Human Diversity in Action Workbook
Human Diversity in Action Workbook
Human Diversity in Action Workbook
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Ive often thought there ought to be a manual to hand to little kids, telling them what
kind of planet theyre on, why they dont fall off, how much time theyve probably got
here, how to avoid poison ivy, and so on. . . . And one thing I would really like to tell them
about is cultural relativity. I didnt learn until I was in college about all the other cultures,
and I should have learned that in the first grade. A first grader should understand that his
or her culture isnt a rational invention; that there are thousands of other cultures and
they all work pretty well; that all cultures function on faith rather than truth; that there
are lots of alternatives to our own society. Cultural relativity is defensible and attractive.
Its also a source of hope. It means we dont have to continue this way if we dont like it.
Kurt Vonnegut, 1974
This may be the start of that manual.
Kenneth Cushner, 2006
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Table of Contents
Preface
xi
4x
Activity 2
Inventory of Cross-Cultural Sensitivity
Activity 3
The Nature of Culture and Culture Learning
Activity 4
Childhood Experiences
12
13
Activity 6
Proverbs as a Window into Ones Culture
18
23x
Activity 8
Family Tree: Tracing Ones Roots and Family Experiences29x
Activity 9
Who Am I?
32
34
45
48
Activity 13
Critical Incident Review
58
Activity 14
Observing Cultural Differences
69
Activity 15
Learning About Others
70
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Activity 16
Community Scan: Analyzing Available Resources
That Support Multicultural Education
72
Activity 17
Stereotypes and Their Impact on Interaction and Learning.................................75
Activity 18
Privilege: The Invisible Knapsack
78
Activity 19
Interviewing Non-Native English Speakers about
Their Experiences in This Country
81
Activity 20
What Does It Feel Like to Be Excluded?
84
Activity 21
Gender Role Socialization
88
Activity 22
Observing Gender Differences
90
Activity 23
The Plight of Women on a Global Scale
93
Activity 24
Sexual Orientation: A Matter of Experience?
96
Activity 25
The Student with Special Needs
100
Activity 26
Understanding Religious Diversity
102
Activity 27
Institutional Discrimination: Social Class in Focus
104
Activity 28
Writing Your Own Critical Incidents
107
109
Activity 30
Ethnic Literacy Test: A Cultural Perspective
Differentiating Stereotypes from Generalizations
113
Activity 31
Determining Bias in Textbooks
129
131
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134
137
Activity 35
Now Its Your Turn: Modify a Lesson to Address
the Goals of Diversity
142
Activity 36
The Inventory of Cross-Cultural Sensitivity (ICCS)
144
Glossary
150
References
152
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Preface
We find people becoming increasingly interconnected and interdependent, both on the
domestic front as well as across the globe. The smooth functioning of many governments,
economies, and businesses increasingly requires more people to have greater awareness,
knowledge, and skill in order to interact effectively with those whose cultures may be
quite different from their own. It is increasingly clear that people must strive to better
understand those who are culturally different as well as to make themselves better known
to others. This will be no simple feat given what we know about the manner in which
people learn about others.
Why It Is Important to Use This Workbook
The fields of cross-cultural training and intercultural education continue to grow in
response to these very real needs. One thing that stands out in the research of
intercultural education and training is the critical role that meaningful experience plays in
culture learning. That is, while it is relatively easy to transfer a significant amount of valid
information to others through cognitive approaches such as lectures, books, and films, just
having new information itself is not sufficient to make people behave any differently. Thus,
typical multicultural courses that emphasize lecture and readings may fall far short of
achieving the very goals they set out to accomplish; students and teachers just do not
become more effective in their interpersonal interactions or in modifying their instruction
simply by being presented with new information. Rather, people learn to live and work
more effectively with others as a result of long-term immersion and active experiences
that engage the emotions, and often precede or accompany cognitive inputs.
This workbook was developed with the intent of providing the student of culture with
structured experiences designed to increase awareness, knowledge, and skill in
intercultural understanding and interaction with the ultimate impact being on teachers
and students in schools. Through this workbook, students and instructors can become
actively engaged in many practical exercises that examine critical elements of the
educational process that are influenced by culture. They can then discuss their
experiences with others, gaining comfort with what are often difficult concepts and topics
to speak about. Thus, users of this workbook benefit by reflection, dialogue, and
collaboration.
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CharlesErvin,FloridaA&MUniversity*LynFroning,UniversityofAlabamaatBirmingham*CarolynB.
Hines, University of Southern Indiana * Regina M. Schaefer, University of La Verne * Ellie-Ann
Shahinian Baldwin, Mesa State College * Howard Starks, Wayne State University *
Gary Stiler, University of Southern Indiana * Anh Tran, Wichita State University *
Kathleen Wheeler, York College
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p a r t
o n e
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A c t i v i t y
2.
To learn about others as you each share and discuss your early experiences
and understanding of the concept of culture.
Instructions
Reflect upon some of the experiences you had growing up that may have
influenced your understanding of the concept of culture. Perhaps you grew up in an
environment that was filled with culturally diverse experiences and encounters. Or,
perhaps you were raised in a rather segregated or protected environment and had
little direct experience with people different from yourself. When did you first learn
about different people? How did you react to this experience? What messages did
others give youeither intentionally or not, that you still remember today? How
have you come to understand the concept of culture today? Reflect back over your
life and try to recall events and experiences along the way that have influenced
your feelings and thoughts about people from different cultural backgrounds.
In the space below, or on another sheet of paper, make a drawing or diagram
that includes your experiences and your thoughts, feelings, and understanding
related to culture. Then, using your drawing, introduce yourself to one or two other
people while sharing your experiences with culture. In your discussion, look for
similarities and differences in your feelings and thoughts, the events and
experiences that contributed to their development, and the people who influenced
you along the way.
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A c t i v i t y
Purpose
To complete a self-assessment instrument regarding your intercultural
experiences.
Instructions
The following questionnaire asks you to rate your agreement or disagreement with
a series of statements. Please respond honestly as there are no correct answers.
You will find another copy of this in the last section of the workbook that you can
complete at a later time. You can compare your responses from the beginning to
the end of the book.
Please circle the number that best corresponds to your level of agreement with
each statement below
1 = Strongly Disagree 7 = Strongly Agree
1. I speak only one language
1234567
1234567
1234567
1234567
1234567
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1234567
1234567
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Then, add the values in each column for the subscale score. A total ICCS score is obtained
by adding the various subscale scores together. Individuals can be ranked relative to
others in a particular group. You can also identify relative strengths and weaknesses that
may lead to more focused orientation and planning.
ICCS Scoring Guide
C Scale
item score
Subject ID_______________
B Scale
item score
I Scale
item score
1*
____
____
____
6*
____
7*
____
8*
____
11* ____
13*
____
14
____
12
____
19*
____
20
____
17
____
25*
____
26
____
18
____
30
____
31
____
23* ____
24
____
29* ____
32
____
item
A Scale
E Scale
score
item score
4*
____
5*
____
9*
____
10
____
15* ____
16
____
21* ____
22
____
27* ____
28* ____
Totals
C Scale = ____
B Scale = ____
I Scale = ____
A Scale = ____
E Scale = ____
Total ICCS Score = ____
* Reverse score all items marked with * as these are negatively worded items.
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Range of Scores
642
535
32224
What are some things you might do in order to increase your abilities in each of the
dimensions of the scale?
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A c t i v i t y
a n d
R e a d i n g
Instructions
Read and review the following material. Respond accordingly in the space provided
using examples from your own life.
The process by which people come to believe that there is a right way to think,
express themselves, and act in other words, how people learn their culture, is
called socialization. It is the process by which individuals learn what is required of
them in order to be successful members of a given group, whatever that group
may be. Socialization is such a potent process that people are hardly aware that
other realities can exist. The result is ethnocentrism, the tendency people have
to judge others from their own cultures perspective, believing theirs to be the
right or correct way to perceive and act within the world.
Most people in todays industrialized societies can be considered to be
multicultural because they have been socialized by a number of different
individuals or groups that influence their behavior and thought patterns (e.g.,
gender, nationality, ethnicity, social class, religion, and so forth). At this point, it
may be helpful to look at how culture, in the broadest sense, influences peoples
behavior. Brislin (2000) and Cushner and Brislin (1996) offer a discussion of
features that are helpful in understanding cultures influence on behavior and that
can be applied to the multiple influences suggested above. This list is summarized
below. You should consider each, and then apply it to your own lives and
experiences with the various groups with which you interact. First, individually
identify examples from your own past that reflect each of the aspects of culture.
Then, share your responses in small groups. Be ready to share an example of each
aspect with the larger group.
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2. Culture concerns itself with peoples assumptions about life that are often
unspoken or hidden from consciousness. Thus, most Americans, when
putting a hand out to greet someone new, assume they will do likewise and
then can shake hands. This may not be the case when meeting someone
from Japan.
My example of an aspect of my culture that I believe is hidden or a secret:
4. There exist clear childhood experiences that individuals can identify that
help to develop and teach particular values and practices. For instance, the
American value of individualism is often introduced to young people
through early jobs they may have had (paper routes, babysitting, etc.).
My example of something I did in my childhood that teaches a cultural value or
practice:
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5. Because culture is often a secret and most people do not share a common
vocabulary and understanding, people are often unable to comfortably
discuss cross-cultural problems with others. Thus, cultural differences
become most evident in well-meaning clashes.
My example of a culture clash that occurred because people did not understand
the differing cultural perspectives that were operating at the time:
6. Culture allows people to fill in the blanks so they do not have to repeat the
rules for every action to other members of the group. Thus, when someone
is invited to a happy hour after work, it is clear to most people that they
should expect to spend no more than a couple of hours at the bar or pub,
and not plan to make a night of it.
My example of a common behavior that seems mostly automatic and commonly
understood:
7. People experience strong emotional reactions when their cultural values are
violated or when a cultures expected behaviors are ignored. Thus, recent
rulings in France that students heads must remain uncovered in school has
drawn strong criticism from the Islamic community.
My example of a strong emotional response I have observed when peoples
cultures clash:
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A c t i v i t y
Childhood Experiences
Purpose
To identify early socialization experiences that have influenced ones cultural
values, beliefs, and practices held today.
Instructions
In order for culture to be a shared phenomenon it must be effectively transmitted
to the young. Recall example 4 in Activity 3, Clear childhood experiences that
individuals can identify exist that help to develop and teach particular values and
practices. Identify three examples of cultural beliefs, values, and practices that are
expected of successful representatives of American culture (or another culture
with which you are familiar). Your list will include desirable beliefs, values, and
behaviors.
Beliefs
Values
Behaviors
________________
________________
________________
________________
________________
________________
________________
________________
________________
Next, consider an example from each column. What childhood experiences did you
have that may have helped you to develop the cultural traits that are expected of
you? (For instance, a paper route helps one develop responsibility, individuality,
business sense, initiative, and so forth.) Describe early childhood experiences that
may have helped you to achieve the desired and expected outcome.
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A c t i v i t y
a n d
R e a d i n g
To help you identify the complex and rather broad manner in which people
use the concept culture.
Instructions
Review the following material and respond accordingly at each section.
The definition of cultural diversity that is most useful given the time and
circumstances in which we live encompasses not only those individuals whose
ethnic or cultural heritage originates in another country, but also those among us
who have been socialized by different groups, those who may have special
educational and other needs (e.g., those who are deaf), those who may share
significantly different lifestyles (e.g., rural and urban children, people who live in
extreme poverty), those who are significantly influenced by variations in class and
religion, and so forth. In other words, culture is a very broad term, and in many
ways, by this definition, everyone in a pluralistic society such as the United States,
Canada, Australia, New Zealand, Great Britain, Israel, and so on can be considered,
to some degree, multicultural.
