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.
3 Hour Session Delivered to parents and guardians at Bright Water School. What are cultural competencies? How do cultural identifiers, communication, power, privilege, and difference feed into our ability and efficacy in living and working across difference? Through learning, discussions, and exercises, we increase our competencies and grow in out ability to see and appreciate differences.
1) Rosetta Eun Ryong Lee presented at the Seattle Race Conference 2013 on the topic of cross-cultural communication.
2) The presentation covered various theories of cross-cultural communication and cultural values that can influence communication styles such as individualism vs collectivism.
3) Interactive exercises were used to demonstrate how non-verbal behaviors can differently across cultures and violate cultural norms or expectations.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)? Learn about culture, cultural competency, frameworks, and tools trending in independent schools. How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence?
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
This document provides an overview of 21st century cultural competency for school leaders. It begins with basic definitions of key terms like diversity, inclusion, and equity. It then discusses cultural competency models and how schools can develop inclusiveness. The document outlines strategies for cultural competence across all areas of a school from recruitment to assessment. It emphasizes the importance of ongoing training and provides resources for developing cultural awareness. The goal is to help schools advance through developmental stages to become truly inclusive communities.
3 Hour Session Delivered to parents and guardians at Bright Water School. What are cultural competencies? How do cultural identifiers, communication, power, privilege, and difference feed into our ability and efficacy in living and working across difference? Through learning, discussions, and exercises, we increase our competencies and grow in out ability to see and appreciate differences.
1) Rosetta Eun Ryong Lee presented at the Seattle Race Conference 2013 on the topic of cross-cultural communication.
2) The presentation covered various theories of cross-cultural communication and cultural values that can influence communication styles such as individualism vs collectivism.
3) Interactive exercises were used to demonstrate how non-verbal behaviors can differently across cultures and violate cultural norms or expectations.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)? Learn about culture, cultural competency, frameworks, and tools trending in independent schools. How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence?
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
This document provides an overview of 21st century cultural competency for school leaders. It begins with basic definitions of key terms like diversity, inclusion, and equity. It then discusses cultural competency models and how schools can develop inclusiveness. The document outlines strategies for cultural competence across all areas of a school from recruitment to assessment. It emphasizes the importance of ongoing training and provides resources for developing cultural awareness. The goal is to help schools advance through developmental stages to become truly inclusive communities.
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.
Northwest Parents Scknowledging Understanding Celebrating DiversityRosetta Eun Ryong Lee
What is the difference between diversity, inclusion, equity, and cultural competence? What issues are critical to your young people's lives, what are their developmental needs, and how can you support them as parents and guardians?
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
4 hour presentation delivered to Division Heads of ISACS Schools. 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.
Hockaday Talking To Youth About Current Events for Parents and GuardiansRosetta Eun Ryong Lee
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. They are often trying to process thoughts, feelings, and reactions without our explicit help and guidance - thereby increasing their confusion and anxiety. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce your family's values without instilling disrespect for other perspectives? How do you coach them toward authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
The document discusses conflict, bullying, and aggression among girls. It defines conflict as a natural disagreement between individuals, while bullying involves an imbalance of power and is intended to harm or humiliate others repeatedly. The document outlines different types of aggression like relational, indirect, and social aggression that are more common among girls. It provides tools for conflict resolution, advocating for yourself, responding if you are being targeted or targeting others, and how bystanders can support those being bullied. The goal is to build inclusive communities and handle disputes constructively.
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.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document is a presentation by Rosetta Eun Ryong Lee about identity, inclusion, and education. The presentation discusses dimensions of identity, including race, religion, gender, and other factors. It covers exercises for participants to reflect on their identities. The presentation also reviews frameworks for understanding identity, including stages of racial identity development. It emphasizes the importance of becoming an ally in supporting others' identities and creating an inclusive environment.
This document summarizes a presentation on cross-cultural communication given by Rosetta Eun Ryong Lee. The presentation covered various theories of cross-cultural communication and included interactive exercises to demonstrate concepts like direct vs indirect communication styles and the impact of non-verbal behaviors across cultures. The presentation provided models and steps for effective cross-cultural communication and discussed applying the material to improve communication skills when working with people from different cultures and communities.
