Chapter 13 Part 2 Cst229
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This document discusses stages of culture shock and adaptation, including the adaptation stage where one starts to identify with the new culture, and the reentry stage of returning home and experiencing reverse culture shock. It also discusses theories of acculturation such as assimilation, where immigrants adopt the dominant culture, and cultural pluralism, where cultural groups maintain their distinct identities. The process of acculturation involves adjusting behaviors and developing a sense of belonging and competence in the new culture over time.
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Unfamiliar cultural situations can create stress for many individuals. People encountering new environments must decide how to act and communicate without being able to rely on acquired knowledge and skills. In new cultural climates, people must adapt knowledge and skills to meet the demands of the new environment. Environmental adaptation can take the form of acculturation or assimilation.
To illustrate the difference between acculturation and assimilation, consider the metaphors of a melting pot and a tossed salad. At the height of European immigration to the United States in the early 20th century, the melting pot metaphor represented a new, homogenized cultural identity. New cultural groups immigrating to America often took on the beliefs, values, and social practices of the culture they encountered to be functional in their new environment, otherwise know as assimilation. A more modern metaphor of the tossed salad recognizes the distinctiveness of each individual and his or her cultural identity adding to the flavor of the American experience; this version of adaptation is called acculturation.
In this week’s Discussion, you consider topics related to cultural adaptation - the extent to which an individual changes to fit into a new environment.
To prepare for your Discussion:
Review “The Ethics of Intercultural Competence” section of Chapter 12 of the course text. Pay particular attention to the stories of how different people experience cultural adaptation and what it means to them.
Think about the behaviors you would have difficulty giving up or changing if you were required to move to another country. Why would those be difficult for you? Now think about the behaviors you might be able to adapt to another culture, and why. If you have lived outside of your home country for any length of time, think about your own experience of adapting (or not adapting) your behavior to another culture.
Consider some of the challenges in adapting behaviors to another culture, especially when those behaviors may be in opposition to your cultural values. Can these challenges be overcome? Should they?
Reflect on how you would handle situations where someone from a different culture expected or imposed their cultural beliefs while visiting you. How could you use intercultural competence to help explain what is expected in your culture?
Select two countries with different cultures. Consider how much a person from one of the countries would be expected to adapt if he or she were planning a long-term relocation to the other country:
What behaviors should a person be willing to change upon moving to another country?
What behaviors should a person not be willing to change upon moving to another country?
Does the choice of the goal of assimilation or acculturation affect which of these behaviors someone would be willing to change or not change?
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The document discusses different classes of body movement in intercultural communication including emblems, illustrators, affect displays, and regulators. It also covers eye contact and how it varies between cultures. Physical appearance and clothing are discussed, including factors like body type, skin color, scent, hair, decoration, and clothing choice and how perceptions of attractiveness differ between cultures.
Chapter 12 Part 1 Cst229
This document discusses types and functions of nonverbal communication and how their meanings can vary across cultures. It describes different types of nonverbal behaviors like kinesics, proxemics, and artifacts. Key points are that nonverbals are culturally learned, may contradict or emphasize spoken words, and can convey emotions and immediacy between people. Nonverbal signals do not always carry the same meanings across cultures.
Chapter 12 Part 3 Cst229
Physical touch ranges from functional to intimate depending on cultural norms. In the US, friendly and polite touching is usually acceptable but intimate contact requires consent. Paralanguage includes vocal tones and qualities like laughter which can have different meanings cross-culturally. Proxemics examines people's use of space which communicates approachability and is influenced by demographics and culture, with closer distances generally indicating easier communication. How cultures approach time and environments also varies as some prefer focusing on one task at a time while others can handle multiple activities simultaneously.
Chapter 11
Verbal communication can vary among different age groups, genders, and social circles. As people age, physical changes can make communication more difficult. Males and females also tend to use language differently, with males focusing more on exerting control and status while females seek to create relationships. Groups develop their own specialized vocabularies like slang, jargon, and cant that are only understood among members and help reinforce their identities. Examples include youth slang terms, criminal lingo in the mafia, and professional jargon.
Chapter 9 Part 2 Cst229
This document discusses social stratification and intercultural conflict. It notes that cultures view social hierarchies differently, with East Asian cultures generally observing strict hierarchies and Western cultures promoting more equality. Conflict arises due to divergent cultural groups dealing with incompatible goals and resources, and conflict styles differ among cultures. The document defines conflict and outlines that conflicts typically have underlying reasons and can be managed by prolonging them or resolved by ending disputes to the satisfaction of all parties.
Chapter 8 Cst229
This document provides an overview of key social institutions including the family, religion, and political systems. It defines different types of family structures such as nuclear, extended, monogamous, polygamous, and matriarchal or patriarchal families. Religions are described as unifying belief systems that can be primitive, modern, monotheistic, polytheistic, or abstract. Political systems are categorized as authoritarian, totalitarian, or democratic with democracies being rare globally. Power is defined as the ability to determine behavior and get resources, which can come through influence, coercion, or legitimate authority.
Chapter 7 Part 2 Cst229
The document outlines a five-phase model for the expression of prejudice from mildest to most severe: 1) prejudiced talk, 2) avoidance of the out-group, 3) discrimination, 4) physical attack, and 5) extermination or genocide. It also discusses causes of prejudice like genetics, social influences, and out-group threats, as well as functions like cognitive shortcuts, ego protection, and maintaining power hierarchies.