The Deaf population is often used as an example of a group that has
developed a unique culture with both subjective (invisible) and objective
(observable) elements. People often think of deaf persons as being just like persons
who can hear, except that they sign instead of speak. In most situations, this is not
the case; the Deaf community has a culture specific to its members. Speech, for
instance, is not valued, and is often considered inappropriate. Most people who are
deaf do not sign Standard English (e.g., put signs together in Standard English
word order) except when signing with hearing people. When interacting with other
deaf people, American Sign Language (ASL), which has its own syntax, is used.
Accompanying the use of a distinct language among the Deaf population are
patterns of behavior that are particular to the group, including some early
childhood socialization practices. Children of deaf parents may grow up in
environments with much greater visual orientation lights may accompany a
ringing telephone or doorbell, or people may depend upon gestures in
interpersonal communication. The Deaf community is also very tightly knit, placing
strong
emphasis
on
social
and
family
ties.
Eighty to ninety percent of people who are hearing-impaired marry others with hearing
losses. Thus, a strong in-group orientation develops, making it difficult for outsiders who
do not know ASL to enter.
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Interactions between hearing and Deaf populations are often filled with feelings of
anxiety, uncertainty, and a threat of lossfeelings that are all similar to those
encountered in other intercultural exchanges. Using this as an example, it is easy to see
the range of possible intercultural interactions that can occur between individuals and
groups that have distinct subjective cultures.
The field of cross-cultural psychology offers educators the following set of ideas or
principles that can be used to study the complexity of culture in schools and communities
as well as in the classroom (Pedersen, 2000).
1. People tend to communicate their cultural identity to others in the broadest
possible terms.
For instance, upon meeting someone for the first time you may communicate many
different things about yourself; including your age, nationality, ethnic group, religious
affiliation, where you grew up, and the nature of your family. At other times you may
describe your status at work or in the community, your health, your social class, or the
way you have come to understand your gender. In other words, people often share such
things as demographic information, ethnographic information, as well as information
about their status and various affiliations. Each of these sources of cultural identity carries
with it associated rules for behavior. We offer such information to new acquaintances
because by doing so we give them cultural clues regarding what to expect from us and
how to interact with us.
People, thus, have multiple cultures influencing them at various times: their
nationality, ethnicity, religion, and gender, to name just a few. Each and every one of us
may be considered multicultural. It might be helpful for people to consider themselves to
be composed of hundreds of different cultural influences.
What are some of the significant forces in your life that you can identify at this time?
Try to identify at least three different cultural influences that guide your behavior and
thinking. Then tell how each influences you.
Cultural Influence
How It Guides Me
_____________________________
___________________________________
_____________________________
___________________________________
_____________________________
___________________________________
_____________________________
___________________________________
_____________________________
___________________________________
_____________________________
___________________________________
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2. Culture is not static, either in the individual or in the group. Ones cultural
identity is dynamic and always changing.
As our environmental circumstances and group associations change, we adapt our cultural
identity and behavior patterns accordingly. In certain circumstances our gender-related
knowledge and beliefs may be predominant; at another time our religious beliefs may be
most evident; and at still other times our ethnicity may be at the forefront. Thus, our own
multicultural nature leads to behavior variations that are sometimes difficult to
understand and appreciate.
Consider two situations you have experienced when distinctly different cultural forces
influenced your thoughts and/or actions.
3. Culture is complex, but it is not chaotic. Good students of culture look for
patterns in peoples behavior. When these patterns are understood, the
complexity that was perceived at first can be better understood.
Culture helps individuals make sense of their world and, thereby, to develop more routine
in their behavior to fit different environments. Common phrases such as the culture of
the organization, the culture of the community, or the culture of the society refer to
the fact that culture is not simply patterned for an individual, but also for a setting, a
community, or a society as a whole. When viewed from the outside, these patterns can at
first appear quite complicated and difficult to understand. Yet each of us moves quite
easily among the many different cultural patterns with which we are familiar. When
confronted by someone whose behavior is not familiar it is the responsibility of the
outsider to listen, to observe, and to inquire closely so that the patterns of that person (or
social group, or society) become evident and understood. To do so decreases the
possibility of misunderstanding and conflict, and increases the likelihood that new and
useful understanding and appreciation will be gained.
Try to identify a situation with which you are familiar where different patterns of
expectations and behavior are evident. In what ways do these patterns differ from other
similar contexts with which you are familiar (for instance, you may be aware that the
Jewish celebration for the New Year is different from the Christian celebration). Briefly
describe this context to the best of your ability.
Example:
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Culturally different encounters help to prepare individuals to deal more effectively with the
complexity that is increasingly a part of life. That, in essence, is one of the major goals of
an education that is multiculturalfor people to become more complex thinkers, bring
more insights into various situations, and thus be more accurate in their interpretations of
others behavior. In short, the number of cultural variables we learn to accommodate will
determine our ability to navigate within a fast-moving, ever-changing society.
Tell of an occasion where you interacted with someone from another culture. What do
you think you learned about that group as a result of your interaction? How certain are
you that your knowledge is accurate?
Interaction:
What I learned:
Is my knowledge accurate?
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A c t i v i t y
2.
3.
Instructions
Generating a list of proverbs you have grown up with is an excellent way to explore
underlying values that may guide your own behavior. This proverbs exercise has
three components:
1. Generate a list of proverbs that you recall hearing as you grew up or that
influence you today.
2.
3. State how this value or belief might influence your beliefs and behavior as a
teacher.
In small groups, try to find at least four proverbs for which you can complete all
three parts. Groups should be as homogeneous as possible (e.g., all males or
females; separated by ethnicity; etc.). Subsequent group discussions can then
consider culture-specific experiences. For instance:
Proverb
The early bird catches the worm.
Underlying Value
Initiative
Influence on Education
A person holding this value might more readily take advantage of the educational
opportunities provided to him or her.
Proverb
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Underlying Value
Influence on Education
Proverb
Underlying Value
Influence on Education
Proverb
Underlying Value
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Influence on Education
Proverb
Underlying Value
Influence on Education
Arabic
An empty drum makes a big sound.
If you take off clothes you are naked. If you take away family, you are nothing.
Doing things quickly is from the devil.
If you want to know somebody, look at her or his friends.
Do not stand in a place of danger trusting in miracles.
Live together like brothers and do business like strangers.
Canadian
Dont sell the bearskin before you kill the bear.
Chinese
Ice three feet thick isnt frozen in a day.
If one plants melons, one gets melons.
The plan of the year is in the spring. The plan of the day is in the morning. The plan of
life is in hardship.
Be not afraid of growing slowly, be afraid only of standing still.
Talk doesnt cook rice.
German
Joy, moderation, and rest shut out the doctors.
Young gambler, old beggar.
Indian
I grumbled that I had no shoes until I saw a man who had no feet.
With every rising of the sun think of your life as just begun.
Call on God, but row away from the rocks.
Israeli
Keep a small head.
If youre clever, keep silent.
Life is not a picnic.
Light is not recognized except through darkness.
Dont spit into the wellyou might drink from it later.
God could not be everywhere and therefore he made mothers.
A half-truth is a whole lie.
Dont be too sweet lest you be eaten up; dont be too bitter lest you be spewed out.
Italian
He who knows little quickly tells it.
Once the game is over, the king and the pawn go back in the same box.
He who knows nothing doubts nothing.
Japanese
You will gain three moons if you wake early in the morning.
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A c t i v i t y
a n d
R e a d i n g
Instructions
Read the following discussion of traditional American values. Then, respond to the
questions according to how you see the particular value expressed in society.
American culture is complex, and many would say that it is difficult to identify a
national culture or what might be called typical American cultural patterns. Many
European Americans, for instance, think of themselves as having no culture, as being
citizens of a nation too young to have really developed a culture. Nothing, however,
could be further from the truth. Every group of people with any history has created a
culture that pervades their thoughts and actions. American society is rich with diverse
cultural patterns that, for many, come together in the schools. Since cultural patterns
associated with the European American middle class have provided the foundation in
most schools in this society, these patterns will be analyzed in terms of the school
experience and school readiness. You should be making comparisons to other groups
within American society.
A brief reflection on American history suggests that those who colonized North
America had relatively weak ties to their homelands. The extended family,
important in the country of origin, was separated, leaving the nuclear family as the
predominant source of strength and identity. This had a tremendous influence on
the development of the American character, since peoples orientation had to
shift from the larger collective to the individual or nuclear family unit. It is here that
we see the beginnings of an individualistic orientation. In addition, as people came
to settle the United States, the need to adjust to uncertainty, as well as to focus on
change and development for survival, became paramount. Many of these values
are in conflict with those held in many ethnic communities today.
Over the years, a dominant European American middle-class culture emerged
that rests on six major values. In the previous exercise you explored values by
looking at proverbs and sayings that have become a part of our folk wisdom. Since
such proverbs express the values of a people, they are an excellent indicator of the
folk-knowledge that supports and integrates society.
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Reflect upon each mainstream value presented below and how it has influenced
schools. Then, try to identify where another groups cultural value might be in support or
conflict with it. If you represent a non-American culture, what values are reflected in your
home society? Then, respond to similar questions.
1. European Americans have a tendency to view themselves as separate from
nature and able to master or control their environment.
As a result, a high value is placed on science and technology as the predominant
means of interacting with the world. This results in objectivity, rationality, materialism,
and a need for concrete evidence. Proverbs and sayings such as Necessity is the mother
of invention, and Well cross that bridge when we come to it reflect this belief.
How do you see this value expressed in society?
Can you identify a cultural group whose values might be in conflict with this one? Support
your response.
Do you have any indication that this value is undergoing change in recent years? If so,
please explain.
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Can you identify a cultural group whose values might be in conflict with this one? Support
your response.
Do you have any indication that this value is undergoing change in recent years? If so,
please explain.
Most middle-class European Americans are seldom content with the present; they
wish not to be considered old-fashioned, and they believe that effort applied in the
present will affect their future. Progress is, in many ways, their most important
product. Proverbs such as I think I can, I think I can, and A penny saved is a
penny earned, reflect this tendency.
How do you see this value expressed in society?
Can you identify a cultural group whose values might be in conflict with this one? Support
your response.
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Do you have any indication that this value is undergoing change in recent years? If so,
please explain.
Can you identify a cultural group whose values might be in conflict with this one? Support
your response.
Do you have any indication that this value is undergoing change in recent years? If so,
please explain.
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Can you identify a cultural group whose values might be in conflict with this one? Support
your response.
Do you have any indication that this value is undergoing change in recent years? If so,
please explain.
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Can you identify a cultural group whose values might be in conflict with this one? Support
your response.
Do you have any indication that this value is undergoing change in recent years? If so,
please explain.
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Activity
Instructions
Respond to the reflective questions below.
Most people in the United States can trace their family history, or roots, to
someplace other than where they currently reside. Speak with family members and
look through old family photographs (if you have any) to trace your familys
heritage as far back as possible. If you were adopted or do not know your
ancestors, respond in terms of an adoptive or foster family, or one with which you
closely identify. Respond to the following questions as best you can and share your
responses with others.
From what parts of the world did your family (or families) originate?
What motivated your ancestors to leave their homeland for a New World?
When did they leave? If your ancestors were always in North America,
what was their life like prior to European contact?
What hardships did your ancestors face in previous generations, either when
they first arrived or soon after contact? What did they do to overcome any
hardships? Do they recall any prejudice that was experienced?
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What did your ancestors do in the previous two or three generations? How did
this influence what the family does today?
What languages did your ancestors speak? What has happened to these
languages in your family today?
What family traditions or practices have been performed over the years that
are special or unique to your family?
What do you know of the meaning behind your family name? How, if at all, has
it changed over the years? Do you know the reason for any changes?
How are the experiences of your family similar to or different from those faced
by various immigrants or refugees today?
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In what ways was this exercise easy or difficult for you to do? Under what
circumstances might an exercise like this be difficult for a student to do? What
might you do as a teacher to modify it in special circumstances?