Maryvale Preparatory Cultural Competency Identity CommunicationRosetta Eun Ryong Lee
This document outlines a presentation on cultural competency, identity development, and cross-cultural communication given by Rosetta Eun Ryong Lee. The presentation covers key concepts like cultural competency models, dimensions of identity, identity development models for both marginalized and privileged groups, factors that influence cross-cultural communication, and navigating microaggressions. Interactive portions include discussions of cultural communication styles, identity journeys, and conflict re-understanding through an identity and power lens. The goal is to help participants grow in their understanding and ability to have respectful cross-cultural interactions.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
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.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools, workplaces, organizations, and our personal lives in order to be more inclusive and to change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
This document summarizes a presentation by Rosetta Eun Ryong Lee on increasing inclusivity in schools. The presentation covers experiences with difference and oppression, strategies to make students feel seen, heard, treated fairly and protected. It discusses developmentally appropriate diversity work, including approaches for younger students focusing on understanding difference, and middle school students focusing on identity. The presentation also addresses partnering with parents on these issues.
Princeton Day School Cross Cultural Communication Faculty SessionRosetta Eun Ryong Lee
80 minute session delivered to the faculty and staff of Princeton Day School. 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.
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.
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.
Northwest Parents Scknowledging Understanding Celebrating DiversityRosetta Eun Ryong Lee
What is the difference between diversity, inclusion, equity, and cultural competence? What issues are critical to your young people's lives, what are their developmental needs, and how can you support them as parents and guardians?
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
4 hour presentation delivered to Division Heads of ISACS Schools. 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.
Hockaday Talking To Youth About Current Events for Parents and GuardiansRosetta Eun Ryong Lee
Young people bear witness to challenging or traumatic events in current events, media, and our local communities. They are often trying to process thoughts, feelings, and reactions without our explicit help and guidance - thereby increasing their confusion and anxiety. We adults have a natural instinct to protect our children from harsh realities and yet prepare them to navigate this complex world - is it possible to do both? What are ways to talk about identity, difference, and justice in age appropriate ways? How do you reinforce your family's values without instilling disrespect for other perspectives? How do you coach them toward authentic and respectful dialogue across difference? Engage in these questions and more through this interactive session.
The document discusses conflict, bullying, and aggression among girls. It defines conflict as a natural disagreement between individuals, while bullying involves an imbalance of power and is intended to harm or humiliate others repeatedly. The document outlines different types of aggression like relational, indirect, and social aggression that are more common among girls. It provides tools for conflict resolution, advocating for yourself, responding if you are being targeted or targeting others, and how bystanders can support those being bullied. The goal is to build inclusive communities and handle disputes constructively.
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.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? What are some best practices for getting the right people to the school and leveraging their talents? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document is a presentation by Rosetta Eun Ryong Lee about identity, inclusion, and education. The presentation discusses dimensions of identity, including race, religion, gender, and other factors. It covers exercises for participants to reflect on their identities. The presentation also reviews frameworks for understanding identity, including stages of racial identity development. It emphasizes the importance of becoming an ally in supporting others' identities and creating an inclusive environment.
This document summarizes a presentation on cross-cultural communication given by Rosetta Eun Ryong Lee. The presentation covered various theories of cross-cultural communication and included interactive exercises to demonstrate concepts like direct vs indirect communication styles and the impact of non-verbal behaviors across cultures. The presentation provided models and steps for effective cross-cultural communication and discussed applying the material to improve communication skills when working with people from different cultures and communities.
Maryvale Preparatory Cultural Competency Identity CommunicationRosetta Eun Ryong Lee
This document outlines a presentation on cultural competency, identity development, and cross-cultural communication given by Rosetta Eun Ryong Lee. The presentation covers key concepts like cultural competency models, dimensions of identity, identity development models for both marginalized and privileged groups, factors that influence cross-cultural communication, and navigating microaggressions. Interactive portions include discussions of cultural communication styles, identity journeys, and conflict re-understanding through an identity and power lens. The goal is to help participants grow in their understanding and ability to have respectful cross-cultural interactions.
