This paper requires you to apply the components of intercultural communication (5 key concepts from chapters 6-10 (choose 1 concept from each attached ppts of each chapter)) to a video from the choices below:
Amazon: A League of Their Own (PG) or Megamind (PG)
Disney+: Soul (PG), Coco (PG) any Toy Story (G), Encanto (PG), Raya (PG)
Hulu: Abominable (PG), 50 First Dates (PG-13), Parasite (R)
Netflix: The Help (PG-13), The Princess and the Frog (G), The Midnight Sky (PG-13)
You should have an introduction paragraph (describing the video overview), five body paragraphs (meaning five examples to support your thesis of each of the 5 concepts you choose), and a conclusion. A paragraph is 5-8 sentences.
FORMAT
Introduction:
Start with an attention getter/hook. You will begin by introducing the video. Then include a purpose statement or thesis that explains the analysis that includes the terms you are using in your analysis. Then you will include a transition sentence that leads into your analysis.
Body
You will include 5 body paragraphs, each with an example of communication in the video that relates to interpersonal communication. Please highlight, bold, oritalicize the concepts. You must include examples when evaluating the event. I want to know what happened specifically. You will describe what the concept means, what you saw in the movie that displayed this concept, then relate this to your life.
For example (Coco):
“The Rivera family’s rich culture is the strongest part of Miguel’s character. Miguel disclosed to the mariachi that he was a musician, but had never told his family, because they do not like music. This relates to the concept collectivism. Collectivism is when culturally, people come together and work for the greater good within the community. Originally, Miguel did not want to disclose his desire to become a musician with his family, because he was worried about disrupting the family culture. This shows that Miguel and his family are collectivistic. My family is also collectivistic. When I chose to go to college, it had a lot to do with my family’s expectations of me, and my role within my family. Collectivism can relate to context.”
Please include transition statements between paragraphs (the last sentence is an example of a transition statement).
Conclusion
Finally, the paper should end with a brief conclusion paragraph (with a recap), including what you learned about interpersonal communication by watching this video.
Chapter 7
Barriers to Intercultural
Communication
Ethnocentrism: Judging other cultures
based on your own culture and the
corresponding beliefs, values, and
behaviors.
Ethnocentrism & Stereotypes
In reality:
o Alaska can fit inside the continental
U.S. about three times.
o Greenland can fit inside Africa
about 14 times.
o South America nearly doubles
Europe’s land mass.
o Antarctica looks like the secondsmallest continent.
3
Ethnocentrism
• Cultural imperialism, the
ethnocentric imposition of one’s
own cultural values on another
culture.
• “Hero” complex?
4
Stereotypes
Perception is the process of selecting stimuli from our environment,
categorizing that stimuli, and then interpreting it.
Stereotypes are rigid categorizations of
people based on their group affiliation.
Oversimplified
Overgeneralized
Confirmation bias: we seek out information that supports our stereotypes
and ignore information that is inconsistent with our stereotypes.
5
Stereotypes
• A self-fulfilling prophecy is an
expectation held by a person that
alters their behavior in a way that
tends to make it true.
• The Stereotype Effect:
• Stereotype Lift
• Stereotype Threat
6
Prejudice
• Prejudice is a negative attitude and
feeling toward an individual based
solely on one’s membership in a
particular social group.
• Implicit bias: automatic,
ambiguous, and ambivalent, but
nonetheless biased, unfair, and
disrespectful to the belief in
equality.
7
Explaining Prejudice
• In-Groups: We belong
• Out-Groups: The “other”
• Attribution Error:
• Positive ingroup behavior – internal
characteristic
• Negative outgroup behavior –
negative group characteristic
• Negative ingroup or positive
outgroup – situational
8
Explaining Prejudice
• Authoritarianism: prefer things to be
simple and tend to hold traditional
and conventional values.
• Scapegoating: blaming a subordinate
group when the dominant group
experiences frustration or is blocked
from obtaining a goal.
• Social Learning Theory: Learned
prejudice
9
Discrimination
• Discrimination refers to the
arbitrary denial of rights, privileges,
and opportunities to members of
these groups.
• Racism
• Sexism
• Heterosexism
• Ageism
• Ableism
10
Discrimination
• Individual discrimination is discrimination that
individuals practice in their daily lives, usually
because they are prejudiced.
• Institutional discrimination is discrimination that
pervades the practices of whole institutions,
such as housing, medical care, law enforcement,
employment, and education.