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A c t i v i t y
Who Am I?
Purpose
To generate a list reflecting the categories with which you identify.
Instructions
Complete the statement, I am a(n) ___, rather quickly 20 times in the spaces provided
below. Do not think too long about your responses as no answers are right or wrong.
1. I am a(n) ___________________.
2. I am a(n) ___________________.
3. I am a(n) ___________________.
4. I am a(n) ___________________.
5. I am a(n) ___________________.
6. I am a(n) ___________________.
7. I am a(n) ___________________.
8. I am a(n) ___________________.
9. I am a(n) ___________________.
10. I am a(n) ___________________.
11. I am a(n) ___________________.
12. I am a(n) ___________________.
13. I am a(n) ___________________.
14. I am a(n) ___________________.
15. I am a(n) ___________________.
16. I am a(n) ___________________.
17.
I am a(n) ___________________.
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________________
Ethnic group identification is often used to describe human groups who share a
common historical heritage, a sense of peoplehood, or the feeling that ones
own destiny is somehow linked with that of others.
How early on your list did ethnic identity appear? _________
What does its placement suggest about you and your identity with an ethnic
group? If it appeared toward the bottom of the list, to what do you attribute
this? If it appeared toward the top of the list, to what do you attribute this? If it
did not appear at all, to what do you attribute this?
What would you miss if your ethnicity were taken away from you?
Compare your responses with those of others in your class. Discuss the
relative number of individualistic versus collective references on your list. How
does the placement of your ethnic-group identity relate to the number of
individualistic or collective identifications on your list? What might this mean
about the importance of ethnicity to some people?
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Activity
and
Reading
10
Purpose
To identify the results of major socializing influences on your life.
Instructions
As suggested earlier, individuals tend to identify themselves in a broad manner
and in terms of many physical and social attributes. For example, a young man
might identify himself as an attractive, athletic, Asian American who intends to be
a doctor and live in upper-class society. It is important to note that others also
identify individuals according to these attributes and that interactions among
individuals are often shaped by such identifications. Incorporated into Figure 10-1
are twelve such attributes or manifestations of culture that researchers suggest
influence teaching and learning. Who learns what, how, and when it is learned will
be briefly described below. You will be asked to examine yourself in regard to each
of these attributes.
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Sex/Gender
Sex is culturally defined on the basis of a particular set of physical characteristics. In this
case, however, the characteristics are related to male and female reproduction. Cultural
meanings associated with gender are expressed in terms of socially valued behaviors
(e.g., nurturing the young and providing food) that are assigned according to sex. Such
culturally assigned behaviors eventually become so accepted that they are thought of as
natural for that sex. Thus, gender is what it means to be male or female in a society, and
gender roles are those sets of behaviors thought by a particular people to be normal and
good when performed by the assigned sex.
How is sex/gender evident in your life?
Health
Health is culturally defined according to a particular groups view of what physical,
mental, and emotional states constitute a healthy person. The expert opinion of the
medical profession usually guides a societys view of health. Although a medical model
has dominated cultural definitions of health in Western societies, most disabilities (mental
retardation, deafness, blindness, etc.) are not judged in terms of this models norms. Thus
it is possible to be a healthy blind person or a healthy person with mental retardation. Nor
would a person with cerebral palsy be considered sick.
In the United States and most of the industrialized world, the prevailing health system
is almost totally biomedical. However, alternative systems such as acupuncture, holistic
medicine, and faith healing are available, and the acceptance of alternative systems
varies widely both within and between social groups.
How is health evident in your life?
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Ability/Disability
As with definitions of health, ability and disability are culturally defined according to
societys view about what it means to be physically, emotionally, and mentally able. The
categories of ability and disability refer to a wide variety of mental and physical
characteristics: intelligence, emotional stability, impairment of sensory and neural
systems, and impairment of movement. The social significance of these characteristics
may vary by setting as well. For example, the terms learning disability or learning
disabled are terms primarily used with reference to schooling and are rarely used outside
of school. Indeed, it may be that the current emphasis on learning disability in American
schools is primarily a reflection of a technologically complex societys concern about
literacy.
How is ability/disability evident in your life?
Social Class
Social class is culturally defined on the basis of those criteria on which a person or social
group may be ranked in relation to others in a stratified (or layered) society. There is
considerable debate about the criteria that determine social class. Some identify class
membership primarily in terms of wealth and its origin (inherited or newly earned). Other
commonly used criteria include the amount of ones education, power, and influence.
How is social class evident in your life?
Ethnicity/Nationality
Ethnicity is culturally defined according to the knowledge, beliefs, and behavior patterns
shared by a group of people with the same history and the same language. Ethnicity
carries a strong sense of peoplehood, that is, of loyalty to a community of memory
(Bellah, Madsen, Sullivan, Swindler, and Tipton, 1985). It is also related to the ecological
niche in which an ethnic group has found itself and to adaptations people make to those
environmental conditions.
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The category of nationality is culturally defined on the basis of shared citizenship that
may or may not include a shared ethnicity. In the contemporary world, the population of
most nations includes citizens (and resident noncitizens) who vary in ethnicity. While we
are accustomed to this idea in the United States, we are sometimes unaware that it is also
the case in other nations. Thus, we tend to identify all people from Japan as Japanese, all
people from France as French, and so forth. Similarly, when American citizens of varying
ethnic identities go abroad, they tend to be identified as Americans. Being ChineseAmerican, for instance, may mean little outside the borders of the United States.
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How are the concepts of ethnicity and nationality evident in your life?
Religion/Spirituality
Religion and spirituality are culturally defined on the basis of a shared set of ideas about
the relationship of the earth and the people on it to a deity or deities and a shared set of
rules for living moral values that will enhance that relationship. A set of behaviors
identified with worship is also commonly shared. Religious identity may include
membership in a worldwide-organized religion (e.g., Islam, Christianity, Judaism,
Buddhism, Taoism), or in smaller (but also worldwide) sects belonging to each of the
larger religions (e.g., Catholic or Protestant Christianity, or Conservative, Reformed, or
Hasidic Judaism). Religious identity may also include a large variety of spiritualistic
religions, sometimes called pagan or Goddess religions. These are often but not always
associated with indigenous peoples in the Americas and other parts of the world.
How are religion and/or spirituality evident in your life?
Geographic Location
Geographic location is culturally defined by the characteristics (topographical features,
natural resources) of the ecological environment in which one lives. This may include the
characteristics of ones neighborhood or community (rural, suburban, urban), and/or the
natural and climatic features of ones region (mountainous, desert, plains, coastal, hot,
cold, wet, dry). It has been argued that in the United States, ones regional identity
functions in the same way as ones national heritage. Thus southerners, westerners, and
midwesterners are identified and often identify themselves as members of ethniclike
groups, with the same kinds of loyalties, sense of community, and language traits.
How is geographic or regional identity evident in your life?
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Age
Age is culturally defined according to the length of time one has lived and the state of
physical and mental development one has attained. Chronological age is measured in
different ways by different social groups or societies. Some calculate it in calendar years,
others by natural cycles such as phases of the moon, and still others by the marking of
major natural or social events. Most humans view such development as a matter of
stages, but the nature and particular characteristics of each stage may differ widely.
In most western societies, for example, age cohort groups are usually identified as
infancy, childhood, adolescence, adulthood, and old age. Normal development markers
include the acquisition of motor and language skills (infancy and childhood), the ability to
understand and use abstract concepts (childhood and adolescence), and the ability to
assume responsibility for oneself and others (adolescence and adulthood). In other
societies, these cohort groups may differ. For example, in many nonwestern societies, the
cohort group we define as adolescents may not exist at all, and the classifications of
childhood and old age may be longer or shorter. Also, different societies place different
value on age, some placing more emphasis on youth while others venerate the aged.
How is age evident in your life?
Sexuality
Sexuality is culturally defined on the basis of particular patterns of sexual selfidentification, behavior, and interpersonal relationships (Herek, 1986). There is growing
evidence that ones sexual orientation is, in part, a function of ones innate biological
characteristics (LeVay and Hunter, 1994). Culturally speaking, sexuality is tied to a
number of factors: sexual behavior, gender identity (both internal and external), affiliation,
and role behavior. Like health, sexuality has a variety of orientations. Because sexuality is
frequently linked to ones deepest, most meaningful experiences (both religious and
interpersonal), people who deviate from socially approved norms are often socially
ostracized and sometimes physically abused or even killed. This is currently the case with
homosexuality in the United States, where the prevailing view of sexuality is bimodal; only
male and female are identified as possibilities. In other societies, additional possibilities
are available. The Lakota Sioux, for example, approve four sexual orientations: biological
males who possess largely masculine traits, biological males who possess largely feminine
traits, biological females who possess largely feminine traits, and biological females who
possess largely masculine traits. The role of the female-identified male in Lakota society is
called berdache, and is accorded high honor as possessing multiple traits and
characteristics. Berdache tend to be teachers and artists, and if a berdache takes an
interest in ones child or children, it is considered to be an advantage.
How is sexuality evident in your life?
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Language
The cultural definition of language is a shared system of vocal sounds and/or nonverbal
behaviors by which members of a group communicate with one another (Gollnick and
Chinn, 1990). Language may be the most significant source of cultural learning because it
is through language that most other cultural knowledge is acquired. Considerable research
on the relation of brain function to language gives evidence that human beings are hard
wired for language development at a particular stage in brain development (Chomsky,
1966). That is, children who are in the company of other people appear to be
programmed to learn whatever spoken language or sign system is used around them.
Children even invent their own language systems, complete with syntactical structures, if
no other language is available. It may also be that this program decreases in power (or
disappears altogether) at a certain point, helping to explain why it is more difficult for
older children and adults to acquire a new language. Language is meaningful in terms of
both its verbal properties (what we name things, people, ideas), and in terms of its
nonverbal properties (its norms regarding interpersonal distance, meaningful gestures,
and so forth).
How is language evident in your life?
Social Status
Social status is culturally defined on the basis of the prestige, social esteem, and/or honor
accorded an individual or group by other social groups or by society (Berger and Berger,
1972). Social status cuts across the other categories, since every social group or society
appears to construct hierarchies of honor, prestige, and value with which to sort out its
members, often on the basis of such attributes as race, age, gender, ability, religion, and
so forth. In some cases, social status varies with social class; in many other cases,
however, social class does not explain ones status in a social group or society. Thus,
persons may occupy a high place in the class system in terms of income and power but
not be accorded prestige or honor. The children of a newly wealthy family who can well
afford to be sent to Harvard, for example, may have little prestige among the sons and
daughters of inherited wealth. Similarly, there may be people accorded high status in the
society who occupy relatively low-class positions. In U.S. society, many entertainers and
sports figures fit this description.
How is social status evident in your life?
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While there is some overlap among these twelve attributes of culture, the important point
to remember is that a particular society or social group culturally defines each of them.
The cultural identity of all individuals (i.e., their knowledge, attitudes, values, and skills) is
formed through ones experience with these twelve attributes.
Now, look closely at the twelve attributes of culture listed below. Allow these to
represent some of the hundreds of cultural influences that impact each individual,
including yourself. Take the time to examine your own background in terms of each of
these. While before you merely identified how each of these attributes was evident in your
life, here you should examine how your views on the world, your behavior, and your
values have been influenced by each of these.
For instance, for geographic location, a student might say she or he is from the state
of Washington, which is relatively conservative but quite environmentally responsible. The
person might value the wilderness and nature in general, and enjoy being outdoors.
Race:
Sex/gender:
Health:
Ability/disability:
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Social Class:
Ethnicity/nationality:
Religion/spirituality:
Geographic location:
Age:
Sexuality:
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Language:
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Social status:
How is involvement in the groups that are important to you expressed in your
day-to-day life?