How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
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.
Talking about topics like gender, race, sexual orientation, and class can raise anxiety for many people, and yet we must have the conversation in our schools, workplaces, organizations, and our personal lives in order to be more inclusive and to change the world for the better. What are the fears and common pitfalls that keep us from broaching courageous conversations? Gain practical skills for responding to hurtful experiences and facilitating courageous conversations.
This document summarizes a presentation by Rosetta Eun Ryong Lee on increasing inclusivity in schools. The presentation covers experiences with difference and oppression, strategies to make students feel seen, heard, treated fairly and protected. It discusses developmentally appropriate diversity work, including approaches for younger students focusing on understanding difference, and middle school students focusing on identity. The presentation also addresses partnering with parents on these issues.
Princeton Day School Cross Cultural Communication Faculty SessionRosetta Eun Ryong Lee
80 minute session delivered to the faculty and staff of Princeton Day School. 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.
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.
90 Minute Session Delivered to Abington Friends School Faculty and Staff. 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.
Geared toward High School and Parents and Guardians. 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.
This document summarizes a presentation on cross-cultural communication. The presentation covered cultural values, norms of behavior, communication theories, and dimensions of cultural variability. It included an activity where partners enacted subtle nonverbal violations to experience cultural differences. The presentation discussed how cultural identifiers, power, and communication influence conflicts and relationships. It provided steps for analyzing assumptions and interpretations across cultures. The presentation aimed to help participants apply cross-cultural skills in their own lives.
This document summarizes a presentation on cross-cultural communication given by Rosetta Eun Ryong Lee. The presentation covered key theories of cross-cultural communication, differences in cultural values and communication styles, and exercises to experience how non-verbal behaviors can vary across cultures. It emphasized developing cultural awareness and effectiveness through understanding one's own cultural filters, checking assumptions, and applying concepts like cultural humility in educational settings.
This document outlines an agenda and goals for a workshop on cross-cultural communication. The workshop aims to help participants expand their understanding of culture, learn communication theories and cultural differences, and identify skills for effective cross-cultural communication. The agenda includes exercises on cultural identifiers, non-verbal communication violations, power and communication, and applying skills. The workshop goals are to help participants examine how identity, power, and privilege impact communication across cultures.
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.
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.
55 minute session delivered at Lakeside Student Sponsored Day. 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.
90 minute session delivered to Administrative Team. 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.
2 hour session delivered at the Multicultural Educators' Forum hosted by Fenn School. 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.
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.
3 hour session delivered to the leadership team at The Bay School of San Francisco. We examined cross cultural communication theories, power and privilege, and gender bias to inform how to become effective leaders working across all lines of difference, particularly gender.
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.
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.
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.
Rosetta Eun Ryong Lee presented on cross-cultural communication at the White Privilege Conference 2012. The presentation covered cultural values and norms that influence communication, dimensions of cultural variability, and theories of cross-cultural communication. Interactive exercises were used to demonstrate how cultural identifiers and power dynamics can affect interpretation. The presentation emphasized checking assumptions, analyzing interpretations, and considering intent versus impact in cross-cultural interactions. Resources on stereotype threat, intercultural communication, and analyzing cross-cultural experiences were provided.
All day session for faculty, staff, and others of Shorecrest Preparatory School. In the ever-changing landscape of student demographics and diversity initiatives, schools face the challenge of creating an environment that goes beyond celebrations of heroes and holidays. Whether we are beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the community within which all children thrive? On this day, we will encounter concepts of identity development, cross cultural communication, and classroom and environmental assessment tools to assist in individual, interpersonal, and institutional growth.
5 hour session delivered to members of the Pacific Northwest Association of Independent Schools. In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some strategies and best practices to become the educator with whom all children thrive?
Similar to LREI Cross Cultural Communication for Parents (20)
Session for parents and other caretakers. "It was only a joke." "I didn't realize what that meant." "My friend told me it was okay." Young people use derogatory language and perpetuate harmful stereotypes as they test boundaries, repeat what they hear in the media, attempt off color humor, and more. How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for when microaggressions happen. Discuss and practice how to “call in” privately, interrupt in the moment publicly, and receive interventions gracefully.
