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Culture (2) (Vocabulary (Enculturation (Immersion in our own culture to…

- - - - Using your own set of standards and customs to judge all people, often unconsciously
    - - Refers to a person who is comfortable with many standards and customs and who can be effective interpersonally by adapting his/her behavior and judgments
  - - - People in the acceptance stage enjoy recognizing and exploring differences. They are fairly tolerant of ambiguity and are comfortable knowing there is no one right answer
    - - People in the minimization stage believe that cultural differences are just superficial; the basic qualities of being human will suffice. Western values of individuality, openness and honesty contribute to this view
    - - People in the adaptation stage can intentionally shift their frame of reference; they can empathize, or "step into the other person's shoes. People in this stage may be called "bicultural" or "multicultural." It should be noted that some people can shift frames of reference but still hold an ethnocentric view
    - - People become so aware of the multiplicity of cultural ways they no longer can identify with any, and they feel disturbed. At the other extreme are people who readily adapt to many situations and are pleased with their identity
    - - People in the defense stage make statements that indicate they feel threatened. The most common reactions at this stage is to denigrate the differences or to create negative stereotypes. An alternative response in this stage is to promote one's cultural superiority
    - - A person in the denial stage has few categories to notice differences. Also, a person in this stage may attribute sub human qualities to those from different cultures and regard them with extreme prejudice
- - - - Look to a lot of cultural cues to determine how they should behave and how to interpret meaning
    - - Don’t rely on contextual cues as much to govern their choices in behavior or interpreting meaning
  - - - Typically collectivist
      - If there is a strong emphasis on group and group harmony the assumption is that everyone is looking to the same cues and interpreting those cues similarly
      - Typically less direct in their communication
    - - Individualistic
      - There is an emphasis on independence and individuality, which means individuals are free to interpret messages in a variety of ways
      - Much more direct which makes sense if there is more room for interpretation low context cultures need to be more to the point
- - - - How things get done
        
        HC: Depends on relationships with people and attention to group process
        
        LC: By following procedures and paying attention to the goal
      - One's identity
        
        HC: Rooted in groups (family, culture, work)
        
        LC: Rooted in oneself and one's accomplishments
      - Relationships
        
        HC: Depend on trust, build up slowly, are stable. One distinguishes between people inside and people outside one's circle
        
        LC: Begin and end quickly. Many people can be inside one's circle; circle's boundary is not clear
      - Social structure
        
        HC: Centralized with authority, responsibility is at the top. Person at top works for the good of the group
        
        LC: Decentralized, responsibility goes further down (is not concentrated at the top)
    - - How communication is seen
        
        HC: An art form - a way of engaging someone
        
        LC: A way of exchanging information, ideas, and opinions
      - Disagreement
        
        HC: Personalized. One is sensitive to conflict expressed in another's nonverbal communication. Conflict either must be solved before work can progress or must be avoided because it is personally threatening
        
        LC: Depersonalized. One withdraws from conflict with another and gets on with the task. Focus is on rational solutions, not personal ones. One can be explicit about another's bothersome behavior
      - Verbal message
        
        HC: Implicit: Context (situation, people, nonverbal elements) is more important than words; Indirect: One talks around the point and embellishes it
        
        LC: Explicit: context is less important than words; Direct: one spells things out exactly
      - Non-verbal elements
        
        LC: Low use: Message is carried more by words than by nonverbal means
        
        HC: High use: Voice tone, facial expression, gestures, and eye movement carry significant parts of conversation
    - - HC: Space is communal; people stand close to each other, share the same space
      - LC: Space is compartmentalized and privately owned; privacy is important, so people are farther apart
    - - Change
        
        HC: Slow: Things are rooted in the past, slow to change, and stable
        
        LC: Fast. One can make change and see immediate results
      - Time
        
        HC: A process: It belongs to others and to nature
        
        LC: A commodity to be spent or saved. One’s time is one’s own
      - Things
        
        HC: Everything has its own time, time is not easily scheduled, needs of people may interfere with keeping to a set time, what is important is that activity gets done
        
        LC: Things are scheduled to be done at particular times, one thing at a time. What is important is that activity is done efficiently
    - - How learning occurs
        
        HC: By first observing others as they model or demonstrate and then practicing
        
        LC: By following explicit directions and explanations of others
      - Groups
        
        HC: Preferred for learning and problem solving
        
        LC: Not preferred, an individual orientation is preferred for learning and problem solving
      - Knowledge
        
        HC: Embedded in the situation; things are connected, synthesized, and global. Multiple sources of information are used. Thinking is deductive, proceeds from general to specific
        
        LC: Reality is fragmented and compartmentalized. One source of information is used to develop knowledge. Thinking is inductive, proceeds from specific to general. Focus is on detail
      - Accuracy
        
        HC: Is valued: How well something is learned is important
        
        LC: Not valued: Speed is valued. How well something is learned is important