Give examples of experiences you have had that have increased or decreased
your sense of belonging to a certain group.
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Share your responses with others in small groups. Were there some aspects
that were more difficult to discuss than others? What do you notice about the
different responses provided by peers who you consider to be in a similar group
as you? What does this suggest about within-group differences?
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p a r t
w o
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Activity
11
Adjustment to Change
Purpose
To identify the emotional responses that can occur during a major transition
experience, and relate them to international and/or intercultural adjustment.
Instructions
What major transitions have you had in your life? Identify one that extended over a
rather lengthy period of time. Perhaps you moved to another state, another section
of town, or a new neighborhood within your town or city. Perhaps you recall
beginning a new school, going to summer camp, or moving into a dormitory as a
freshman in college. Draw a graph in the space on the next page that traces your
emotional responses during that experience from the time when you first began
the experience until the time when you felt completely at home.
My Transition Experience
h
i
g
h
E
M
O
T
I
O
N
S
l
o
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w
time
Cross-cultural trainers consider adjustment to be an on-going process that is experienced
in five general phases: pre-departure or pre-contact, arrival or initial meetings, culture
shock, culture learning where relationships are built, and pre-departure and re-entry. What
phases of your experience reflect ones that are similar to the adjustment process?
To what do you attribute major changes in your graph? What helped you overcome any
difficulties you may have encountered?
What would you suggest to others as they encounter similar major adjustments in their
lives?
How might you use your experience to prepare for a significant cross-cultural encounter?
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How might the adjustment process be evident for students in schools? For teachers?
For parents?
For students:
For teachers:
For parents:
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A c t i v i t y
a n d
R e a d i n g
1 2
Instructions
Read the following content and respond to the reflective questions that follow.
It is rather difficult to think about preparing people to interact with others of any
specific culture given the diversity of most schools and communities in the United
States. Fortunately, researchers in the fields of cross-cultural psychology and
intercultural training have identified concepts and experiences people are certain
to confront regardless of their own background, the cultures with which they are
interacting, and their particular role in the new cultural setting. One useful model,
presented by Cushner and Brislin (1996), is referred to as the 18-Theme CultureGeneral Framework. Because this model is deliberately general, its usefulness lies
in its adaptability to any intercultural encounter. This model allows us to capture
the experience of cultural differences from a variety of perspectives (emotional,
informational, and developmental), and to offer frameworks within which specific
problem situations can be addressed.
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Anxiety
Ambiguity
Disconfirmed Expectations
Belonging/Rejection
Confronting Personal Prejudice
Anxiety: As individuals encounter unexpected or unfamiliar behavior of others, they are
likely to become anxious about whether or not their own behavior is appropriate. Children
in new schools, families in new communities, and teachers in new schools will all
experience some degree of anxiety as they attempt to modify their own behavior to fit the
new circumstances. Feelings of anxiety may result in a strong desire to avoid a situation
altogether, and individuals sometimes go to great lengths to do so, all the while
rationalizing their avoidance behavior on other grounds.
Can you think of times when anxiety was evident in your life and how it might have
interfered with your ability to function most effectively?
Ambiguity: When interacting with those who are culturally different, the messages
received from the other person are often unclear, yet decisions must be made and
appropriate behavior somehow produced. Most people, when faced with an ambiguous
situation, try to resolve it by applying culturally familiar criteria. People who are effective
at working across cultures are known to have a high tolerance for ambiguity. That is, in
situations where they do not have full understanding of what is going on, they are skilled
at asking appropriate questions and modifying their behavior accordingly.
Can you recall times when things have been ambiguous, unclear, or uncomfortable
for you, yet you still had to function? What did you do that helped you to do what needed
to be done?
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Can you recall a time when you experienced disconfirmed expectations and
thought the situation would be one way when in fact it was quite different? How did you
reconcile this difference?
Belonging/Rejection: People have a need to fill a social niche, to feel that they belong
and are at home in the social milieu in which they find themselves. When people are
immersed in an intercultural interaction this sense of belonging may be difficult to achieve
because they may not know the rules of behavior in the new situation. Rather, they
often feel rejected as an outsider. When this sense of rejection is strong enough they
may become alienated from the situation altogether. Students, for example, who may feel
alienated from the classroom or school are more likely to become discipline problems and
have difficulty paying attention to classroom work.
Can you recall a time when you felt as if you did not belong? How did this make you
feel? How did you respond? What might you suggest to another who has similar feelings?
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Communication and Language Use. Communication differences are probably the most
obvious problem to be overcome when crossing cultural boundaries. This is the case
whether the languages involved are completely different (e.g., Japanese, Kiswahili,
English, American Sign Language), are similar in root but not in evolution (e.g., French,
Italian, Spanish), or are variations or dialects of the same language (e.g., French and
French-Canadian, English and Ebonics). In any case, many people find it difficult to learn a
second (or third) language. In addition, nonverbal communication customs such as
facial expressions, gestures, and so forth, differ across cultures so that what a particular
gesture means to one person may have a very different meaning to someone from
another culture.
Can you think of instances where you have encountered communication
differences, both verbal as well as nonverbal?
Values: The development of internalized values is one of the chief socialization goals in
all societies. Values provide social cohesion among group members and are often codified
into laws or rules for living, such as the Ten Commandments for Christians and Jews or the
Hippocratic Oath for doctors. The range of possible values with respect to any particular
issue is usually wide, deeply held, and often difficult to change. For example, in the
dominant culture of the United States, belief in progress is highly valued and almost
religious in character. A teacher subscribing to that value may have a very difficult time
interacting with the parents of a young woman who seems not to value her academic
potential. The young womans parents may believe that she should assume the traditional
role of wife and mother after high school rather than seek a college education. The
teacher, on the other hand, may believe that the young woman should look to the
future, change with the times, and make progress for herself. These are not small
differences.
Can you recall instances where value differences came between you and someone
else? How did you reconcile these differences?
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Ritual and Superstitions: All social groups develop rituals that help members meet the
demands of everyday life. Such rituals vary in significance from rubbing a rabbits foot
before a stressful event to the intricate format of an organized religious service. The
difficulty, however, is that the rituals of one culture may be viewed as superstitions by
members of other cultures. Increasingly, children from a wide variety of religious and
cultural backgrounds bring to school behaviors that are often misunderstood and labeled
superstitious by others in the school or community.
Can you think of instances where one persons rituals may be interpreted by others
to be superstitious? Can you provide an example that might be evident in the school
context?
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Role: Knowledge of appropriate role behavior, like that of situational behavior, may vary
from situation to situation and from group to group. How one behaves as a mother or
father, for example, may be different from how one behaves as a teacher. Likewise,
gender- and age-related behavior between groups may also differ in a significant manner.
Can you think of examples of how certain role-based behavior might differ across
cultures?
Social Status: All social groups make distinctions based on markers of high and low
status. Social class and social status are both the results of stratification systems,
whose role assignments may vary considerably from group to group. The role of aunt in
the African American community, for example, may hold much higher status than it does
in middle-class, European American society, with the aunt of an African American child
bearing a considerable responsibility for the well-being of that child. Middle-class
European American teachers, when confronted by a very pro-active aunt and unaware of
this status and relationship, may believe that the childs mother is somehow shirking her
duties.
Can you think of instances where you might have misinterpreted a given persons
status? What kinds of problems might this have caused?
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Time and Space: Differences in conceptions of time and space may also vary among
social groups. In addition to differences in the divisions of time (e.g., a week, a crop
harvest), groups vary in the degree to which time is valued. It is common for European
Americans, for example, to value punctuality since that is seen as an expression of
respect. However, measures of time and their value may be much more elastic in lessindustrialized societies where work is less synchronized. Similarly, the ease and comfort of
ones position in space vis-a-vis other people may vary. How close one stands to another
when speaking, and the degree to which one should stand face-to-face with another, are
both subject to cultural variation.
Can you recall instances where your concept of time differed in a significant way from
another person? Can you think of instances when anothers use of space seemed to
interfere with yours?
Relationship to the Group versus the Individual: All people sometimes act according
to their individual interests and sometimes according to their group allegiances. The
relative emphasis on group versus individual orientation varies from group to group and
may significantly affect the choices one makes. People from more collective societies, for
instance, may defer decisionmaking to other elders or relatives. People from more
individualistic societies, on the other hand, may be socialized to make most decisions
pretty much on their own.
Can you think of instances when people were responding more to the collective or
group when you would have done otherwise? Or when people stood more on their own
when you would have expected them to look to others for guidance and support?
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Attribution: People not only perceive others according to familiar categories, they also
make judgments about others based on the behavior they observe. People judge others,
for example, as competent or incompetent, educated or naive, well-intentioned or illintentioned. Psychologists call these judgments attributions, and tell us that within
about seven seconds of meeting someone new, initial judgments are made. These initial
sizing-up judgments, once made, are usually quite resistant to change. Human
judgments, however, are fallible, and certain errors occur repeatedly in human thought.
One of these, called the fundamental attribution error, describes the tendency people
have to judge others on different sets of criteria than they apply to themselves. Thus, if a
person fails at a given task, he or she is more likely to look to the situation for an
explanation: it was too hot, someone else was unfair to the person, the task was
unreasonable. If a person observes someone else fail at a task, he or she is more likely to
explain the failure in terms of the other persons traits: she is lazy, he is uneducated, she
is uncaring. This tendency is even more prevalent in cross-cultural situations because
there is so much behavior that is unfamiliar. Given the speed with which people make
judgments and the probable lack of intercultural understanding, attribution errors abound
in intercultural situations.
Can you provide examples when you may have judged a situation differently from
someone else? Or, can you think of a time when someone made an inaccurate attribution
about you that differed from how you would have judged yourself?
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In-groups and Out-groups: People the world over divide others into groups with which
they are comfortable and can discuss their concerns (in-groups) and those who are kept
at a distance (out-groups), oftentimes based on their own system of categorization and
differentiation. Those entering new cultural situations must recognize that they will often
be considered members of the out-group and will not share certain in-group behavior and
communication, at least at the outset. As a result, people may be kept from participating
in certain in-group activities, such as may happen when workmates get together on Friday
after a week of work.
Can you think of a situation where you thought you would be included in the in-group
but were not, or when you got together with your in-group and others were left out? Can
you think of times when others might be excluded for no other reason than they were not
considered a part of a particular in-group?
Learning style: Sometimes called cognitive style, learning style refers to ones preferred
method of learning and is very much under cultures influence. How (and what) one
perceives, the categories into which one places sensory stimuli, and whether learning is
preferred through observation, listening, or action are all, in part, culturally based.
Learning styles are partly the result of strengths and weaknesses in sensory perception
(ones hearing may be more acute than ones vision, for example). However, it is also the
case that cultural patterning may teach a child to attend to certain kinds of stimuli rather
than others, as when children from collectivist societies learn better in cooperative groups.
Can you think of culturally based examples of where ones learning style might be
in conflict with the teaching style of the teacher?
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Activity
13
Instructions
Imagine what might happen in any intercultural interchange. People have certain
expectations of the outcomes of their own behavior as well as the motivations of
others. Add to this the fact that people have a tendency to make judgments or
attributions about others based on the behavior they observe. Such expectations
come primarily from their own socialization, predisposing them to view the world
from one particular perspective. When peoples expectations are not met, they
must reconcile the difference between the reality and their expectations
(disconfirmed expectations). Such is the basis of the strong emotional reaction
in cultural conflict. Many outcomes are possible, including:
People may feel extremely emotional and get upset, oftentimes without knowing what is
at play as culture is often a secret. As such, they may have a tendency to avoid further
cross-cultural encounters because they are perceived as unpleasant;
and/or
People may make faulty attributions, or assign inaccurate interpretations to the
meaning and intentions of someones behavior, accusing her or him of lacking sufficient
knowledge, cheating, being pushy in other words, interpreting events from their own
ethnocentric perspective and thus judging others by inappropriate standards;
and/or
People may begin to inquire about how others interpret or find meaning in their world. As
people begin to learn how others understand and operate from their own perspective or
subjective culture, true culture learning begins to take place. This suggests that people
have a need to broaden their knowledge base about others and about their own
socialization as well as that of others.