• Criminal Justice
• Health Care
• Housing (redlining, residential segregation)
• Employment
11
❑ Racism is a set of economic,
political and ideological practices
whereby a dominant group
exercises control over subordinate
Racism
groups.
❑ Institutional racism, refers to the
way in which racial distinctions are
used.
❑ “Hidden toll”
Privilege & Power
• Power: the ability to influence others
and control our lives.
• Dominant group: white, male,
Christian, middle-class, able-bodied,
educated, and heterosexual.
• Nondominant group: People whose
cultural identities do not conform to
this model.
13
White Privlege
• White people enjoy societal advantages in their daily lives, simply because they are white.
• Antiracist, which involves the active practice of identifying, challenging, and changing
organizational structures, policies, practices, and attitudes that perpetuate systemic racism.
• Just because you’re white doesn’t mean your life can’t be hard. But your life isn’t hard because you’re white.
• Just because you’re straight doesn’t mean your life can’t be hard. But your life isn’t hard because you’re
straight.
• Just because you’re wealthy doesn’t mean your life can’t be hard. But your life isn’t hard because you’re
wealthy.
• For some people, their lives are more difficult because they are a person of color, a member of the
LGBTQ+ community, or lower class. That’s not to say that a person in these categories can’t still “make
it” and achieve success. It just means they’re starting the race a little farther back because the odds are
stacked a bit farther against them.
14
INTERCULTURAL CONFLICT
CHAPTER 8
CONFLICT
• CONFLICT IS AN EXPRESSED
STRUGGLE BETWEEN AT LEAST
TWO INTERDEPENDENT PARTIES
WHO PERCEIVE INCOMPATIBLE
GOALS, SCARE RESOURCES, AND
INTERFERENCE FROM OTHERS IN
ACHIEVING THEIR GOALS.
• LET’S BREAK THIS DOWN…
2
INTERCULTURAL CONFLICT
• INTERCULTURAL CONFLICTS ARE
OFTEN CHARACTERIZED BY MORE
AMBIGUITY, LANGUAGE ISSUES,
AND THE CLASH OF CONFLICT
STYLES THAN SAME CULTURE
CONFLICT.
• ETHNOCENTRISM
CONFLICT STYLES
• DIRECT APPROACHES ARE FAVORED BY
CULTURES THAT THINK CONFLICT IS A
GOOD THING.
• INDIRECT APPROACHES ARE FAVORED BY
CULTURES THAT VIEW CONFLICT AS
DESTRUCTIVE.
• EMOTIONALLY EXPRESSIVE
• EMOTIONALLY RESTRAINED
4
INTERCULTURAL
CONFLICT STYLE INVENTORY
• THE DISCUSSION STYLE COMBINES DIRECT AND
EMOTIONALLY RESTRAINED DIMENSIONS.
• THE ENGAGEMENT STYLE EMPHASIZES A VERBALLY
DIRECT AND EMOTIONALLY EXPRESSIVE APPROACH.
• THE ACCOMMODATING STYLE COMBINES THE INDIRECT
AND EMOTIONALLY RESTRAINED APPROACHES.
• THE DYNAMIC STYLE USES INDIRECT COMMUNICATION
ALONG WITH MORE EMOTIONAL EXPRESSIVENESS.
5
SEVEN-STEP CONFLICT RESOLUTION
MODEL
1.
2.
3.
4.
5.
6.
7.
STATE THE PROBLEM. ASK EACH OF THE CONFLICTING PARTIES TO STATE THEIR VIEW OF THE
PROBLEM AS SIMPLY AND CLEARLY AS POSSIBLE.
RESTATE THE PROBLEM. ASK EACH PARTY TO RESTATE THE PROBLEM AS THEY UNDERSTAND
THE OTHER PARTY TO VIEW IT.
UNDERSTAND THE PROBLEM. EACH PARTY MUST AGREE THAT THE OTHER SIDE UNDERSTANDS
BOTH WAYS OF LOOKING AT THE PROBLEM.
PINPOINT THE ISSUE. ZERO IN ON THE OBJECTIVE FACTS.
ASK FOR SUGGESTIONS. ASK HOW THE PROBLEM SHOULD BE SOLVED.
MAKE A PLAN.
FOLLOW UP.
