The Bay School Culturally Responsive Leadership

Communicating Across Difference:
Culturally Responsive Leadership
The Bay School of San Francisco
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School


Introductions and
About Seattle Girls’ School
Warm-Up Questions

Please introduce yourself and what you do at
The Bay School. What would you like to get out
of our session today?


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
 Examine how gender in particular
affects leadership and perception in the
Bay School


Agenda
 Cross Cultural Communication
 Exercise: Non-Verbal Violations
 Stretch Break
 Cultural Identifiers, Power, and Communication
 Exercise: Whispers
 Stretch Break
 Cross Cultural Communication Skills
 Leadership and Gender at The Bay School
 Discussion: How Can I Apply All This?
 Resources


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).


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


Dimensions of Variability

Individual - Collectivistic
Low Context - High Context
Masculinity - Femininity
Low Uncertainty - High Uncertainty
Vertical - Horizontal


Factors that Influence
 Personality Orientation
 Individual Values
 Self Construal
- Independent
- Interdependent
 Individual Socialization
 Cultural Norms and Rules

Cultural Values
Norms, and Rules

 Values
 Value Priorities
 Norms of Behavior
 Non-Verbal
Communication


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://sites.google.com/site/sgsprofessionaloutreach/)

Exercise: Non-Verbal Violations
1: Please pick a partner and stand.
2: Each partner gets a slip of paper
describing nonverbal behaviors.
3: Scan the piece of paper. Do not share
the information with your partner.
4: Begin to converse about your out of
school hobbies, interests, and
passions.
5: INCREMENTALLY dramatize the
nonverbal behavior on your paper.
6: Make note of thoughts or feelings you
experience.


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


Identifiers, Power,
and Communication

Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact
Code/Mode Switching
Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”


Exercise: Whispers

Rosetta Lee, Adapted from “Double Talk,” Thiagi.com


Exercise: Whispers
Form groups of 3.
Decide who will be A, B, or C.

 Person A reads “whisper script 1.” Based on
the instructions, whisper into Person B’s ear.
Persons B and C hold a 3-minute
conversation about their learning from the
workshop that they found most interesting.


Exercise: Whispers

ROUND 2

 Person B reads “whisper script 2.” Based on
the instructions, whisper into Person C’s ear.
Persons C and A hold a 3-minute
conversation about their respective families.



Exercise: Whispers
ROUND 3

 Person C reads “whisper script 3.” Based on
the instructions, whisper into Person A’s ear.
Persons A and B hold a 3-minute
conversation about their career hopes and
aspirations.



Debrief: Whispers
1. How did the whispers in your ear affect your
communication?
2. How did the whispers in the your partner’s ear affect your
interpretation of the his/her words and demeanor?
3. Were elements of this exercise familiar? How did (and
which of ) your identities make this exercise more/less so?
4. Please share a personal experience (if any) as applies to
any of the following:
a. Internalized Oppression/Dominance
b. Stereotype Threat
c. Accumulated Impact
d. Code/Mode Switching
e. Fish Seeing the Water
f. Norm to Normal to Good
g. “Intent” versus “Impact”

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

Berlo’s Communication Model


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, 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?


Gender and Leadership


Gender Differences


Gender Bias
Brash Intuitive
Troublemaker Well-Behaved
Strong Delicate
Competitive Cooperative
Physical Emotional
Silent Verbal
Clever Pretty
Mistake-Prone Perfect
Belligerent Nice


Girls and Women
How is Gender Bias Affecting Us?


The “Good Girl” in Conflict


The “Good Girl” in the Workplace and Home


Beauty “Pretty Girl” on Beauty
The


Boys and Men
How is Gender Bias Affecting Us?


The “Tough Guy” in Conflict


The “Tough Guy” in the Workplace and the Home


Psychic Dissonance, Health, and Violence


Leadership, Gender, and Me

In what ways do you feel that
you have to be a certain way
because of your gender?
What behaviors or actions
create positive responses in
others, and which ones create
negative responses in others?


Whom Do We Reach?
Index Card 1: My leadership strengths and
weaknesses as I perceive them
Index Card 2: Who resonates with my leadership?
Who is comfortable with me, thrives because of my
style, and responds to my feedback? What explicit or
implicit cues tell me this is the case?
Index Card 3: Who does not resonate with my
leadership? Who is uncomfortable with me, struggles
because of my style, and responds poorly to my
feedback? What explicit or implicit cues tell me this is
the case?


Have We Reached Everyone?


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


The Bay School Culturally Responsive Leadership

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