would ask him, “why?”
 Many Americans are uncomfortable when people
become too dependent.

61. BENEFITS OF CROSS-CULTURAL CONTACT.
 True friendship consist of shared experiences,
values and interests.
 The most obvious benefit to the language learner is
the opportunity for language practice and the
understanding the deep culture in which they live.
 Being involved in relationships across culture will
assist in acculturation and ultimately, integration
into the new society.

62. FAMILY: TYPES AND TRADITIONS

63. PRE-READING VOCABULARY
 Nuclear family: the mother, father, sister and brothers
 Extended family: the family members “outside” of the
nuclear family, including grandparents, aunts, uncles,
cousins, nephew, nieces and in-law (relatives through
marriage.
 Autonomy: independence, control over one’s life
 The elderly: the population of the very old
 Single-parent family: a family consisting of the children and
one parent, either the mother or the father (in US, it is
usually mother)

64. CHILD RAISING
 Acculturation/adjustment, which begins at birth, is the
process of teaching mew generations of children the
customs and values of the parents’ culture.
 In the US, it is common for parents to put a newborn in a
separate bedroom when the child is a few weeks old.
 Parents like to preserve their privacy.
 The children will have their own privacy when they are older
 The children learn to be responsible for their own living space.

65. CHILD RAISING
 Parents in US teach their children the value of
independence and individualism.
 In the early age the children are taught to make decisions
and to be responsible for their action.
 Children learn the “value of a dollar” by working for money
outside the home as babysitter or deliver newspaper

66. YOUNG ADULTHOOD
 Upon reaching eighteen or twenty one years,
American children have typically been encouraged,
but usually not forced, to “leave the nest” and begin
independent lives.
 After living home, they find social relationships and
financial support outside the family.
 Parents do not arrange marriage for the children
and the children don’t have to ask permission to get
married, but the children hope that their parents will
approve of their choice.

67. YOUNG ADULTHOOD
 Children must make major life decisions by
themselves.
 Parents may try to influence a child to follow a
particular profession, but the child is free to choose
another career.
 Many parents feel that they have done a good job
raising their children if their children are self-reliant
by the time they reach twenty-one.

68. THE ELDERLY
 Financial support for elderly is provided by government-
sponsored security or welfare systems that decrease their
dependence on the family.
 Older people often seek their own friends rather than
becoming too emotionally dependent on their children.
 Senior citizens center provide a means for peer-group
association within their age group.
 The problem with growing old in US, indifference to the
aged and glorification of youth have left some old people
alienated and alone.

69. THE ELDERLY
 15% of men aged sixty-five to seventy-four and 35% of
women in the same age group live alone.
 It is a common practice for families to place their older
relatives in nursing homes because of physical disabilities
or illness rather than caring for them in their homes.
 The spirit of independence makes many older people do not
want to have to rely on their grown children.
 The older people can choose to live in retirement
communities when they have the companionship of peers
and many recreational and health services.

70. THE NUCLEAR AND THE EXTENDED FAMILY
 The distinction between the nuclear and the
extended family is important because it suggests
the extent of family ties and obligation.
 In extended family, the children and parents have
strong obligations to other relatives. They are close
ties to some extended family members, especially
with grandparents.
 When couple marry, they are expected to live
independently and become heads of households
when they have children.

71. THE NUCLEAR AND THE EXTENDED FAMILY
 In times of financial needs, they tend to borrow from
a bank rather than from relatives.
 Many couple struggle to buy their own first house
without expecting family members to contribute, but
they will appreciated, not expected, if their parents
held their married children with the down payment.
 Extended family in Chinese-Americans and Filipino-
Americans often “pool” their money so that young
couple can buy a home.

72. WORKING WIVES AND HUSBANDS
 Traditionally, the male was responsible for the financial
support and the female was responsible for emotional
support, child raising and housekeeping
 This current situation, the gender roles have been
redefined. The reason is women’s movement, which has
influenced society’s views of desirable educational goals
and careers for women. In addition, because of financial
necessity, it is often no longer possible for a family to
live on one salary.

73. WORKING WIVES AND HUSBANDS
 63 percent of American marriages (both spouse) work
when their children aged six to seventeen.
 For many women, their work represent the need to
contribute to the family income and not a means of
attaining personal fulfillment.
 Besides working outside home, the women is still
responsible for the maintenance and care of the
household and children.
 Both husband and wife will arrange their time between
family and working. They will share family and home
responsibilities.

74. SINGLE-PARENT FAMILIES
 50% of marriage in US end in divorce.
 Single parent family headed mostly by women. Many of
them do not receive any child support payments and
they are more likely to be poor than married women.
 The remarry rate remains high. Four out of five divorced
couples eventually remarrying other people. They create
“stepfamilies” or “blended families”

75. Varieties
of
Family
in US
Parents and
children
Blende
d
family
Two women
or two men
with or
without
children
Couples
who have
decided no
having
children
Unmarried
couples who
have chosen
living
together
Single
parents

76. Activities
that families
share in US
Birthday
Annual
reunions
Religious and
secular
holidays
Religious
ceremonies
(baptism)
Wedding
Wedding
anniversary
Leisure
activities
(picnic,
camping)
Thanksgiving,
Christmas,
Easter

77. EDUCATION: VALUES AND
EXPECTATIONS

78. DIVERSITY IN HIGHER EDUCATION
 There is a variety of institutional of higher learning can
be chosen in US,
 Adult school as well as two-year colleges which are also
called “junior colleges” and “community colleges”
 Vocational training (computer programming or language
instruction)
 Courses
 Four year colleges or universities
 In American culture, “you are never too old to learn”.
 Women are encouraged to gain new skills to be able to
enter the job market after their children are grown.