6
MANAGING CONFLICT ACROSS CULTURES
Destructive conflict
Productive conflict
Competitive conflict
Cooperative conflict
7
CONFLICT STYLES
DOMINATING/CONTROLLING/COMPETING
OBLIGING/YIELDING/ACCOMMODATING
INTEGRATING/COLLABORATING
COMPROMISING
AVOIDANCE/WITHDRAWAL
8
INDIVIDUALISM V. COLLECTIVISM
COLLECTIVISM V. INDIVIDUALISM
Gudykunst & Kim (2003)
suggest that if you are an
individualist in a dispute
with a collectivist, you
should consider the
following:
Recognize that collectivists
may prefer to have a third
party mediate the conflict
to avoid without direct
confrontation to preserve
relational harmony.
Use more indirect verbal
messages.
Let go of the situation if
the other person does not
recognize the conflict exists
or does not want to deal
with it.
If you are a collectivist and
are conflicting with
someone from an
individualistic culture, the
following guidelines may
help:
Recognize that
individualists often
separate conflicts from
people. It’s not personal.
Use an assertive style,
filled with “I” messages,
and be direct by candidly
stating your opinions and
feelings.
Manage conflicts even if
you’d rather avoid them.
9
FACE NEGOTIATION THEORY
• FACE: A PERSON’S SELF-IMAGE OR THE AMOUNT OF RESPECT OR ACCOMMODATION A
PERSON EXPECTS TO RECEIVE DURING INTERACTIONS WITH OTHERS.
• SELF-FACE: THE CONCERN FOR ONE’S IMAGE, THE EXTENT TO WHICH WE FEEL VALUED
AND RESPECTED.
• OTHER-FACE: OUR CONCERN FOR THE OTHER’S SELF-IMAGE, THE EXTENT TO WHICH WE
ARE CONCERNED WITH THE OTHER’S FEELINGS.
• MUTUAL-FACE: CONCERN FOR BOTH PARTIES’ FACE AND FOR A POSITIVE RELATIONSHIP
DEVELOPING OUT OF THE INTERACTION.
10
FACEWORK
COMMUNICATION STRATEGIES THAT PEOPLE USE TO
ESTABLISH, SUSTAIN, OR RESTORE A PREFERRED SOCIAL
IDENTITY DURING AN INTERACTION WITH OTHERS.
• MINDFUL LISTENING
• MINDFUL REFRAMING
• COLLABORATIVE DIALOG
• CULTURE-BASED CONFLICT RESOLUTION STEPS
11
❖ WHAT IS MY CULTURAL AND PERSONAL ASSESSMENT OF THE
PROBLEM?
❖ WHY DID I FORM THIS ASSESSMENT AND WHAT IS THE SOURCE
OF THIS ASSESSMENT?
CULTUREBASED
CONFLICT
RESOLUTION
STEPS
❖ WHAT ARE THE UNDERLYING ASSUMPTIONS OR VALUES THAT
DRIVE MY ASSESSMENT?
❖ HOW DO I KNOW THEY ARE RELATIVE OR VALID IN THIS
CONFLICT CONTEXT?
❖ WHAT REASONS MIGHT I HAVE FOR MAINTAINING OR
CHANGING MY UNDERLYING CONFLICT PREMISE?
❖ HOW SHOULD I CHANGE MY CULTURAL OR PERSONAL PREMISES
INTO THE DIRECTION THAT PROMOTES
DEEPER INTERCULTURAL UNDERSTANDING?
❖ HOW SHOULD I ADAPT ON BOTH VERBAL AND NONVERBAL
CONFLICT STYLE LEVELS IN ORDER TO DISPLAY FACEWORK
SENSITIVE BEHAVIORS AND TO FACILITATE A PRODUCTIVE
COMMON-INTEREST OUTCOME?
12
WHAT IS CONFLICT GOOD FOR?
• CONFLICT HAS MANY POSITIVE FUNCTIONS. IT PREVENTS
STAGNATION, IT STIMULATES INTEREST AND CURIOSITY. IT IS THE
MEDIUM THROUGH WHICH PROBLEMS CAN BE AIRED AND
S
SOLUTIONS ARRIVED AT. IT IS THE ROOT OF PERSONAL AND
SOCIAL CHANGE. AND CONFLICT IS OFTEN PART OF THE PROCESS
OF TESTING AND ASSESSING ONESELF. AS SUCH IT MAY BE HIGHLY
ENJOYABLE AS ONE EXPERIENCES THE PLEASURE OF THE FULL AND
ACTIVE USE OF ONE’S CAPACITIES. IN ADDITION, CONFLICTS
DEMARCATE GROUPS FROM ONE ANOTHER AND HELP ESTABLISH
GROUP AND PERSONAL IDENTITIES.
