Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills.

1. What I Said and What I Meant:
Cross Cultural Communication
Northshore/Shoreline Community Network
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

2. About Seattle Girls’ School
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3. Agenda
 Cross Cultural Communication
 Cultural Values, Norms of Behavior,
and Communication
 Cultural Identifiers, Power, and
Communication
 Discussion: Conflict Re-understood
 So What? Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

4. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

5. Dimensions of Identity and Culture
External Internal
Position
or Title
Geographic Location
Status Appearance
Race
Class
Sexual
Gender Orientation
Ethnicity
Age
Language Ability Religion
Educational Seniority
Attainment
Relationship
To Power Players
Institutional
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

6. Cross Cultural Communication
 What is it?
 How is it Different from Intercultural
Communication?
 CCC Theories
– Face-Negotiation Theory
– Conversational Constraints Theory
– Expectancy Violation Theory
– Anxiety/Uncertainty Management Theory
– Communication Accommodation Theory
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

7. Dimensions of Variability
Individual - Collectivistic
Low Context - High Context
Task - Relationship
Low Uncertainty - High Uncertainty
Vertical - Horizontal
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

8. Factors that Influence
 Personality Orientation
 Individual Values
 Self Construal
- Independent
- Interdependent
 Individual Socialization
 Cultural Norms and Rules
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

9. Discussion: My Style
In hearing about
communication
differences, what would
you describe as your
cultural communication
style? Have you noticed
stark differences
compared to others?
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10. Cultural Values
Norms, and Rules
 Values
 Value Priorities
 Norms of Behavior
 Non-Verbal
Communication
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

11. RELATIONAL
Cultural Value Differences Individualism
self-reliance, independence
Collectivism
group interdependence
(selfis h ) (mindless follower)
Informality Formality
directness, give and take discussion indirectness, protect "face"
(rude and abrupt) (stiff and impersonal)
Competition Cooperation
individual achievement group achievement
(egotistical, show-off) (avoiding doing work or taking responsibility)
AUTHORITY
Egalitarianism Hierarchy
fairness, belief in equal opportunity privilege of status or rank
(being picky, on a soapbox) (power hungry or avoiding accountability)
TEMPORAL
Use of Time Passage of Time
"Time is money" "Time is for life"
(doesn’t get the important things in life) (lazy and irresponsible)
Change/Future Tradition/Past
Adaptability ensures survival Stability ensures survival
(muckraker, stirs up trouble) (old-school, afraid of change)
ACTIVITY
Action orientation "Being" orientation
"Make things happen" "Let things happen"
(rushes without thinkin g ) (indecisive and slow)
Practicality Idealism
Efficiency is always best Always maintain principles
(impersonal and unscrupulous) (naïve and impractical)
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12. Exercise: Non-Verbal Violations
1: Two Volunteers to come to the
stage.
2: Each person will receive a piece of
paper describing nonverbal
behaviors. Each person scans
the piece of paper and does not
share the information to the other
person.
3: Two volunteers converse about how
your year is going so far.
4: Each person INCREMENTALLY
dramatizes the nonverbal
behavior described.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

13. Non-Verbal Violation Slips
Volunteer 1: You signal respect by standing physically
close to your partner. Stand Approximately 6 inches
away from him/her. You enjoy asking a lot of
questions to signal conversational excitement and
involvement. You also like to touch your partner's arm
from time-to-time to signal approval for a good idea.
Volunteer 2: You signal respect by standing at least an
arm's length away from your partner. You constantly
check your watch or the clock for fear of running out
of time in the conversation. You also like to make
loud sounds (ahs oohs, uh-huhs, sighs, etc.) to signal
your approval and great contentment of the
conversation.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

14. Debrief: Nonverbal Violations
Did the INTENT of the described
behaviors allow you to be more
understanding of the behavior?
What was the IMPACT of the
behaviors on the other person?
Did knowing that “odd” behaviors
may be part of the exercise
help you accept the volunteers’
behaviors?
In working with people from
various communities, what do
you take away from this
exercise?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

15. Identifiers, Power,
and Communication
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

16. Discussion: Conflict Re-understood
Think about a recent conflict which you
now know to be true to be at heart a n
identity and power difference. Using
some of the terminology introduced,
discuss with a partner or group of three
what was going on to cause the conflict.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

17. So What? Now What?
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18. Assumptions and Interpretations
• Mental Models
• Ladder of Inference
Belief
Conclusions
Selective Data
Observable Data
• Tools of Action
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