79.  Student participation is expected in US by classroom
discussion, student question or informal lectures.
 Student may decide the topics for study and choose
appropriate books and articles in the informal classes.
 Allowing the student to lead is confusing for other culture.
A Japanese student was shocked when her professor told
the class, “I want you to come up with the outline for the
course and a list of books to read”
 The professor treated his students equals..
ACTIVE PARTICIPATION

80.  In many learning process, the teacher has only a
managerial role and the students do the actual teaching
through discussions and presentations. The teacher guide
the students to take the initiative and to be responsible for
their learning.
 Students in advance degrees are expected to be involved
in their own education. They must be ready to critique the
theories, formulate models and interact with the professor.
ACTIVE PARTICIPATION

81.  The responsibility for learning is on the students. They must be
motivated to learn for the sake of learning, not for getting the high
grades.
 Relaxed classroom environment is conducive to learning and
innovation.

 Students and teacher are having friendly relationships and
easygoing. Though the students is in subordinate position, but they
still respect to their teacher and the teacher treated them equally.
 It is possible for the professor to establish social relationships with
students outside of the classroom.
 Professor or teacher has several roles in relation with the students,
they can be as counselor and friends
THE TEACHER-STUDENT RELATIONSHIP

82.  Trust, honesty and honor system are the important
expectation in American education.
 Violation of that can result in failing a course, having a
permanent record in the student’s files or even being
suspended or expelled from the university.
 Students who cheat may lose the respect from their
friends. In taking exams, they work alone and not share
answers even though there is no supervision
TRUST, HONESTY AND THE HONOR
SYSTEM

83. Academic
Dishonesty
Plagiarism
Cheating
Fabrication
Falsification
TRUST, HONESTY AND THE HONOR
SYSTEM
1. Plagiarism: using other
people’s work and
submitting it as your own
without citing the source
2. Cheating, including tests,
take-home exams
3. Fabrication: Reporting false
or inaccurate data
4. Falsification of records and
official documents.
Including forging signature
or information on academic
documents.

84.  Relationships between students can be either
cooperative and competitive, but students are
willing to share notes and be helpful toward each
other.
 A high Grade-Point Average is required to enter to
superior graduate school and to face a competitive
job market, and also faculty recommendation.
COMPETITION AND GRADING

85.  Sometimes students have emotional problem in
their educational environment. The example is the
stress of taking exams or facing the deadline.
 School in US provides college counselors or
psychologists or peer counseling.
 For many international students is not comfortable
to talk to strangers about personal problems.
STUDENT STRESS AND COPING

86.  They must manage their stress by,
 1. Exercise regularly
 2. Get enough sleep during stressful times
 3. Learn to relax
 4. Set priorities
 5. Learn to accept what you can’t change
 6. Learn to say no when you don’t want to do
 7. Share your stress with someone you trust
 8. Knows your limit
 9. Take care of your self
 10. Make time for fun
 11. Avoid self-medication with drugs and alcohol
 12. Develop a support network of friends
STUDENT STRESS AND COPING

87.  There are some predictable problems,
 A. Making friends
Attending variety of student club and organization
 B. Disoriented because they do not the system and are
not willing to ask questions
 Some colleges offer students tutorial support in each
subjects as writing, language study, computer and others.
 C. Cross-Cultural misunderstanding in education
practices, such as honor system, individual
responsibility and independence.
INTERNATIONAL AND IMMIGRANT STUDENTS IN THE
US

88. WORK: PRACTICES AND ATTITUDES

89. CROSS-CULTURAL IMPLICATIONS OF THE JOB
SEARCH
 Personal contact, such as friends or relative can be
a help in informing a vacancy, but it does not affect
in hiring decision.
 Sometimes the immigrants too much hope into
what they think are good job connections, and they
do not realize that they must rely on themselves to
find a job

90. STEPS TO FINDING A JOB –A MINIMUM OF FOUR STEPS IN
JOB SEARCHING
1. Preparation
• Identifying one’s skill, including learning about all
possibilities in job availability (agency or
headhunters) or information about the company
2. Networking
• People finds job on the basis of their
performance at an interview, their education and
experience. Network is important to meet many
people and to have many information about the
vacancy

91. STEPS TO FINDING A JOB –A MINIMUM OF FOUR STEPS IN
JOB SEARCHING
3. Resume Development
• It is important to “sell ourselves”. It is a summary
of professional goals or objective, educations,
experience, skill, accomplishment and honor
4. The Interview
• The best interview is when there is two-way
communication. Small talk at the beginning of
the interview is important. The first five minutes
is important in making good impression, some
say first thirty seconds are crucial. A smile and
handshake are expected.

92. EMPLOYER-EMPLOYEE RELATIONSHIPS
 Casual nature in American companies, between
employer and employee.
 Subordinates often call their superiors by their first
names.
 Some superior have an open-door office policy whereby
employees may enter without appointments.
 The differences between superior and subordinates are
the power, higher salary and power to make decisions
about hiring and firing

93. ON-THE-JOB COMMUNICATION SKILLS
 In American business meeting , people are
expected to participate verbally, or else other may
think that they are uninterested in the meeting.
 Active participation involves,
 1. Discussion, bring up new ides, topics, suggestion
 2. Asking people for opinion, information and
explanation
 3. Offering opinions and information when needed
 4. Repeating ideas, information and explanation when
something has not been understood
 5. Summarizing the information to make sure that a
point has been understood
 6. Encouraging people to speak

94. TIME CONSIDERATIONS IN THE WORK WORLD
 Promptness and punctuality are major expectations
in the American workplaces.
 Americans do not spend a lot of time getting to
know each other well before they do business. This
is in contrast to Middle eastern, Latin American and
Asian cultures where social and personal relations
often must precede business relation.
 American spend an inordinate amount of time
working and as consequence have little time for
leisure or personal relationships.