Folk wisdom tells us young children don't notice differences or have any biases, yet research is telling us otherwise. What are age appropriate ways to develop intentionally inclusive and identity conscious children? [This session addresses the developmental needs of children in grades K-8)
Session for Maret School Families. Identity, Identity Development, School, Affinity Groups, and Conversations at Home in support of positive identity development.
Session for middle school youth on social stages, naturally shifting friendships, and conflicts that may arise. Support for understanding self, understanding others, skills for advocating for what you want, respecting what others want.
Student session, meant for a two day retreat. Part 1: Leading from our Full and Authentic Identities. Part 2: Modeling Allyship and Solidarity. Part 3: Practicing Everday Equity
This document discusses strategies for maintaining well-being and building support networks after attending a gathering. It recommends staying connected to experts and allies met at the event by asking them questions. Specific strategies are provided for building coalitions at home, such as finding hidden allies, affirming others, and creating "mini-mes" to spread ideas to new people. Developing self-care practices like affirmations, mantras, and balancing logical and emotional thinking are also suggested. The document concludes by offering additional resources and inviting final comments.
This document discusses facilitating affinity groups. It begins with definitions of affinity groups, alliance groups, and interest groups. It then discusses the value of affinity groups in providing safety, affirmation, identity socialization and resilience. Guidelines are provided for successful affinity groups, such as having participant-driven curricula and opportunities for sharing. Potential challenges are also outlined, such as lack of consistency or reinforcement of stereotypes. The document argues affinity groups strengthen communities and provides equity rather than just equality. Resources for further information are provided.
How do we learn about our various group identities like female, African American, Buddhist, gay, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
This document outlines Rosetta Eun Ryong Lee's holistic approach to diversity, equity, and inclusion. Her approach focuses on heart, head, and hands. The heart orientation involves empathy, perspective, and relationships. The head orientation includes knowledge, awareness, and systems thinking. The hands orientation centers around capacity building, consciousness raising, and adaptation. Lee facilitates discussions to help participants understand their own identities, experiences, values, and motivations in relation to diversity and equity issues. She encourages deep listening and sharing in small groups to build understanding and relationships. The goal is to thoughtfully consider what communities need and how to have meaningful conversations around important topics.
Who We Are and As We Are: Identity Based Leadership for Diversity, Equity, and Inclusion
In this day-long session, you will engage in exploring your own identities, the journey that got you here, and how it affects your interactions with students, colleagues, and families. Building on that learning, you will engage in learning and sharing best practices for cultivating leadership in others, ensuring voice in DEI conversations, and institutionalizing DEI as a habit as well as a professed value. Whether you are a DEI leader in school or in another role wanting to make DEI a core part of your practice, this day will provide opportunities to self-reflect, learn from others, and walk away with actionable strategies.
3.5 Hour Session with division leaders and DEI leaders of Spence School. Process for identifying strengths of existent programming and ideating improvements for a K-12 identity development scope and sequence.
The document discusses gender and sexuality diversity. It begins with definitions of key terms like biological sex, gender identity, gender expression, and transgender. It then discusses how gender is typically portrayed and outlines a more inclusive paradigm. The document shares the mission and beliefs of Seattle Girls' School, and how it has worked to be more welcoming through education, examination, planning, implementation and adaptation. Examples of changes at SGS include admissions, forms, introductions and curriculum to be more inclusive of all identities. The presentation concludes with discussion questions and resources for further information.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
As leaders of our institutions, we need to have strategic vision and global understanding to manage meaningful change. What demographic and philosophical changes make diversity and inclusion an imperative value added rather than a desired additive? What factors help us understand where the school is on the spectrum of exclusive clubs to inclusive organizations? How do we move our communities strategically at the pace that is right for the school? How do we sustain our positive growth over time? Discuss these questions and gather tools to help our schools become the leading edge of cultural competency, inclusion, and equity.
