ISACS Cross Cultural Communication

What I Said and What I Meant:
Cross Cultural Communication
ISACS Diversity Summit
Rosetta Eun Ryong Lee
Seattle Girls’ School

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

About Seattle Girls’ School


Agenda
 Cross Cultural Communication
 Cultural Values, Norms of Behavior,
and Communication
 Activity: Nonverbal Violations
 Break
 Cultural Identifiers, Power, and
Communication
 Activity: Whispers
 So What? Now What?


Dimensions of Identity and Culture

This model of identifiers and culture was created by Karen Bradberry and Johnnie Foreman for NAIS Summer Diversity Institute,
adapted from Loden and Rosener’s Workforce America! (1991) and from Diverse Teams at Work, Gardenswartz & Rowe (SHRM 2003).


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


Dimensions of Variability

Individual - Collectivistic
Low Context - High Context
Masculinity - Femininity
Low Uncertainty - High Uncertainty
Vertical - Horizontal


Factors that Influence
 Personality Orientation
 Individual Values
 Self Construal
- Independent
- Interdependent
 Individual Socialization
 Cultural Norms and Rules


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?


Cultural Values
Norms, and Rules

 Values
 Value Priorities
 Norms of Behavior
 Non-Verbal
Communication


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)


Exercise: Non-Verbal Violations
1: Please pick a partner and stand.
2: Begin to converse about your hobbies
and interests.
3: You will receive a piece of paper
describing nonverbal behaviors.
4: Scan the piece of paper. Do not share
the information.
5: INCREMENTALLY dramatize the
nonverbal behavior.
6: Make note of thoughts or feelings you
experience.


Debrief: Nonverbal Violations
Did the INTENT of your described
behaviors allow you to display
them more enthusiastically?
What was the IMPACT of the
behaviors of your partner?
Did knowing that “odd” behaviors
may be part of the exercise
help you accept your partner’s
behavior?
In working and living with people
from various communities,
what do you take away from
this exercise?


Break


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”


Exercise: Whispers

Rosetta Lee, Adapted from “Double Talk,” Thiagi.com


Exercise: Whispers
Form groups of 3.
Decide who will be A, B, or C.

 Person A reads “whisper script 1.” Based on
the instructions, whisper into Person B’s ear.
Persons B and C hold a 3-minute
conversation about their learning from the
workshop that they found most interesting.


Exercise: Whispers

ROUND 2

 Person B reads “whisper script 2.” Based on
the instructions, whisper into Person C’s ear.
Persons C and A hold a 3-minute
conversation about their respective families.



Exercise: Whispers
ROUND 3

 Person C reads “whisper script 3.” Based on
the instructions, whisper into Person A’s ear.
Persons A and B hold a 3-minute
conversation about their career hopes and
aspirations.



Debrief: Whispers
1. How did the whispers in your ear affect your
communication?
2. How did the whispers in the your partner’s ear affect
your interpretation of the his/her words and demeanor?
3. Were elements of this exercise familiar? How did (and
which of ) your identities make this exercise more/less
so?
4. Please share a personal experience (if any) as applies to
any of the following:
a. Internalized Oppression/Dominance
b. Stereotype Threat
c. Accumulated Impact
d. Code/Mode Switching
e. Fish Seeing the Water
f. Norm to Normal to Good
g. “Intent” versus “Impact”

So What? Now What?


Effective Communication Models
Common Threads
SUPPORTIVE DEFENSIVE
Description Evaluation
Problem-Orientation Control
Spontaneity Strategy
Empathy Neutrality
Equality Superiority
Provisionalism Certainty
Brenda J. Allen, Difference Matters: Communicating Social Ide

Assumptions and Interpretations

• Mental Models
• Ladder of Inference
Belief
Conclusions
Selective Data
Observable Data
• Tools of Action


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?


Discussion: Individual and
Interpersonal Growth
Think about a
challenging relationship
or conflict in your life.
How can you might you
challenge assumptions
or communicate your
perspective to improve
your relationship or
resolve conflicts?


Developmental Model of Intercultural
Sensitivity (DMIS) Schematic


TOOL: The Four Ps of Change
• Policy – A diversity mission statement that enumerates
identities that are protected, celebrated, and welcome.
• Programming - Training for teachers and staff on cultural
competency skillsets. Support for teachers and staff in
implementing classroom and practice changes.
Identity development support for students. Curriculum
that teaches young people about and utilizing diversity.
• 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.

Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

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

Final Questions or Comments?


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


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”

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

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”


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

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.


ISACS Cross Cultural Communication

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