Friends of Youth Cross Cultural Communication

What I Said and What I Meant:
Cross Cultural Communication
Friends of Youth
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School


Goals


Learn cross cultural communication
theories and dimensions of variability
among cultures.



Examine how power, privilege, and
difference affects communication



Identify skills and tools to increase
cross-cultural effectiveness


Agenda





Individual and Cultural Value Differences



Exercise: Non-Verbal Violations



Break



Cultural Identifiers, Power, and Communication



Discussion: Conflict Re-Understood



Cross Cultural Communication Skills



Discussion: How Can I Apply All This?



Resources




What is it?



How is it Different from Intercultural
Communication?



CCC Theories
–
–
–
–
–

Face-Negotiation Theory
Conversational Constraints Theory
Expectancy Violation Theory
Anxiety/Uncertainty Management Theory
Communication Accommodation Theory

Dimensions of Variability
Individual - Collectivistic
Low Context - High Context

Task - Relationship
Low Uncertainty - High Uncertainty

Vertical - Horizontal

Factors that Influence


Personality Orientation



Individual Values
- Allocentric
- Idiocentric



Self Construal
- Independent
- Interdependent



Individual Socialization



Cultural Norms and Rules

Discussion: My Style
In hearing about
communication
differences, what would
you describe as your
cultural communication
style? Have you noticed
stark differences
compared to others?


Cultural Values
Norms, and Rules


Values



Value Priorities



Norms of Behavior



Non-Verbal
Communication


Cultural Value Differences

RELATIONAL
Individualism
Collectivism
group interdependence
self-reliance, independence
(mindless follower)
(selfis h )
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://sites.google.com/site/sgsprofessionaloutreach/)

Exercise: Non-Verbal Violations
1: Please pick a partner and stand.

2: You and your partner will receive
different instructions for nonverbal
behaviors. Do not share the
information.
3: Begin to converse about your interests
and hobbies.
4: INCREMENTALLY dramatize the
nonverbal behavior.
5: Make note of thoughts or feelings you
experience.


Non-Verbal Violations: Partner 1
You signal respect by standing
physically close to your partner. Stand
Approximately 6 inches away from
him/her. You enjoy asking a lot of
questions to signal conversational
excitement and involvement. You also
like to touch your partner's arm from
time-to-time to signal approval for a
good idea.

Non-Verbal Violations: Partner 2
You signal respect by standing at
least an arm's length away from your
partner. You constantly check your
watch or the clock for fear of running
out of time in the conversation. You
also like to make loud sounds (ahs,
oohs, uh-huhs, sighs, etc.) to signal
your approval and great contentment
of the conversation.

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 with people from
various communities, what do
you take away from this
exercise?

Break


Dimensions of Identity and Culture

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


Identifiers, Power,
and Communication
Internalized Oppression/Dominance
Stereotype Threat

Microaggressions/Accumulated Impact
Code/Mode Switching
Fish Seeing the Water
“Norm” “Normal” “Good”
“Intent” versus “Impact”


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.

So What? Now What?


Cross Cultural Communication Skills
• Know Dimensions of
Variability
• Learn Cultural Values
and Norms
• Examine Cultural
Identities, Power, and
Privilege
• Know Your Own Place in
these Elements
• Practice Effective
Communication Models
• Be able to Adjust and
Accommodate for
Others Based on
Knowledge

Effective Communication Models
Common Threads
SUPPORTIVE

DEFENSIVE

Description

Evaluation

Problem-Orientation

Control

Spontaneity

Strategy

Empathy

Neutrality

Equality

Superiority

Provisionalism

Certainty

Brenda J. Allen, Difference Matters: Communicating Social Identity

Assumptions and Interpretations
• Mental Models
• Ladder of Inference
Belief

Conclusions
Selective Data
Observable Data

• Tools of Action


Checking Assumptions and
Interpretations: Steps to Analyze
1. What did you see/hear (raw data)?
2. What are your personal filters (cultural
values, norms, identifiers, experiences)?

3. What was your interpretation of what you
saw/heard (inference)?
4. How did you feel as a result?

5. What do you want?

Continuum of Cross-Cultural Fluency
and Competence
Developmental Model of Intercultural
Sensitivity (DMIS) Schematic


Cultural Effectiveness

“To be culturally effective doesn’t
mean you are an authority in the
values and beliefs of every culture.
What it means is that you hold a
deep respect for cultural differences
and are eager to learn, and willing to
accept, that there are many ways of
viewing the world”
Okokon O. Udo

Final Questions or Comments?


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

Presenter Information
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

Friends of Youth Cross Cultural Communication

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