This document outlines Rosetta Eun Ryong Lee's approach to equity work, which focuses on developing holistic understanding and taking action. Her approach emphasizes developing knowledge and awareness through readings and research, cultivating empathy and perspective-taking, and building capacity for consciousness, assessment, and adaptation through simulations, case studies, and processes. The goal is to have small group discussions where participants reflect on and share their experiences and perspectives to cultivate relationships and understanding.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. What I Said and What I Meant:
Cross Cultural Communication
LREI Parents and Guardians
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
3. Agenda
Cross Cultural Communication
Cultural Values, Norms of Behavior,
and Communication
Activity: Nonverbal Violations
Cultural Identifiers, Power, and
Communication
Discussion: Conflict Re-understood
So What? Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
4. 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)
5. Dimensions of Variability
Individual - Collectivistic
Low Context - High Context
Masculinity - Femininity
Low Uncertainty - High Uncertainty
Vertical - Horizontal
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
6. 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)
7. Cultural Values
Norms, and Rules
Values
Value Priorities
Norms of Behavior
Non-Verbal
Communication
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
8. 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)
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
9. Exercise: Non-Verbal Violations
1: Please pick a partner and stand.
2: Begin to converse about the conference,
what you are enjoying or looking
forward to.
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.
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
10. 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?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
11. 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)
12. Discussion: Cross Cultural Conflict
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)
13. So What? Now What?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
14. 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)
15. 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?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
16. Continuum of Cross-Cultural Fluency
and Competence
Developmental Model of Intercultural
Sensitivity (DMIS) Schematic
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
17. 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?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
18. 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
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
19. Final Questions or Comments?
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
20. Resources
• “Stereotype Threat” by Joshua Aronson
• David K. Berlo, The Process of Communication (New York: Holt,
Rinehart, and Winston, 1960)
• Brenda J. Allen, Difference Matters: Communicating Social Identity
• William Gudykunst, Cross-Cultural and Intercultural Comunication
• Milton Bennett, PhD, Intercultural Communication Institute
www.intercultural.org
• National Coalition Building Institute
• “Non-Verbal Communication Across Cultures” by Erica Hagen,
Intercultural Communication Resources
• Thiagi.com
• Thrive! Team Dynamics
• Nonverbal Violations by Stella Ting-Toomey
• http://www.analytictech.com/mb021/action_science_ history.htm
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)
21. 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)
Editor's Notes
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee Introductions - name, school, why this workshop
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee Structure: theory, examples, activity Goals: information, conversation, activity for experience and to use in classroom and/or professional development. Requests and FYI: Theory overview only, but ask questions if unclear, please hold examples for example section, not everyone can relate to by personal experience so we do activities. Shared experience gives an opportunity to experience or witness something firsthand. Will not get to every theory in depth nor will we be able to share all experiences. Goal is to introduce for further study and gain enough examples to apply. Resource materials: available online
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee CCC - comparison of communication styles and norms across several cultures ICC - what happens when communication occurs between two or more people from different cultures Face Negotiation Theory - different cultures communicate with/without consideration of “face” - self-worth, self-respect, pride, etc. Conversational Constraints Theory - different cultures have different words/modes depending on roles (gender,hierarchy, age, etc.) Expectancy Violation Theory - different cultures have varying norms around what to expect in communication exchange, as well as different responses in how violation of those expectations are dealt with. Anxiety/Uncertainty Management Theory - different cultures communicate differently in situations where roles and norms are not necessarily familiar. Communication Accommodation Theory - different cultures adapt to varying degrees depending on circumstance and relationships. EXAMPLE: Face: “I have two tickets to the school auction for you if you’d like. I’d be pleased if you would join us.” “I know the auction is expensive and you may not be able to afford them. If you need assistance, please don’t hesitate to tell me.” Constraints: US Mainstream has “hello as greeting for all.” Korean has 3 levels, informal, casual-formal, and formal. Use of terms communicate respect and role in any relationship hierarchy. Expectancy: God Bless You, Thank you, You ’re welcome Anxiety: People in periphery of room at meet-and-greet functions not necessarily about shyness. Some may not even show up because don’t know what to expect, how to dress, what to do, etc. Accommodation: The comfort of the non-accommodator talking with the accommodator. Exhaustion of the latter in speaking with the former.