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Now, given the following alternatives, which provides the most insight into the
situation?
1. Mr. Fenwick believes that no matter where they come from, all Chinese will behave in
the same manner.
2. Mr. Fenwick is operating from very limited experience with ethnic minorities in the
United States and does not realize that Wellingtons behavior is well within the normal
range for U.S. sixth-graders, regardless of their background.
3. Mr. Fenwicks expectations about the Chinese being a model minority cause him to
judge Wellington too harshly.
4. For some reason, Mr. Fenwick has taken a personal dislike to Wellington.
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Given the following alternatives, which would you select as most appropriate?
1. The students resent Keikos high grades and are showing their jealousy of her.
2. Americans have a tendency to offer foreigners a special welcome and then quickly
treat them like everyone else.
3. Keiko demands too much attention and has unrealistic expectations that everyone will
treat her in a special way.
4. The faculty members are obviously insincere in their initial welcomes. They are
probably acting on a directive from the principal.
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Mary McConnell knew she was facing a high level of resistance in the room; however, she
could not understand what was going on. Can you? What would you recommend she do?
From the 18-theme culture-general framework, what issues might be operating to explain
the circumstances?
Of the four alternatives below, select the response that, to you, best explains the situation.
1. The students were very anxious because they didnt like the strict time limits of
standardized tests.
2. These students had scored low on standardized tests in previous years and, because
they expected to do so again, felt quite anxious.
3. When the pencil sharpener broke and the students couldnt sharpen their pencils,
they became anxious about marking their answer sheets correctly.
4. The students did not like their daily classroom routine interrupted by such a long
activity.
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Before school on Thursday, Mrs. Conant prepared a list of her questions, concerns,
and recommendations regarding Rema and was looking forward to meeting the parents.
After teaching her first class, she made certain that the central office secretary would
direct the couple to her room, and then she returned there at 9:30 to await their arrival.
As 9:45 and then 10:00 passed and no one showed, Mrs. Conant became increasingly
puzzled and irritated.
When the clock read 10:10, Mrs. Conant assumed the parents had forgotten about the
appointment or had experienced car trouble. Therefore, she decided to spend the
remainder of her free period in the faculty lounge. On her way out the door, however, she
met the parents, who introduced themselves and said how happy they were to have the
opportunity to discuss their daughters progress. They made no mention of their lateness
and offered no apology or explanation.
Mrs. Conant, trying to hide her anger, told them that she had only a few minutes left
and tersely explained her perceptions of Remas difficulties. When the parents began to
give some feedback, the bell rang for the next class. Mrs. Conant cut them off, explaining
that she had another class to teach. The parents, looking confused and insulted, left an
angry Mrs. Conant returning to teach her class.
What would you say is the best explanation of the underlying problem of this unfortunate
incident?
Now, of the following alternative explanations, which do you think best explains the
cultural difference that may be operating?
1. Mrs. Conant was overly concerned about Remas minor academic problems. A
conference was really unnecessary, and the parents felt resentful about being
summoned to school and didnt really want to come in the first place.
2. Theparentswereobviouslyatfaultforbeingsolate.Theirlackofconsiderationforateachersvaluable
timeindicatestheyarejustnotveryconcernedabouttheirdaughterorthefeelingsofothers.
3. The parents and Mrs. Conant differ in their outlook on time and punctuality. Being 20
to 25 minutes late was no big deal to the parents, but it was very important to the
teacher.
4. Mrs. Conant resents having to give up her free period to have parent-teacher
conferences.
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4. You chose alternative 4. There is no indication that the workers resented Robert or the
fact that he was introducing new machinery. In fact, the incident mentions that the
workers were looking forward to using these machines. Please choose again.
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A c t i v i t y
1 4
Instructions
Make extended observations of yourself as well as others over the course of about
a week. The focus of your observations should be on potential misunderstanding or
miscommunication between people of different cultural backgrounds (remember
that we define culture rather broadly). Record your observations as precisely as
possible, identifying any and all of the culture-general themes that you believe
apply. Finally, propose alternative explanations or attributions for the behavior you
have observed from two (or more) perspectives. Use the following as a guide, but
do not necessarily limit yourself to the space provided. You should make at least
five different relevant observations. Make additional copies of this form if needed.
Example
Interaction as I
Cultural-General
Possible
Observed It
Theme(s)
Attributions
Collectivist orientation
Individualism vs
(tendency
collectivism May require approval
from others before taking
action, whereas Canadian
(individualistic tendency)
is more comfortable
making her own plans.
Canadian friend.
Work book | 88
for
Activity
15
Instructions
Find someone from a culture different from your own to interview (preferably
someone outside your immediate and known peer group). Try to choose someone
you think will have different attitudes, opinions, and experiences from yourself.
Choose some questions from the list that follows, or develop some of your own.
Before you interview the person, answer the questions for yourself. For each of the
questions, follow up with Why? in order to explore underlying values. Take notes
on the responses. Discuss the questions and the why with the other person until
you have found at least five major areas where there are clear differences between
your answer and the other persons. Also be sure to identify five major areas where
you are in agreement with one another. Prepare a short paper or presentation that
summarizes your findings.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t. What do you wish for your children that you could not have? Why?
What did you learn about the other person that is significantly different from
you? How might this knowledge affect the interviewee as a learner? You as a
teacher?
What did you learn about the other person that is similar to you? Were you
surprised by this? How might this knowledge affect you as a teacher?
Work book | 90
A c t i v i t y
1 6
Instructions
Plan to survey a community over a period of a few days by studying a small section
or neighborhood at a time. You may do this activity individually, but it is better if it
can be accomplished in small groups. If done in small groups, each group should
take responsibility for a different neighborhood, but be certain to select
neighborhoods that all serve a common school. Later, share your findings with
others so all may gain a more complete understanding of the area, what influences
children are exposed to, and what resources might be available to educators.
1. Before you begin your observation, make a list of the things you expect to find
that support multicultural education as well as those that pose threats or
obstacles.
2. Begin by walking around the area you are to analyze. What resources do you find that
may support efforts to increase understanding of diversity and multicultural
education? For instance, what ethnic groups are present? What languages are spoken?
What global links are evident? What places of worship exist? What ethnic restaurants
and ethnic food stores can be found? What community services exist to assist the
poor, the elderly, or the disabled?
Work book | 91
4. What community resources or industries can you identify that may offer possible
school-community linkages or other ways to relate the curriculum to the community
and the environment?
5. What unique cultural experiences and resources do you think children will bring with
them to school as a result of growing up in this community? How might you build
upon these in the classroom and school?
6. What unique aspects of this community do you think might hinder a schools ability to
effectively address multicultural or diversity education? How might you overcome
these?
Work book | 92
7. What aspects of community life do you still have questions about? How might you go
about finding the answers to these?
Work book | 93
A c t i v i t y
1 7
Instructions
Stereotypes refer to a belief about the personal attributes of individuals based on
the inaccurate generalizations used to describe all members of a group, thus
ignoring individual differences. Try to identify at least three stereotypes of each
group identified on the following pages, state the source of these stereotypes, and
explain how they affect interaction and learning.
How it affects
Example of the
interaction
Group
stereotype
Its source
and learning
lesbians and
gay men
friends
fear of interaction
How it affects
Example of the
Group
stereotype
Latinos/
Latino men
Hispanics
are all macho
second-class citizen
interaction
Its source
and learning
movies/TV
How it affects
Example of the
Group
stereotype
interaction
Its source
Work book | 94
and learning
Asian
Asian women
are submissive
movies/TV
stereotype
interaction
Its source
and learning
Refl ection
Working in small groups, compare patterns of similarity and difference of stereotypes
believed to be held about each group. Because there tends to be much emotion
surrounding stereotypes, it is not necessary to indicate whether or not you agree with the
stereotypejust that you identify it as one you believe to be common about the group.
How did you feel while completing this activity?
How did actual group members of any of the racial, cultural, or ethnic groups mentioned
respond to the results as well as the subsequent discussion?
Work book | 95
What might teachers do to help reduce the likelihood that students will use stereotypes?
Work book | 96
A c t i v i t y
1 8
Instructions
In her paper, White Privilege and Male Privilege, Peggy McIntosh (1988) uses
racism as a way to demonstrate the nature and depth of institutional bias people
typically take for granted in society. Explore the benefits certain groups have in
society by responding to the following questions.
1. Begin by thinking about some of the benefits you think European Americans
may have in American society and take for granted that non-whites may not
have. Before reviewing McIntoshs list, try to identify at least five privileges
you think would be included on the list:
2. Now, compare your results with some of the following from McIntoshs original
list. McIntosh identified such privileges of whites as:
When they go into stores, they wont automatically be viewed as potential
shoplifters.
When they go to college, they wont automatically be thought of in terms
of affirmative action admits (or affirmative action hires if this is a
workplace).
When they apply for a bank loan, they wont automatically be viewed as a
bad credit risk.
When they attend school or begin a new job, they will find role models of similar
background.
When they apply for a job, the people in power will be of their race.
When they speak up in a group, they will not be assumed to be speaking on
behalf of an entire community, but of themselves.
Work book | 97
When they study history in school, they will learn about their own heritage.
When they walk down a street at night they will not be perceived as a threat.
Work book | 98
Now that you have read some of McIntoshs original list, can you think of any other
privileges that may exist for whites in society?
3. The same exercise can be completed to examine institutional biases against many
groups in society, such as the elderly, gays and lesbians, the disabled, or the poor. It
may be easier to generate a list if you are a member of a particular group; however,
this is not always the case. In some instances, people may attribute difficulties or
barriers to their own shortcomings or lack of ability, and they may be invisible even to
themselves.
Now, identify another group in society and generate at least five examples of
invisible barriers that may confront its members.
Group: _________________________
4. Many people who enjoy privileges fail to recognize them. While they may understand
that slavery and a lack of voting rights for African Americans and women are forms of
institutional discrimination, they may falsely assume that since these wrongs have
been corrected society as a whole is fair and equal. A beginning step at dismantling
institutional discrimination is to do your own consciousness-raising. If you are
discriminated against, it is important to gain as much clarity on the situation as
possible. If you are a beneficiary of the system, you should begin to examine ways in
which you can change things.
Work book | 99
Whataresomethingsthatyoucando,bothpersonallyandprofessionally,toaddresssuchissues?
A c t i v i t y
1 9
Instructions
Interview a person who first came to the United States speaking limited or no
English. This person might be an international student on campus, or a student
and/or parent who came to the United States speaking minimal English (feel free to
adjust the questions accordingly to accommodate the person you are interviewing).
1. Describe some of the initial difficulties or problems you encountered when you
first arrived in this country. To what would you attribute the problems?
2. What significant cultural differences did you encounter in the early stages of
your adjustment to this country? How did you overcome these?
3. What primary language did you speak before coming to the United States? Describe
your competency as a speaker of your home language. Describe your competency as
a speaker of English today.
4. What communication problems did you experience when you first came to this
country? How did you handle these?
6. What might people (or schools and/or teachers if interviewing a child or parent) in the
United States do that would help to reduce adjustment and communication difficulties
for new immigrants?
7. What messages do you have for other non-English speakers that might make their
adjustment and communication easier?
In conclusion: What can you conclude about communication, culture shock, and
adjustment that would be useful for teachers?
A c t i v i t y
2 0
Instructions
Developing an understanding of the experience of others in a pluralistic society is
critical if teachers and students are to develop a fuller knowledge of culture and its
various forms. One way to develop such a skill is to listen to the voices of
individuals who have felt excluded from the mainstream for one reason or another
perhaps due to overt racism; subtle, institutional racism; general ignorance;
subtle pressure; or genuine dislike. Read the following quotes and try to identify
one or two feelings associated with them. Then consider what you as a teacher
might say and do in response (adapted from an exercise developed by Beth
Swadener).