13
INTERCULTURAL
RELATIONSHIPS
C
Chapter 9
Benefits
• Increasing Cultural
Knowledge
• Learning New Skills
• Challenge Stereotypes
Challenges
• Perceived Differences
• Motivation
• Negative Stereotypes
• Know the facts.
• Be aware of your attitudes and
behavior.
• Choose your words carefully.
• Educate others.
• Focus on the positive.
• Support people.
• Include everyone.
Common Types
• Friendship is a unique and important type of interpersonal relationship that constitutes a
significant portion of a person’s social life from early childhood all the way through to late
adulthood.
• Individualism & collectivism
• Cultural complexity: Various cultures can value the same things, such as honesty and
trustworthiness, but simply prioritize them differently.
• Self-Disclosure
Romance
Facilitating Factors:
• Physical attraction
• Similarity
• Complementarity
• Proximity
• Reciprocal liking
• Resources include such qualities as
sense of humor, intelligence,
kindness, supportiveness, and more
Romance
Individualism
&
Collectivism
Autonomy
Family
Approval
The submission style is the most common and
involves one partner abdicating power to the
other partner’s culture or cultural preferences.
Romance Conflict
Although the compromise style might seem to be
the most desirable, it really means that both
people must sacrifice some aspect of their life.
Obliteration style: Both partners try to erase or
obliterate their original cultures and create a
new “culture” with new beliefs, values, and
behaviors.
The ideal solution is the consensus style, based on
negotiation and mutual agreement, neither
person has to assume that they must abandon
their own culture.
Romance
• Gay & Lesbian Relationships
• Differ in importance of close
friendships, conflict management,
intimacy, and the role of sexuality.
• Interracial Relationships
• Antimiscegenation laws were
common in states and made it illegal
for people of different racial/ethnic
groups to marry.
INTERCULTURAL
COMMUNICATION
COMPETENCE
Chapter 10
1. State ideas clearly.
2. Communicate ethically.
3. Recognize when it is appropriate to communicate.
4. Identify their communication goals.
BEING A GOOD
COMMUNICATOR
…
5. Select the most appropriate and effective medium
for communicating.
6. Demonstrate credibility.
7. Identify and manage misunderstandings.
8. Manage conflict.
9. Be open-minded about another’s point of view.
10. Listen attentively.
Intercultural communication competence is the ability to
communicate effectively and appropriately in various cultural
contexts.
Unconscious incompetence, being unaware of cultural or
communication style differences.
Once people learn more about culture and communication,
they may become conscious incompetent.
As communication skills increase, and the focus is on cultural
concepts and communication styles, you become a
conscious competent communicator.
Unconscious competence is the level to achieve. Unconscious
competence means that you can communicate successfully
without straining to be competent.
COMPETENCE
Intrinsic motivation makes
intercultural communication a
voluntary, rewarding, and lifelong
learning process.
Extrinsic motivation for intercultural
communication is driven by the
desire of an outside reward like
money, power, or recognition.
Tolerance for uncertainty
Who has motivation?
CULTIVATING COMPETENCE: MOTIVATION
Self-awareness
Other-awareness is by direct and thoughtful encounters
with other cultures.
Mindfulness: As mindful communicators we should ask
questions that focus on the interactive process and
adapt.
Cognitive flexibility: the ability to continually
supplement and revise existing knowledge to create
new categories rather than forcing new knowledge
into old categories.
COMMUNICATION
COMPETENCE: KNOWLEDGE
COMMUNICATION
COMPETENCE: SKILLS
Reflective practices can also
help us process through rewards
and challenges associated with
developing intercultural
communication competence.
Intersectional reflexivity is a
reflective practice by which we
acknowledge intersecting
identities, both privileged and
disadvantaged, and implicate
ourselves in social hierarchies
and inequalities.
Intercultural learning is a lifelong process. The
content you have covered in this text is complex,
challenging, and at times, confronting. As you are
now aware, the idea of becoming culturally
competent represents an over-simplified
understanding of intercultural learning. This text is a
starting point in developing your critical lens
through which you can examine, reflect, and
extract deeper learning from your intercultural
experiences. Maintaining a critical perspective that
is informed by an awareness of your cultural self
takes practice. We encourage you to keep working
on the development of your critical lens, expect to
make mistakes and reflect on your experiences.
You will be able to apply these skills not only to your
upcoming intercultural experience, but also
throughout your personal and professional working
life. Good luck and safe journey.
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