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee Dimensions of Variability look at where cultures lie along a continuum between modes of communication. No one dimension explains all facets. Individual-Collectivistic: higher value is placed on the individual or the community and collective. Individualistic cultures tend to have a certain freedom and directness of language, whereas collectivistic cultures tend to have role or in-group based language and social expectations. Low context-high context: communication is either entirely dependent on the words or dependent on a complex matrix of words, nonverbal signals, relationships, and roles. Masculinity-Femininity: NOT about “how men typically” or “women typically.” Rather, communication is either typically for accomplishing tasks or typically for building relationships. However, masculinity-femininity also deals with gender issues at the cultural and individual levels - how gender roles are distributed in a culture. Low Uncertainty-High Uncertainty: Uncertainty Avoidance is the degree to which members of a culture try to avoid uncertainty. High uncertainty avoidance cultures low tolerance for ambiguity, higher levels of anxiety and energy release, need for rules and absolute truth, less tolerance for people or groups with deviant ideas or behavior. Low uncertainty avoidance cultures have lower stress levels and weaker superegos, accept dissent and take risks ” Vertical-Horizontal: Power Distance is the extent to which the less powerful members of institutions and organizations accept that power is distributed unequally. Members of high power distance cultures accept power as part of society, and stress coercive or referent power. Members of low power distance believe power should be used only when it is legitimate and prefer expert or legitimate power. Cultures have varying mixtures of dimensionality. Russian culture, very collectivistic and horizontal, is also masculine, low context, and low uncertainty. EXAMPLES: Gender: US Mainstream “I want to ask for a favor.” Many Native American cultures long conversation of how things are, and inquiries about family and well being before asking anything of desire or need. Certainty: Chinese Proverb “Add legs to a snake after you have finished drawing it.” US Mainstream equivalent “If it ain’t broke, don’t fix it.”
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee Personality Orientation: factors like MBTI Personality types Individual Values: Idiocentrism and allocentrism Self construal: Does one consider oneself a unique and apart individual from others in the community or an element of an interdependent community? Individual Socialization: What was actively taught by parent/role models/peers/society? What experiences has the person had in terms of positive or negative socialization? Cultural norms and rules. These can be dynamic and specific to a time and place. Dangerous to look at cultural identities and assume the whole picture of the person ’s communication style is known. Although CCC helps reveal generalities and patterns, there are too many individual factors to make these general patterns universal. EXAMPLE: As an unmarried Korean American woman and immigrant, there are many assumptions that can be made about my communication. However, there are factors like my being an INFP, strong values around doing the right thing or being idiocentric, my being an interdependent person who likes to read the context to fit in or fit the need, socialization around being heard when I am assertive or even abrasive, and the fact that I function as a teacher of children in US Mainstream culture, I go closer or further away from those assumptions.
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee • IO/ID - trace cycle of oppression using women and leadership and communication. “sugar and spice” and “snips and snails,” women too emotional, women poor leader IO: women feel the need to “masculinize” herself through clothes, demeanor, and speech. ID: men feel the necessity to speak or lead in meetings. Rewards: “She’s got balls.” “What a real man.” Punishments: “She’s a bitch.” “He’s a pussy.” Negative impact for everybody: people cannot behave with complete freedom. • Stereotype Threat - Joshua Aronson. Took work of Claude Steele further (sidebar: Claude Steele now doing work to go beyond into impact of white people on stereotypes of whites being bigoted). Impact of stereotype threat on tests. I - Test 1: trying to figure out if this is a good test. No performance differences between AA and whites. Test 2: tests intelligence. Often a reflection of academic performance and indicator of future success. Achievement gap appears. II - both groups told test is just to see if it ’s a good test. Test 1: no achievement gap. Test 2: boxes to declare race. Achievement gap appears. III - Test 1: all women and all men math tests. No difference. Test 