Low-income mother: My son understands that we have no money the last week
of each month, and yet he was pressured by his teacher to have a new workbook
by the next class. When we could not afford it that week he was made to sit out of
class. The teacher said, Everyone else remembered to get their book, why didnt
you?
As the mother, I feel
As a teacher, I might
Jewish parent: Last year our daughter asked me, Could we have a Christmas tree and
just not use it?
As the parent, I feel
As a teacher, I might
Chinese parent: My daughter asked me, Can I have blonde hair? Its better to be
blonde.
As the parent, I feel
As a teacher, I might
Native American parent: The schools continue to miseducate my son. The images he
has of native people are limited, and there is virtually no relevant Native American history
taught in his school.
As the parent, I feel
As a teacher, I might
Islamic parent: My childs school has many Christian-based activities and has never
even recognized that some of the students are not Christian.
As a teacher, I might
Single parent mother: I feel that all my sons behavior at school is blamed on the fact
that Im a single parent, and that many judgments about our family are made based on no
other evidence than our single-parent family status.
As the mother, I feel
As a teacher, I might
Vietnamese parent: (translated from Vietnamese) My children speak and read better
English than I do. It is so hard when lots of letters and information come home from school
in English. I also feel that my children are losing respect for their parents and elders in this
country.
As the parent, I feel
As a teacher, I might
Extend this activity by collecting some of your own quotes from statements by children,
parents, and other community members who represent diverse groups and who have felt
excluded. Record three examples below.
A c t i v i t y
2 1
My Example
A Man Is Taught
_____________
To control _____________
To be pleasing to a man
_____________
To score, to achieve
_____________
to take charge
To pursue goals,
_____________
To look good
_____________
To discuss womens
bodies
_____________
To be taken care of
_____________
To have a dream
_____________
_____________
To work as a team
_____________
_____________
_____________
To follow rules
_____________
_____________
_____________
To put women on
a pedestal
_____________
To be friendly, helpful
_____________
To expect service
from women
_____________
My
_____________
A c t i v i t y
2 2
Instructions
Readthefollowingstory,whichyoumayhavealreadyheard.Thendothefollowingactivitiesand
respondtothereflectivequestionsthatfollow.
A father and his son were in a terrible automobile accident. They were injured so
severely that they were taken to different hospitals. The son required immediate
surgery, so a surgeon was called in. The surgeon walked into the operating room,
took one look at the patient, and said, I cant operate on this boy. This boy is my
son! How can this be?
It should be obvious to you that the surgeon was the boys mother. For the
most part, when we think of surgeons or doctors in general, most of us do not
expect them to be women. Although much has been written and done in recent
years to change the way people think about gender and the various roles people
adopt, peoples thinking along these lines tend to be rather static. Far too many
people still think of men as managers, administrators, and leaders and women as
subordinates, holding other stereotypic roles (e.g., secretaries, nurses, and
oftentimes teachers).
The following activities will help you to gain a deeper picture of the influence gender
plays in development, socialization, and education.
A. Arrange to do observations of childrens play behavior at a nearby school, both of
preschool and elementary children. Summarize your observations by responding to
the following questions.
When observing preschool boys and girls, what gender differences are you able to
observe? Think of the way children act, their choices of play activities as well as
playmates, and their responses to various stimuli.
What happens when you ask boys and girls to play with a toy or game typically assigned
to the other sex?
B. Using a weeks worth of your campus or local newspaper, circle every headline in
which females or males are mentioned. Compare the number of mentions of each.
Compare the number of roles associated with males and females (e.g., husband, wife,
banker, politician, daughter, son, athlete, etc.). In what sections of the paper are
males and females referred to most often? Is there a difference between the campus
newspaper, the local paper, a national paper? What generalizations are you able to
make given your observations?
C. Examine the textbooks used in teacher education and arts and sciences. Look for
evidence of gender bias discussed or presented in various chapters. One interesting
activity is to count and compare the number of males and females listed in the index.
Do the same for various textbooks used in elementary and secondary schools. What
generalizations are you able to make given your observations?
D. Make a comparison of the chores you were expected to do at home as you were
growing up. If you have brothers or sisters, were their chores similar or different? If
you were an only child, or had only siblings of the same sex, talk to someone else who
had siblings of the opposite sex. How were your chores similar or different? What does
this suggest?
E. Do a comparison study among your classmates in terms of the number and kinds of
math and science courses each took in high school. Is there any difference between
the males and the females? Can people describe the reasons for taking or not taking
math and science courses? Compare reasons of males versus those of females. What
generalizations are you able to make given your observations?
A c t i v i t y
2 3
Instructions
Read and respond to the following.
The majority of the information we have about people in the world (including most
of the social and behavioral science research) has been based on the experience of
males, or is presented in gender-neutral language (although it still may be based
on the experience of males. See Carol Gilligans [1983] book, In A Different Voice,
to understand how the experience of females is oftentimes quite different than that
of males and from that reported in much of the research literature). Following is
some information about women in the world that you might consider (adapted
from Drum, Hughes and Otero, 1994):
a. While women make up more than half of the worlds population, they do twothirds of the worlds work, both paid and unpaid, and receive only one-tenth of
the worlds wages.
b. Rural women account for more than half of the food produced in the
developing world, and for as much as 80 percent of the food production in
Africa.
c. The hourly wages of working women in the manufacturing industry are on
average three-fourths those earned by men.
d. In the United States, on the average, women earn 70 percent of each dollar
earned by men.
e. In 1950, there were 27 million more boys than girls enrolled in schools
worldwide. Currently there are 80 million more boys than girls enrolled in
schools.
f. Nutritional anemia afflicts half of all women of childbearing age in developing
countries, compared with less than 7 percent of women of childbearing age in
developed countries.
g. In the developing world, two-thirds of the women over the age of 25 (and about onehalf of the men) have never been to school.
h. Ten of the eleven oldest democracies in the world did not grant women the right to
vote until the twentieth century. The first to establish electoral equality was New
Zealand in 1893. The last to establish electoral equality was Switzerland in 1971.
i. Women represent 50 percent of the voting population in the world but hold only 10
percent of the seats in national legislatures.
What do you think about and feel when you read these statistics?
If you could choose to be any gender, which would you choose to be and why?
Which gender would you choose if you lived in the Third World and why?
If you could choose a gender for your child, which would you choose and why?
Now imagine you are of the opposite gender. How might your answers to these questions
be different?
A c t i v i t y
2 4
Purpose
To examine potential classroom situations that reflect others as well as your
own responses to issues surrounding sexual orientation.
Instructions
The term sexual orientation refers to the preference one exhibits in terms of sexual
partners. There is increasing evidence that ones sexual orientation is genetically
based; that is, it may be hard-wired into the individual, and therefore resistant, if
not impossible, to change. Other beliefs attribute early experience to later sexual
preference. Regardless of the explanation you are most comfortable with, in your
role as an educator you will encounter situations that will require your action and
intervention on behalf of a child, either in making accurate attributions concerning
a childs behavior at a given moment, or on behalf of a child who is experiencing
strained relationships with her or his peers.
How would you explain the following scenarios to the concerned individual?
a. Four-year-old Jeremy heads right to the doll corner as soon as he arrives at the
day care center each morning. His father is concerned that this behavior is not
appropriate for a little boy. How would you respond to the father?
b. Seventeen-year-old Patricia (who prefers to be called Pat) wears her hair cut very
short and tends to dress like the boys. You walk by a group of her female classmates
and hear them refer to her as a lesbian. How would you respond to this group of girls?
c. Five-year-old Suzanne plays with blocks and trucks during most of her free time in
kindergarten. Her mother asks you if this is normal behavior? How would you
respond to the mother?
e. Fifteen-year-old Shauna, who has few friends, lifts weights and seeks out all the
opportunities she can to play typical boys sports. She has also been having
conflicting and confusing sexual feelings. She comes to you after school one day,
initially to seek your advice about what to do about friends, but soon begins to talk
about her confusion and fear of talking to her parents. What advice would you give
her?
Reflect upon your responses to the above scenarios. Do you notice any patterns in the way
you answered the questions? Did you respond differently to the scenarios involving girls
than you did for the scenarios involving boys? Did you respond differently to parents than
you did to the child? If so, to what do you attribute this?
A c t i v i t y
2 5
Instructions
Full inclusion of all children in all classrooms is likely to be a major emphasis in the
years to come, thus making it essential that all teachers are well versed in ways to
accommodate the needs of children with special needs. The following exercises will
assist you in developing a greater understanding of your role and responsibilities.
A. Arrange to do an observation of a classroom that has children who have
special needs. What do you notice about the manner in which the teacher
interacts with the children who have special needs compared with those
without special needs? What needs do the children seem to have that are
unique to this group? Common to other children? What modifications in
instructional approach are evident?
B. Interview a parent of a child who receives special educational services. In what ways
has the child been helped? What improvements are still needed in the education the
child receives? What recommendations does the parent have for you, as a future
teacher, regarding what you might provide for children who have special needs?
A c t i v i t y
2 6
Instructions
Derive a series of interview questions using the guidelines below. Then conduct
interviews with individuals who represent religions other than your own.
A. In small groups, generate potential interview questions you could use to help
gain greater understanding and reduce misperceptions about religions other
than your own.
B. Discuss these questions with the class and determine which among them will
help to uncover stereotypes, attitudes, perceptions and misperceptions of a
particular group.
C. Agree as a class upon 5 to 7 questions that will generate the most useful
information.
D. Using the same questions, individually or in pairs, interview at least two
individuals from religious groups other than your own. You should seek to find
representatives from at least the five major world religions (Christianity,
Judaism, Islam, Buddhism, and Hinduism), as well as any other groups of
interest and available in your region.
E. Individually, summarize key points of your interviews.
F. As a class, discuss the following:
a. Did the questions you asked provide you with the information you had hoped for?
b. Discuss at least one response that you found surprising or interesting. What did
you find especially intriguing about this response?
c. Was there anything the interviewee said that led you to reconsider any of your
views?
d. Did you learn anything significant from the interviewee about the religion?
e. Were any stereotypes you might have held about this religion challenged?
f. Now that the interviews are complete, are there any questions you wish you had
asked?
g. What did you learn in this exercise that will impact your teaching?
A c t i v i t y
2 7
Institutional Discrimination:
Social Class in Focus
Purpose
To distinguish between individual and institutional practices that may
discriminate against certain social classes.
Instructions
Institutional discrimination refers to policies and practices of institutions that allow
certain discriminatory practices to persist. Below you will be presented with a
number of situations. You will be asked to determine if these policies or practices
systematically privilege members of certain groups while discriminating against
members of other groups. Complete the three questions that follow for each of the
following that you determine to be an example of institutional discrimination.
1. Children of teachers employed in this private school receive free tuition.
Is this an example of discrimination?
_____ Yes
_____ No
2. A local religious school offers reduced tuition for members of its faith.
_____ Yes
_____ No
3. Because a recent school levy failed, a new school policy states that children who wish
to participate in sports or musical performing groups must pay for their own uniforms.
Is this an example of discrimination?
_____ Yes
_____ No
4. A teacher awards ten points out of 100 to boys who wear a jacket and tie and girls
who wear a full-length dress during an oral presentation as part of the final grade in a
business speech class.
Is this an example of discrimination?
_____ Yes
_____ No
A c t i v i t y
2 8
Instructions
The critical incident is a short narrative describing a situation where two or more
individuals from different cultural groups interact in order to achieve some goal.