Chapter 7 Part 2 Cst229
The document outlines a five-phase model for the expression of prejudice, including antilocution (prejudiced talk), avoidance, discrimination, physical attack, and extermination. It then discusses some common causes of prejudice like genetics, social controls, media influence, personality traits, and economic conditions. Finally, it analyzes functions of prejudiced communication such as cognitive restrictions, ego protection, group enhancement, and impression management.
Chapter 7 Part 1 Cst229
The document discusses cultural antipathy and ethnocentrism, explaining that cultural antipathy is a deep dislike of other cultures that usually does not lead to major actions, while ethnocentrism involves believing one's own culture is superior to others. It also covers cultural relativity, stereotyping, and how stereotypes are transmitted verbally and nonverbally, such as through selective perception of differences between one's own culture and others.
Chapter 6 Part 2 Cst229
Beliefs and worldviews shape our attitudes. We form attitudes through socialization, experience, and personality. Attitudes have a direction (favorable or unfavorable), degree (how strong the feeling is), and endurance (how long the attitude has been held). Attitudes can change over time in response to new experiences or convincing arguments.
Chapter 6 Part 2 Cst229
Beliefs and worldviews shape our attitudes. We form attitudes through socialization, experience, and personality. Attitudes have a direction (favorable or unfavorable), degree (how strong the feeling is), and endurance (how long the attitude has been held). Attitudes can change over time in response to new experiences or influences that alter our beliefs.
Chapter 6 Part 1 Cst229
The document discusses cultural values and dimensions that impact behavior. It describes how values can differ in importance, direction, and intensity between individuals and cultures. Some dominant American values mentioned are individuality, freedom, equality, democracy, and achievement. It also outlines four dimensions identified by Hofstede as impacting culture: power distance, uncertainty avoidance, individualism vs collectivism, and masculinity vs femininity. High power distance cultures have a large gap between those with and without power while low power distance cultures value equality and independence.
Chapter 5 Cst229
The document discusses perception and motivation. It outlines the perception process of selection, organization, and interpretation and notes that perception can be faulty due to things like disconfirmed expectations, attribution errors, physiological limitations, past experiences, emotional state, and selective perception. It also contrasts Western and Eastern views of motivation, with Western views seeing it as driven by individual needs and choices while Eastern views see it as motivated by social relationships and obligations.
Chapter 4 Part 2 Cst229
The document discusses several factors that impact intercultural communication, including religion, social class, geographic region, urban/rural differences, exceptionality, microcultures, and multiculturalism. It notes that religion greatly influences decisions and actions, and class is defined by birth, wealth and occupation. Location also shapes how people think and act, and differences exist between urban, suburban and rural areas. Additionally, most people belong to multiple microcultures and it is normal for cultures to coexist and influence each other.
Chapter 4 Part 1 Cst229
The document discusses macroculture and microcultures within the United States. The dominant American macroculture is described as "white, male, and Anglo-Saxon" which values individualism and freedom. There are also several microcultures within the US based on factors like age, gender, ethnicity, religion, class, location, and exceptionality. These microcultures share social institutions with the dominant culture but may differ in beliefs, ideals, and priorities. The document notes differences that can arise between age groups and discusses the biological and learned differences between sex and gender.
Chapter 3 Cst229
The document discusses different aspects of interpersonal communication including:
1) The two main forms of communication are mediated communication which uses devices, and oral communication which involves direct speaking and listening. Miscommunications can occur through both forms.
2) Messages can be intentional, meant to be conveyed, or unintentional which are accidental and can cause negative feedback.
3) The communication process is dynamic, systematic, adaptive, continuous, transactional, and irreversible. It involves communicators encoding and listeners decoding messages which can mean different things to different people.
Chapter 2 Cst229
Culture includes knowledge, beliefs, arts, laws, morals, customs and habits that are shared and learned within a group. It is expressed through artifacts like objects, sociofacts like practices and behaviors, and mentifacts like values and attitudes. Culture is pervasive, learned, shared, adapted, and constantly changing. It influences explicit behaviors that are taught and implicit behaviors that are unconsciously acquired. A culture may view itself as ethnocentric while viewing others' cultures as different. However, all cultures address basic human questions about nature, activity, time, human nature, and social relationships.
Chapter 1 Cst229
This document discusses the effects of globalization and technology on intercultural communication and encounters. It notes that globalization has impacted lives and communication, and that technology plays a role. Cultural misunderstandings are common when cultures mix due to differences in values and languages, and some misunderstandings can escalate into discrimination or violence if left uncorrected. Developing intercultural competence through knowledge, motivation, and skills can help address ignorance of other cultures and reduce miscommunication.
Chapter 8 Part 2 Cst110
This document discusses strategies for evaluating and improving relationships. It covers rewards and costs in relationships based on social penetration theory. Rewards are the pleasures from a relationship while costs are the problems. Communication strategies discussed include aggression, regrettable talk, criticism, complaints, avoidance, and defensive communication. The document also outlines steps for resolving conflicts, including intrapersonal and interpersonal evaluation of problems and discussing possible solutions. Finally, it provides tips for improving relationships through endurance, work ethic, personal happiness, and moving slowly in transitioning online relationships to in-person.
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