2: all women except one man. Gap appears. Add another man. Gap gets bigger. IV - All white male engineering students taking a math test. Test 1: high achievement. Test 2: we’re trying to figure out why Asians do so much better on these tests. Scores drop. • Accumulated Impact or Microaggressions - We know as educators what accumulated impact is “what time is it?” “what time is it?” “what time is it?” 1st few times no big deal. Then annoyance then irritability then anger. Kid 20 doesn’t know your experience and reads the situation as “you’re such an angry person.” when in reality there has been so much happening leading up to that point. You may be able to curb your response at times, but often, we can’t help but respond from the accumulation. Example: AA “You’re so articulate” Obama brought to national discussion. Example: Asian Americans “Where are you from?” • Code/Mode Switching - Because of our cultural identities and socialization, some of us can dress, speak, and be the same way from home to work to friends to clubs to whatever. Others of us have to adopt different modes and codes every time we enter a new situation. Example of teacher who sees student in “the outside world” and noticing tremendous difference. Question: what is the unsafe/unwelcoming culture of the classroom that forces the student to so drastically code and mode switch? PRIVILEGE • Fish Seeing the Water: Ask a fish what water is like and it will not know what you ’re talking about. Ask a land-dwelling animal what water is, and it will tell you lots “it’s cold, it’s wet, I can’t breathe in it, this is how you move in it, etc.” White people sometimes say “I have no culture.” Not true. Just fish not seeing the water. Important to understand the culture of dominance so that we can understand how it does not treat some people fairly. • Normal versus Good: What happens statistically frequently is called “norm.” We have a tendency to interpret this as “normal” which has a value judgment associated with it. We then extend normal into good. When someone sneezes, the norm in this culture is to say “bless you.” We then consider this “normal.” Then we judge people who don’t say “bless you” as being rude or uncaring. Not necessarily. When we expect people to speak or behave in certain ways, we need to examine whether we are expecting these things because it’s the norm or because it’s good. • Intent versus Impact: In privilege, we sit in the luxury of concentrating on the intent more than impact. What we say and do can hurt or oppress, but we sometimes dismiss it citing that we “didn’t mean to.” ANALOGY: If you’re driving down the street and you accidentally run over someone’s foot, you’re going to leap out of the car. “I’m so sorry. Are you okay? Are you in a lot of pain? Can I get you to a hospital?” Imagine how ridiculous it would be if we got out of the car and said “I didn’t mean it. It can’t be THAT bad. Aren’t you exaggerating a bit rolling around on the ground like that? I didn’t do it on purpose, so I don’t see what the big deal is.” Yet this is what we do sometimes when someone tells us about an impact our words or actions have on them. Impact that is just as if not more painful than physical injury. We need to stop and listen and acknowledge when these things happen and work to stop and undo the accumulation. EXAMPLE: My walking down the street and asking a struggling man who was missing his arms below the elbow is he “needed a hand.” My intent was trying to be helpful, but impact was probably anger or pain. I need to own it.
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee A common dichotomous descriptor of communication is direct and indirect communication. Indirect communication assumes that people understand the meaning without having to tell everything. It tones down unpleasant aspects of the message by using convoluted language and metaphors. Pros - gentler to the listener, honors relationships, lyrical. Cons - open to several interpretations, takes time, requires listener to pay attention to the message under the message. Direct communication makes everything explicit. People using this mode of communication tell you exactly what mean in a direct and assertive fashion. Pros - clear, understand the words and understand the message, efficient. Cons - can be abrupt or alienating to the listener, does not take into account relationships or context. What is an occasion you now know to be true, about an interpersonal conflict that really had to do with differing cross cultural communication?
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee Validity of experience. Being PoC does not make you exempt from CCC Conflicts Verbally advocate for yourself. Help others understand these differences and how they affect communication. Take the personal out of these interactions and make them more about reaching for more effective communication.