Differences due to cultural background, orientation, perspective, communication
style, learning style, and so forth may result in some conflict or problem emerging
with the situation generally going unresolved. The reader is asked to select, from a
number of alternatives, the one that best explains the problem. The general
approach to preparing critical incidents is as follows:
1. Identify relevant themes or issues for your purposes. You may select from the
18-theme cultural-general framework, or identify specific issues of relevance
to your needs. Remember, you wish to use the incident to teach others about a
cultural issue or theme underlying the incident, not merely to relate the story.
2. Generate episodes by identifying incidents through personal experience,
interviews with others, reading the research and/or ethnographic literature, or
observation and analysis. You may wish to use your observations from Activity
14 to form the basis of your incidents.
3. Construct episodes or stories, being certain to include only relevant
information; verifying content; refining generalizations, abstractions, and
specifics; and speaking to your intended audience. The resulting incident
should be clear, concise, straightforward, interesting, and believable, while
maintaining the original conflict situation.
4. Elicit attributions by identifying different interpretations (attributions) of the incident
through interviews, ethnographic data, and open-ended questions completed by
experienced and inexperienced individuals.
5. Select attributions to use.
6. Complete the critical incident with feedback and explanations, remembering that it is
in the explanation that relevant cultural knowledge can be transmitted.
Now prepare three or four critical incidents that illuminate one or more of the 18 culturegeneral themes. Have the rough drafts of your incidents reviewed by others who can
provide critical feedback to make sure they are clear, plausible, and easily understood.
p a r t
r e e
Modifying
Curriculum and
Instruction to
Address the Goals
of Diversity
Activity
29
Futures Window
Purpose
To project the needs of individuals and society in the years ahead, and to
examine what this means for educators.
Instructions
In this activity you are to become a futurist and project into the futureboth your
own as well as that of the world. The work area below is divided into quadrants,
the top half representing The Self and the bottom half representing The World.
The left side of each half represents 5 years while the right half represents 20
years into the future. You are to make at least five entries in each quadrant;
things you expect to have accomplished or to be dealing with in 5 years and in 20
years, and things you expect the world to be confronting, both in 5 as well as 20
years. Do not record what you wish will happen, but what you predict will occur
based on what you see happening today. Do this activity alone at first. If you are
doing this in a group setting, after a short while, share your responses with others
and compile a group list.
Self5 years
Self20 years
World5 years
World20 years
Questions to Ponder
Look closely at what is on your list, or, if you have done this activity in a group, look
closely at the compilation. What messages seem to jump out at you as you look closely at
the response patterns? Do not be surprised if quick responses do not emerge. Take some
time to analyze the similarities as well as the differences in the columns. What
generalizations seem to emerge?
As people analyze their responses it is not uncommon to say something like, It seems as
if things will be quite nice and easy for individuals but there will still be problems in the
world. This is a critical observation. If you have not already made this observation
yourself, please consider it for a moment. Does such a statement hold true for your
responses to the above task?
Lets assume that you can safely make the same observation and statement given the
responses on your list. What is the responsibility one has to others? Why do you think it is
that, in general, people project their own future to be fine even when the rest of the world
continues to face problems and challenges?
Discuss your responses to the above with others in a group. Do not be surprised if there is
much disagreement over peoples responses.
Next, look closely at your projections for the world. What generalizations seem to
stand out as you analyze this information?
Which of the following statements can you agree with given the projections you have
made for the world? Check one.
_____ The issues that the world will face seem quite pessimistic and insurmountable.
_____ The issues that the world will face seem complex but generally will be resolved.
It is often said that each individual can and must do her or his own part to help improve
the bigger picture. All of the problems the world will face, whether they are in fact solved
or not, will require the coordinated efforts of many different people from many different
career and cultural backgrounds, who are able to work together. The problems of the
world are such that they will be solved by the coordinated efforts of many different people
and nations, or they will not be solved at all.
What is the role of education in helping people develop the ability to solve the
problems that you believe the world will face?
What are some things you can do through your teaching that will help your students
develop the awareness, knowledge, and skills necessary to collaborate with others whose
ways of interacting and values may be quite different from their own?
Activity
30
Instructions
This exercise has two parts. In Part One, place a checkmark along the continuum
that corresponds to the extent to which you agree or disagree with the following
statements. Qualify your response in the space below. In Part Two, you will be given
additional information and asked to consider the educational implications of this
culture-specific knowledge.
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
5.
Vietnamese children may experience problems in spelling words that end
with a double consonant.
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
Value Orientations
1. Native Americans concept of time is the same as mainstream European Americans
concept of time.
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
6. Mexican American students generally desire to work alone rather than with a group.
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
9. For some African Americans, to avoid eye contact with authority figures is a sign of disrespect.
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
5. Family roles are very specific and rigid in African American families.
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
6. The Native American concept of family is similar to that of mainstream European Americans.
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
tend to
strongly
disagree
disagree
Rationale:
strongly
tend to
agree
agree
unsure
Rationale:
8. For most Native Americans and Asians, youths are honored and revered.
strongly
tend to
agree
agree
unsure
tend to
strongly
disagree
disagree
Rationale:
2. Non-standard English dialects, like Ebonics, are language systems that operate by
rules. While the rules may be different, both standard and non-standard forms of a
language operate by rules.
Possible educational implications:
3. Many Appalachians form the possessive pronoun by adding n, such as hisn or hern.
Possible educational implications:
4. Ebonics, or Black English, is not a synonym for Black slang. Ebonics is a dialect of
Standard English which, like any language or dialect, has its own slang.
Possible educational implications:
5.
Since the double consonant is not common in the Vietnamese language,
Vietnamese children may experience problems spelling words that end with a double
consonant.
Possible educational implications:
7. Native Americans do not all speak the same languagethere are more than 400
different languages spoken by the people of the many distinct Nations.
Possible educational implications:
9. Touching the head of a Thai student (and others from some Asian countries) should
not be done. The head is considered the most sacred part of the body and may signal
the release of the spirit if touched.
Possible educational implications:
10. African Americans may interrupt a speaker with encouraging remarks. Such is the
basis for what is commonly referred to as call and response, and should not be
misjudged as rudeness.
Possible educational implications:
Value Orientations
1. The concept of time for many Native Americans may be quite different from that of
European Americans.
Possible educational implications:
2. Mexican American religious beliefs include the concept of fatalism, or the belief that
God controls much and if something is meant to be, God will make it happen. The
individual may, thus, perceive him or herself to have relatively little control over a
given situation. In Arabic, the phrase NShalah (if God wills it) captures this belief.
Possible educational implications:
4. Based on statistics from the Bureau of Labor Statistics, African Americans tend to
have a strong work orientation.
Possible educational implications:
9. For some African Americans (as well as some other groups), to avoid eye contact is a
sign of respect.
Possible educational implications:
10. Among Native Americans, the concept of private ownership is not common.
Possible educational implications:
7. Mexican American families tend to be patriarchal. That is, the fathers decision is
usually the final say.
Possible educational implications:
8. For most Native Americans and Asians, the elderly tend to be honored and revered.
A c t i v i t y
3 1
Instructions
Select a school textbook or other childrens book that was printed many years ago.
Using the guidelines below, evaluate the book for stereotypes of women, men,
various ethnic groups, the elderly, and so forth. Repeat this exercise with a newer
textbook and compare your findings.
Title of book: ______________________________ Year of publication: __________
Give a brief description of the book:
1. Analyze the illustrations for stereotypes. What are people doing that may
create or perpetuate a stereotype?
2. Analyze the storyline. What is the role of women or people of color in the
story? How are problems presented and resolved?
3. Look closely at the lifestyles depicted in the book. How are different groups shown?
4. What people seem to have power in the book or story? Who is subservient? How are
family relationships and composition represented?
5. From the readers point of view, are there issues or norms that might limit or
restrict ones aspirations or self-esteem?
6. What cultural, social, and economic biases of the author might be evident?
7. Look for certain loaded words that might bias the reader. Are there words with
derogatory connotations or overtones?
Now repeat the exercise with a more recent book designed to achieve a similar goal. What
differences are evident? To what would you attribute these differences? What cautions or
concerns remain from your point of view?
A c t i v i t y
a n d
R e a d i n g
3 2
Learning Styles
Purpose
To analyze learning style differences among students and explore how they
impact the classroom.
Instructions
Read the content below and respond to the questions that follow.
Learning styles are generally considered to be the cognitive processes and
instructional settings a student finds most useful and effective while learning.
Examples of such cognitive processes on a global scale include coding and
decoding, organizing, perceiving, remembering, and reasoning (Hughes and More,
1993). The five most commonly recognized dimensions of learning that are found
in the classroom (IBE, 1994) are:
a. GlobalAnalytical. Students who are more global learn best when the
overall concepts are presented first, or presented in a meaningful context.
Students who are more analytical tend to learn better when information is
presented in small pieces and then gradually build up to an overall picture.
b. VerbalImaginal. Verbal learners tend to learn better from highly verbal
explanations or from dictionary-like definitions. These students rely more on words
and labels, use verbal regulation of behavior more effectively, and code concepts
verbally. The more imaginal learners learn better from images, symbols, and
diagrams.
c. ConcreteAbstract. Some students learn better when the concept is
presented first in its abstract form, perhaps as a rule or principle. Others learn
best when the concept is presented in its real form and as it will actually be
used. This dimension is sometimes referred to as in-context versus out-ofcontext teaching and learning.
d. ReflectiveTrial/Error/Feedback. The reflective learner thinks through the new
learning before actually using it. In the Trial/Error/Feedback style, the learner responds
more quickly (trial), knowing the answer may not be correct (error), expecting to learn
from the teachers feedback to the response. One learns to ride a bicycle, for
instance, using this method.
e. Modality. This reflects the fact that some students learn more effectively through
seeing, others through hearing, others through touching, and so on.
Each of the above-mentioned learning style preferences can be individual or cultural
manifestations. The important thing is that teachers are aware of the differences and that
they become skillful at modifying their classrooms to accommodate the various needs or
preferences of their students. Consider the next activity.
Listed below are a few differences in peoples ways of thinking and interacting.
Thinking Patterns: The thinking patterns favored by a culture determine, to a great
extent, the way people in that culture learn and teach. Consider some of these contrasting
differences.
Analytic Pattern
Global Pattern
Holistic or relational
For students, what might be some of the consequences of the differences listed above?
Whataresomeoftheconsequencesforeducatorsgiventhattheymighthaveaclassroomfullofstudentswhose
learningstylepreferencesmayincludealloftheabove?
What modifications in instruction might facilitate learning for students in each category?
Your response should consider such aspects as pacing, experiential versus didactic
presentations, as well as assessment and motivational strategies.
GlobalAnalytical
VerbalImaginal
ConcreteAbstract
ReflectiveTrial/Error/Feedback
Modality
A c t i v i t y
a n d
R e a d i n g
3 3
Instructions
Read and discuss the following Goals of an Education That Reflects Diversity.
Over the years, numerous theoreticians and practitioners have proposed various
definitions and goals for multicultural education. As expected, these statements
have evolved as the field itself has broadened and redefined itself. The following
list attempts to integrate many of the various goals of multicultural education. The
approach and some of the subsequent activities are modifications of a model
developed by Davidman and Davidman (1994).
Goal 1: Improve understanding of the concept of pluralism in American society.
Pluralism in this context must consider such sources of cultural identity as
nationality, ethnicity, race, gender, socioeconomic status, religion, sexual
orientation, health, and ability/disability (the attributes of culture identified earlier).
One must look particularly at how each of these has impacted the individual as
well as the group.
Goal 2: Expand the knowledge base of culture and the many different groups
found in the United States (or any country) as well as abroad. At a content level,
this considers curriculum inclusion of previously marginalized groups (e.g., women,
people of color) as well as expansion to address multiple perspectives (e.g., racism
in practice). At a process level, this considers pedagogical and communication
processes.
