The document discusses cross-cultural communication and the importance of cultural competency in organizations. It emphasizes the need to value diversity, manage differences, and incorporate cultural knowledge into policies and practices. Various cultural identifiers, communication styles, and factors influencing cross-cultural dynamics are explored, along with discussions on conflict resolution and developing cultural effectiveness.

1. Mercer Island Communities That Care Coalition
Rosetta Eun Ryong Lee
Seattle Girls’ School
What I Said and What I Meant:
Cross Cultural Communication
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2. About Seattle Girls’ School
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3. Agenda
 Cultural Competency Defined
 Cross Cultural Communication
 Cultural Values, Norms of Behavior,
and Communication
 Cultural Identifiers, Power, and
Communication
 Discussion: Conflict Re-understood
 So What? Now What?
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4. Culturally Competent Organizations…
 Have a defined set of values and principles, and demonstrate
behaviors, attitudes, policies, and structures that enable them
to work effectively cross-culturally.
 Have the capacity to (1) value diversity, (2) conduct self-
assessment, (3) manage the dynamics of difference, (4)
acquire and institutionalize cultural knowledge, and (5) adapt
to diversity and the cultural contexts of communities they
serve.
 Incorporate the above in all aspects of policy-making,
administration, practice and service delivery, systematically
involve consumers, families and communities.
Cultural competence is a developmental process that evolves over an
extended period. Both individuals and organizations are at various
levels of awareness, knowledge and skills along the cultural
competence continuum.
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5. Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

6. Race
Religion
Class
Gender
Sexual
Orientation
Ability
Age
Ethnicity
Geographic Location
Language
Educational
Attainment
Appearance
Seniority
Position
or Title
Status
Relationship
To Power Players
InternalExternal
Institutional
Dimensions of Identity and Culture
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7.  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
Cross Cultural Communication
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8. Individual - Collectivistic
Low Context - High Context
Task - Relationship
Low Uncertainty - High Uncertainty
Vertical - Horizontal
Dimensions of Variability
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9.  Personality Orientation
 Individual Values
 Self Construal
- Independent
- Interdependent
 Individual Socialization
 Cultural Norms and Rules
Factors that Influence
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10. Discussion: My Style
In hearing about
communication
differences, what would
you describe as your
cultural communication
style? Have you noticed
stark differences
compared to others?
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11. Cultural Values
Norms, and Rules
 Values
 Value Priorities
 Norms of Behavior
 Non-Verbal
Communication
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12. CulturalValueDifferences
RELATIONAL
Individualism
self-reliance, independence
(selfish)
Collectivism
group interdependence
(mindless follower)
Informality
directness, give and take discussion
(rude and abrupt)
Formality
indirectness, protect "face"
(stiff and impersonal)
Competition
individual achievement
(egotistical, show-off)
Cooperation
group achievement
(avoiding doing work or taking responsibility)
AUTHORITY
Egalitarianism
fairness, belief in equal opportunity
(being picky, on a soapbox)
Hierarchy
privilege of status or rank
(power hungry or avoiding accountability)
TEMPORAL
Use of Time
"Time is money"
(doesn’t get the important things in life)
Passage of Time
"Time is for life"
(lazy and irresponsible)
Change/Future
Adaptability ensures survival
(muckraker, stirs up trouble)
Tradition/Past
Stability ensures survival
(old-school, afraid of change)
ACTIVITY
Action orientation
"Make things happen"
(rushes without thinking)
"Being" orientation
"Let things happen"
(indecisive and slow)
Practicality
Efficiency is always best
(impersonal and unscrupulous)
Idealism
Always maintain principles
(naïve and impractical)
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13. 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”
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14. Discussion: Conflict Re-understood
Think about a recent conflict which you
now know to be true to be at heart a n
identity and power difference. Using
some of the terminology introduced,
discuss with a partner or group of three
what was going on to cause the conflict.
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15. So What? Now What?
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16. Assumptions and Interpretations
• Mental Models
• Ladder of Inference
Belief
Conclusions
Selective Data
Observable Data
• Tools of Action
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17. 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?
Checking Assumptions and
Interpretations: Steps to Analyze
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18. Developmental Model of Intercultural
Sensitivity (DMIS) Schematic
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19. 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?
Discussion:
How Will I Apply All This?
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20. “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
Cultural Effectiveness
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21. Final Questions or Comments?
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22. 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
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23. 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”
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24. 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
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25. 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”
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26. 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
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27. 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.
• National Center for Cultural Competence
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