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee Mental Model - How we understand our world and how it works. Our brains are designed to do it. Ladder of Inference - constantly happening, and when unchecked, forms a mental model that may or may not be true. REAL EXAMPLE: Observable data: we watch TV, movies, news, etc. and see many people in many portrayals. Selective Data: Black men are often portrayed as villains, violent thugs, misogynistic rappers, etc. in fiction. On the news, they are often the subject of suspect sketches, or they are the convicted criminal of cases. We hear that a larger percentage of black men are in jail than any other group. Conclusion: Black men are violent and dangerous. Belief: If you happen upon a black man, you should hang on to your purse tighter, cross the street, lock your car, etc. Without checking the ladder against facts, we climb this ladder in dangerous ways. How often are we made aware of the fact that black men are several times more likely to get pulled over, searched, etc. Do we know about the school to prison pipeline that specifically targets black and Latino males? Do we know about the studies that show media bias in who gets cast as a protagonist versus an antagonist, whose screenplays and which directors get to shape the story? Are we aware of research that has shown strong correlation between how stereotypically black a convicted felon looks and whether he gets the death penalty? If we were knowledgeable in these ways, we would not see black men as dangerous, violent, or criminal. Tools of Action helps us check assumptions earlier in the process and avoid conflict or erroneous beliefs.
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee Thrive! Group Dynamics communication model asks people in conflict to check assumptions and communicate what is at the core.
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee Lots of descriptors and models, this is one (another example is adapted Riddle Scale or Scale of Homophobia developed by Dorothy Riddle) Denial - What difference? Isn ’t everybody supposed to be the same? Defense - I ’m not saying you’re bad or anything. I do it this way because… Minimization - So THAT ’S how you do things. Isn’t that charming/interesting/unusual? Acceptance - This is how you do things, and it is valid, though different from how I do things. Adaptation - This is how you do things, and this is how I do things, and this is how we do things when we ’re together. Integration - This is the valuable element of how I do things and the valuable element of how I do things. Together, we can come up with a way of being that benefits us as individuals and as a group.
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee
Cross Cultural Communication 01/27/13 Rosetta Eun Ryong Lee • Non-Verbal Communication – breakdown of some major categories of non-verbal communication as well as some differences you will find across different cultures. • Cultural Value Differences – some differences in cultural values around categories like relational and temporal. These differences can sometimes lead to major miscommunication and conflict due to value judgment. • 7 Criteria for Values – useful in thinking about values and value systems. I personally believe that TRUE values are never bad, but we tend to judge others based on their value PRIORITIES. The 7 criteria reminds us what makes a value a value and hopefully steers us clear of believing them invalid for someone else. • Values Definition Table – several values and basic definitions. I have found this table useful in values clarification exercises and conflict resolution for the sake of verbalizing what is at the root motivation of actions and statements that lead to conflict. (The last two documents are part of something I developed for an ethics primer for middle school and high school students. If interested in more, please go to http://www.nwabr.org/education/ethicslessons.html#PR . Though the organization is biomedicine focused, the primer is very cross-curricular.) • Yin-Yang Telephone – Direct and Indirect Communication • Whispers – Distractions and Internal Monologues of Intercultural Communication • Left Column Communication – Separating the actual observable data and internal thoughts, feelings, interpretations, and inferences. Includes theory, example, and blank form. • Non-Verbal Violation – Activity designed to demonstrate the discomfort and offense caused by conflicting nonverbal cues and norms. Wonderful activity developed by a fantastic facilitator, Stella Ting-Toomey. • Communication Exercises – I developed this series of communication activities to kick off my school ’s all-school anti-bias programming. They are activities designed to demonstrate one-way and two-way communication, importance of objective and careful listening, dialogue and debate (supportive and defensive forms of communication), and intercultural communication and conflict. They were developed for 6th-8th graders, but I have used these exercise with adults with minor adjustments and deeper reflection questions. • Effective Interventions – Material I used in my classroom to give students some tools around interrupting offensive remarks, jokes, and slurs. You may find it a little puerile to use with adults, or you may find it a resource accessible to anyone. No matter what, I hope you find it a useful talking point for people looking to apply oppression, privilege, and power understanding to everyday situations. • Growing As an Ally – A complementary piece I used with “Effective Interventions” to give students tools around being an ally rather than, well, the self-righteous jerks they were being with each other at times. Gives thinking and doing points for folks eager to enter the world of allyship. • Book: Kiss, Bow, or Shake Hands by Morrison and Conway. Although meant for the business traveler, this book makes a handy resource for looking up general customs and norms of several countries. Use with caution, of course, that you are using it as an FYI starting point rather than an idiot ’s guide to intercultural communication.