Goal 3: Improve intergroup as well as intragroup interactions. This demands
attention to such issues as cross-cultural understanding and interaction, attribution
as well as assessment across groups, and conflict management. Teachers thus
must broaden their instructional repertoire so that it reflects an understanding of
the various groups they will teach. Students must learn to communicate effectively
across groups as well as develop the skills of collaboration that are needed for
group problem-solving whether within or between groups.
Goal 4: Empower action-oriented, reflective decisionmakers who are able and willing to
be socially and politically active in the school, community, nation, and world. This goal is
not only concerned with developing the knowledge and skill of practicing teachers but is
also concerned with transferring this knowledge and skill to the pupils in their charge.
Thus, individuals become proactive teachers and reflective practitioners who can
ultimately prepare reflective citizen-actors, both of whom are able and willing to work for
change in an interdependent world.
Discussion Questions
What do you interpret each of these goals to mean? Either in writing or in small groups,
discuss the meaning of each of these goals.
Goal 1
Goal 2
Goal 3
Goal 4
How do you think each of these goals might be addressed in a variety of content areas
(i.e., math, science, social studies, etc.)? Be as creative as you can as you consider how
these goals might be put into action.
Goal 1
Goal 2
Goal 3
Goal 4
Activity
and
Reading
34
Instructions
The goals stated in the previous activity can be easily put into practice in most content
areas. One can, for instance, review a particular lesson or unit plan, paying particular
attention to how each of the goals can be addressed. Each of the goals can be turned
into a question that teachers are able to address in a given lesson or unit. Use the
following as a guide. Then you will be provided with a few examples of how lessons
that utilize this approach might be developed. Finally, you will be asked to modify a
lesson of your own.
1. How can the content and strategies of this particular lesson or unit improve
student understanding of the concept of pluralism in American society while
improving educational equity?
2. How can the content and strategies of this particular lesson or unit expand the
knowledge base of culture and the many different groups found in the United
States as well as abroad? Is the content accurate, inclusive, and free of bias?
Does it give the whole picture? Does it strive to reduce or correct racist
impressions?
3. How can the content and strategies of this particular lesson or unit improve
intergroup and intragroup interactions? Are assessment strategies broad and
inclusive? How is collaboration built into the activity? How can group harmony
be improved?
4. How can the content and strategies of this particular lesson or unit empower
action-oriented, reflective decisionmakers who are able and willing to be socially
and politically active in the school, community, nation, and world?
Following are three examples of lesson or unit plans that have been modified
to consider the above goals.
Lesson One
The Sense of Taste: Addressing the Goals of Diversity
(developed by
C. Jeffrey Dykhuizen)
The following is an example of how a typical science lesson on the sense of taste can be
modified to address the goals of diversity.
Next, bring out pickles from different cultures. Japanese pickled plum or radish,
Korean kimchi, and German sauerkraut should provide good contrast. Explore reasons why
a particular type of pickle is common to a particular culture. Discuss the geography of the
country/culture in which that pickle is found. Which types of pickles do students prefer?
Dislike? Why? Which type of pickle was most like ones they had eaten?
Goal 3: In small groups, have students analyze a variety of pickles. Which pickles are
mostly sweet? Sour? Have students bring in samples of pickled foods found in their home
and community. Have students explain why their own family prefers certain pickled foods.
Have students discuss why they think humans have a sense of taste. What survival
purposes must this have served? Do all humans have the same sense of taste? Why do
they think certain cultures prefer certain tastes?
Goal 4: Have students analyze the impact on health of pickles. Do all people consider
them a healthy food? For instance, some consider pickled foods to be too high in sodium
content. What considerations must be made when eating pickled foods? What changes
have been evident in various societies with regard to foods that are high in sodium?
Are there certain pickled foods that you would like to see served in your school cafeteria?
Available in area stores? How might you go about making your wishes known?
Lesson Two
Human Diversity and the Human Figure
(developed by Jacqueline M. Szemplak)
The following is a lesson extension of a sculptural art project studying the human figure
from a diverse perspective. The lesson can be used with middle and secondary level
students.
The following extension has been modified from an art lesson dealing with the human
figure. Instead of studying the human figure solely from a Western perspective, students
will see examples of sculptures from other areas of the world. As an introduction to the
lesson, students will write down their personal thoughts and beliefs on what they consider
to be beautiful in a sculpture. What attributes would it have? What type of dress might it
have, if any? What would its proportions be? What would be the overall mood of the
piece? Would it look like anyone they know, or any famous piece of artwork? Students
might generate their own list.
Lesson Three
The following multicultural lesson extension suitable for the early years illustrates how a
science lesson might be used to introduce the concept of diversity. While this lesson
specifically targets bears as the animal of focus, it can easily be modified for other animal
species. The following extension has been prepared with kindergarten children in mind.
Most kindergarten teachers in my district do a brief unit on bears, without addressing the
real aspect of the animals. Teachers tend to use bear stories and stuffed animals to
approach the unit, and integrate a variety of arts-and-craft-type activities to engage
children. This may be fine to introduce the lesson and perhaps to personalize it, but time
on this aspect could and should be kept to a minimum. Children might be asked if they
have a favorite bear as a lead-in to the lesson, but they should then concentrate on the
more real aspects of the animal, as well as on the diversity of bears and how it might
relate to humans. Here is one way in which this might be accomplished.
Goal 1: Read a story about bears and ask children where they might be able to see a
bear. Ask if all bears at the zoo look the same. Why dont they all look alike? Ask children
if they think all bears come from the same place? Discuss with children that even though
there may be many different kinds of bears, they are each unique and special in their own
way. Show pictures of different types of bear, and have children point out the obvious
similarities and differences (e.g., size, shape, color, etc.).
Goal 2: Use books and various photos to show children that bears do not all come from
the same place. It is here that a teacher might begin to introduce a globe or map while
discussing different environments in which bears are found. Have children attempt to
match pictures of different bears to a variety of environments and suggest why they think
a certain bear might be found in a particular region. You may use a variety of bears and
locations, such as the panda from China, the polar bear from the arctic, and grizzly bears
from mountainous regions. Note that the koala from Australia is not a bear. This might be
introduced early in the unit, and children can explore why people tend to classify it as
such. This might be used as an example of stereotyping at a later time.
Goal 3: Have the children work in groups to draw the environments from which several
bears have originated. Have them share their pictures as a group with the rest of the
class. Discuss with the children the different types of foods that each bear eats. Explain
that the reason the bears eat these different types of foods is that they are naturally
occurring in the environments in which they live (e.g., panda-bamboo, polar bear-fish,
grizzly-fish). Bring in samples of bamboo and fish for the children to examine. Which of
these foods would they eat? Why? Why not? Have them consider if people in these parts
of the world eat similar foods. Why? Why not? Discuss that just as bears eating habits
differ from region to region, so, too, do the eating habits of people who live in different
regions.
Goal 4: Bring together all the different ideas children have been discussing. Discuss with
children that just as there are different types of bears in the world, there are also different
types of people. Also discuss that like the bears, people from different parts of the world
live in different environments, eat different foods, and enjoy different types of activities.
Using the bears as parallels to humans, go back to the original idea of the unit to explore
that we are all humans, and are all unique and special, even if we come from different
parts of the world.
As an extension, let the children plan an imaginary trip to one of the regions to see
their favorite bear in its natural environment. During the trip, you might study such things
as the regions geography, climate, native peoples, and foods.
A c t i v i t y
3 5
Instructions
Select an already prepared lesson plan for the subject area you plan to teach. Or
develop your own lesson or unit plan. Review this lesson with the four goals in
mind, and respond to the questions as stated below.
1. How can the content and strategies of this particular lesson or unit improve
student understanding of the concept of pluralism in American society while
improving educational equity?
2. How can the content and strategies of this particular lesson or unit expand the
knowledge base of culture and the many different groups found in the United
States as well as abroad? Is the content accurate, inclusive, and free of bias?
Does it give the whole picture? Does it strive to reduce or correct racist
impressions?
3. How can the content and strategies of this particular lesson or unit improve
intergroup and intragroup interactions? Are assessment strategies broad and
inclusive? How is collaboration built into the activity? How can group harmony be
improved?
4. How can the content and strategies of this particular lesson or unit empower actionoriented, reflective decisionmakers who are able and willing to be socially and
politically active in the school, community, nation, and world?
A c t i v i t y
3 6
Purpose
To complete
Instructions
The following questionnaire asks you to rate your agreement or disagreement with
a series of statements. Please respond honestly as there are no correct answers.
You will find another copy of this in the last section of the workbook that you can
complete toward the end of the course. You can compare your responses from the
beginning to the end of the book.
Please circle the number that best corresponds to your level of agreement with
each statement below:
1 = Strongly Disagree 7 = Strongly Agree
1. I speak only one language
1234567
123456...7
1234567
1234567
1234567
1234567
1234567
1234567
1234567
1234567
Subject ID_______________
C Scale
item score
1*____ 2
B Scale
I Scale
item score
item
score
____ 3
____
6*
____
7*
____
8*
____
11*
____
13*
____
14
____
12
____
19*
____
20
____
17
____
25*
____
26
____
18
____
30
____
31
____
23*
____
24
____
29*
____
32
____
A Scale
item
E Scale
score item
4*
____
5*
9*
____
10
15*
____
16
21*
____
22
27*
____
28*
Totals
C Scale = ____
B Scale = ____
I Scale = ____
A Scale = ____
E Scale = ____
* Reverse-score all items marked with an asterisk because these are negatively worded items.
Range of Scores
642
535
535
32224
Now compare your results on each subscale with those when you first completed the
inventory at the beginning of the book (see Activity 2).
In what areas have you shown the most growth? The least? To what would you attribute
these changes (or lack of changes)?
What questions or issues did this instrument fail to address that you believe would better
demonstrate how you have grown or changed?
Glossary
Ambiguous: Unclear. In the cross-cultural context this refers to the lack of clarity that
typifies many interactions that still requires an individual to respond.
Anxiety: An emotional state of general and undefined nervousness that often exists in an
intercultural encounter due to the unfamiliarity of anothers behavior.
Attribution: The judgments people make about others based on the behavior they
observe.
Belonging: The need people have to feel as if they have a role and purpose in a given
setting or context.
Categorization: The process of dividing stimuli into classes or groups according to a
particular system. In the cultural context, this refers to the manner by which a culture
teaches its members to view the world around them.
Collective group: Refers to members of a group that tend to identify with one another
who will often be deferred to when making decisions.
Communication Differences: Generally refers to group-level differences in both verbal
as well as non-verbal modes.
Differentiation: Refers to the process of distinguishing the finer points between
elements of a given category, as a wine connoisseur is able to do. In the cross-cultural
context, this refers to distinctions made between aspects of a category that are important
to a given group of people.
Disability: Refers to the inability to do something that is desirable.
Disconfirmed expectations: Refers to the tendency individuals may have that causes
them to become upset or uncomfortable, not because of the specific circumstances they
encounter, but because the situation differs from what they expect.
Ethnicity: Ethnicity refers to the knowledge, beliefs and behavior patterns shared by a
group of people with the same history and the same language.
Ethnocentrism: The tendency people have to evaluate others from their own cultural
reference.
Faulty attributions: Inaccurate judgments made about others. In the cross-cultural
context this refers to judgments made by an observer using criteria that are not used by
the particular actor in a given situation.
Fundamental attribution error: The tendency people have to judge others using
different criteria than they would use to judge themselves.
Gender: Socially defined category in which the biological specialization of male and
female are transformed by associating specific personality, role, and status traits to each
sex.
Generalization: Refers to the tendency of a majority of people in a cultural group to hold
certain values and beliefs, and to engage in certain patterns of behavior. Thus, this
information can be supported by research and can be applied to a large percentage of a
population or group.
Group allegiances: Tendency to identify and make major decisions according to those preferred
by a group to which one identifies, which can be ethnic, religious, national, etc.
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