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Intercultural Communication Chapter 3 Intercultural Communication Competence www.newmaneducation.com 1 The United States is Intercultural • Metaphors that describe the United States: – Melting Pot – Tributaries – Tapestry – Garden Salad Metaphors of US Diversity • Melting Pot – Implies a fusing of cultural elements – Cultural elements lose their distinction – Cultures lose their individual identity Metaphors of US Diversity • Tributary – Identities are maintained in the short-term – Assumes all will blend into one – Tributaries are less important than the mainstream Metaphors of US Diversity • Tapestry – Each thread can be different – Weaving patterns vary by location – But, tapestries are static while cultures are not Metaphors of US Diversity • Garden Salad – Each culture is distinct – The cultures are mixed and contribute to make a unique whole – But, implies a lack of stability – Cultures don’t always mix easily What to Call us? • • • • American? North American? United Statians? United Staters? U. S. Americans? Negative Terms to Describe us • Dominant culture • Majority culture/minority culture • White/caucasian Terms for Cultural Groups • African-American • Hispanic, Chicano, Mexican-American, Latino • Native-American, Asian-American, Pacific Islander African-American • Recognizes African cultural influences • Acknowledges differences in AfricanAmerican and European-American culture Hispanic, Chicano, Mexican-American, Latino • • • • Hispanic Chicano Mexican-American Latino Native-American, AsianAmerican, Pacific Islander • Native-American • Asian-American • Pacific Islander Competence and Intercultural Communication • Intercultural communication competence • Components of intercultural competence Intercultural Communication Competence • Competent communication is an interaction that is perceived as effective in fulfilling certain rewarding objectives in a way that is also appropriate to the context in which the interaction occurs. Intercultural Communication Competence • Competence must be: – Perceived – Appropriate – Effective Components of Intercultural Competence • Context • Appropriate and effective behaviors • Knowledge, motivations, and actions Context • Not an individual attribute • Based on cultural expectations – Setting helps define acceptable behavior – Acceptable behavior in one culture may not be in others Appropriate Behaviors • Behaviors regarded as: – proper and suitable given• the expectations generated in a given culture, • the constraints of the specific situations, • and the nature of the relationship between interactants. Effective Behaviors • Behaviors that lead to the achievement of desired outcomes Sufficient Knowledge • Culture-generated information • Culture-specific information • Knowledge of your own culture Suitable Motivations • Feelings and intentions – Feelings refer to emotional or affective states • Feelings are not thoughts • Feelings are reactions to thoughts and experiences • Feelings involve sensitivity and attitudes • Intentions are what guides our choices – Goals, plans, objectives, desires, used to focus – Can be affected by stereotypes Skilled Actions • The actual performance of appropriate and effective behaviors – Must be able to do what is needed – Can have right info, feelings, and intentions but lack behavioral skills BASIC • Behavioral Assessment Scale for Intercultural Competence 8 BASIC Behaviors • • • • • • • • Displays of Respect Orientation to Knowledge Empathy Interaction Management Task Role Behavior Relational Role Behavior Tolerance for Ambiguity Interaction Posture Displays of Respect • What is respectful in one culture may be different in others • Verbal and nonverbal components Orientation to Knowledge • When our language and actions show a focus on individuality rather than universal group traits • Must move beyond the perspective of our own personal cultural framework Empathy • Verbal and nonverbal behaviors that are complimentary to the thoughts, feelings and experiences of others • Behaving as if we understand the world as someone else does Interaction Management • How to talk to others appropriately and effectively • Initiation, turn taking, etc. Task Role Behavior • Group problem solving skills • Understanding that other cultures accomplish tasks differently • Entwined with cultural expectations • Different cultures can call the same thing a social activity or a task Relational Role Behavior • Efforts to build and maintain personal relationships that support others and solidify feelings of participation Tolerance for Ambiguity • If we do not tolerate ambiguity well we can respond with hostility and anger • Competent communication requires a higher tolerance level Interaction Posture • Responding in a nonjudgmental way • Avoid behaviors that state or imply right/wrong • Use description rather than interpretation or evaluation Description, Interpretation, and evaluation (D-I-E) • Tool used to control the meaning attributed to verbal and nonverbal symbols that others use • Most people are not aware when they interpret or evaluate the symbols of others Description • Identify the sensory information that will form the basis for interpretation • Descriptive statement allow us to consider alternative interpretations Interpretation • Our interpretations are linked to our evaluation of our perceptions • Descriptions can have multiple interpretations • Don’t choose your first interpretation • Test alternative interpretations Evaluation • Emotional or affective judgment • We make judgments without being aware • Be cognizant of descriptors and interpretations to avoid inaccurate conclusions