19. Checking Assumptions and
Interpretations: Steps to Analyze
1. What did you see/hear (raw data)?
2. What are your personal filters (cultural
values, norms, and identifiers)?
3. What was your interpretation of what you
saw/heard (inference)?
4. How did you feel as a result?
5. What do you want?
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20. Developmental Model of Intercultural
Sensitivity (DMIS) Schematic
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21. TOOL: The Four Ps of Change
• Policy – A diversity mission statement, nondiscrimination
policies, etc. that enumerates identities that are
protected, celebrated, and welcome.
• Programming - Training for staff on cultural competency
skillsets. Support for implementing program and
practice changes.
• Practice - Consistent and meaningful revisit of policy and
programs. Climate assessments, proactive changes,
and meaningful responses to incidents.
• PEOPLE - Critical mass of people who are supportive
AND active on all levels.
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22. Discussion:
How Will I Apply All This?
1. How do you see materials
from this workshop applying
to your life?
2. What questions do you still
have?
3. What are your personal action
steps?
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23. Cultural Effectiveness
“To be culturally effective doesn’t
mean you are an authority in the
values and beliefs of every culture.
What it means is that you hold a
deep respect for cultural differences
and are eager to learn, and willing to
accept, that there are many ways of
viewing the world”
Okokon O. Udo
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24. Final Questions or Comments?
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25. Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org
http://tiny.cc/rosettalee
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

26. Identity Resources
• Carlos H. Arce, “A Reconsideration of Chicano Culture
and Identity”
• Atkinson, Morten, & Sue, “Racial/Cultural Identity
Development Model (R/CID)”
• Mindy Bingham and Sandy Stryker, “Socioemotional
Development for Girls”
• Vivienne Cass, “Homosexual identity formation: Testing a
theoretical model”
• William Cross, Shades of Black: Diversity in African
American Identity”
• Anthony D’Augelli, “ Identity development and sexual
orientation: Toward a model of lesbian, gay, and
bisexual development”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

27. Identity Resources
• Erik Erikson, “Eight Stages of Man”
• J. E. Helms, Various Publications on Racial and Ethnic
Identity Development
• Jean Kim, “Processes of Asian American Identity
Development”
• James Maricia, “Four Ego and Identity Statuses”
• Suzanne Kobasa Ouellette, “The Three C’s of Hardiness”
• Jean S. Phinney, “Ethnic Identity in Adolescents and
Adults: Review of the Research”
• Ponterotto & Pederso, Preventing Prejudice
• Maria P. P. Root, Various Works on Multiracial Identity
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

28. Identity Resources
• Patricia Romney, Karlene Ferron, and Jennifer Hill,
“Measuring the Success of Diversity Directors in
Independent Schools”
• Pedro Ruiz, “Latino/a Identity Development Model”
• Chalmer E. Thompson and Robert T. Carter, Racial
Identity Theory
• Alex Wilson, “How We Find Ourselves: Identity
Development and Two Spirit People”
• Christine J. Yeh, “The Collectivistic Nature of Identity
Development Among Asian-American College
Students”
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

29. Communication Resources
• “Stereotype Threat” by Joshua Aronson
• Brenda J. Allen, Difference Matters: Communicating
Social Identity
• William Gudykunst, Cross-Cultural and Intercultural
Comunication
• Milton Bennett, PhD, Intercultural Communication
Institute www.intercultural.org
• “Non-Verbal Communication Across Cultures” by Erica
Hagen, Intercultural Communication Resources
• Thiagi.com
• Thrive! Team Dynamics
• http://www.analytictech.com/mb021/action_science_
history.htm
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

30. Miscellaneous Resources
• Karen Bradberry and Johnnie Foreman, “Privilege and
Power,” Summer Diversity Institute, National Association
of Independent Schools, 2009
• Po Bronson and Ashley Merryman, Nurture Shock
• Kevin Jennings, GLSEN (Gay Lesbian and Straight Education
Network) www.glsen.org
• Allan G. Johnson, Privilege, Power, and Difference
• Johnnie McKinley, “Leveling the Playing Field and Raising
African American Students’ Achievement in Twenty-nine
Urban Classrooms,” New Horizons for Learning,
http://www.newhorizons.org/strategies/differentiated/
mckinley.htm
Michael J Nakkula and Eric Toshalis, Understanding Youth.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)