The document discusses how a student sees themselves through various interests like cartoons, sports, and spending time with family as well as interests in history, current events, and education. It also expresses that the student's concept of self is determined by roles, status, power, gender, and culture. The student has a passion for personal development and facilitating change.

1. Who are you? Who? Who?
A student “I am” Poem
I am Daffy Duck, Mr. Magoo, Hong Kong Phooey, Foghorn Leghorn,
and other
cartoons.
I am Tae Kwon Do, basketball, the batting cages, a soccer family,
and the gym.
I am a wonderful family, close and loving and incredibly supportive.
I am films based on true stories and documentaries
I am the History Channel, CNN, ESPN, BRAVO, and Home Team
Sports.
I am a passion for educating and facilitating, personal development
and making change.

2. Your concept of self = roles
• Self concept determines roles in life and
in groups
• What are your expectations for your role.
Do you want to lead? Follow? Not join?
• The perceptions others have of their/you
position in the group
• Your behavior can determine the roles
you play and/or assigned, elected, or
given based on power, status, etc.

3. Our self concept is determined
by:
• Gender
• Sexual Orientation
• Culture
• Roles
• Status
• Power

4. What are Cultural Differences?
“We are all created equal, but we are individuals”
To be effective leaders and members in multicultural groups, it is necessary to
understand and be sensitive to cultural differences.
• Individualistic cultures
• Collectivistic cultures
• Gender
• Race
• Ethnic background
• Concept of time
• Religious orientation
• Age
• Group membership
• Sub-cultures
• DEEP CULTURE
• Different historical experiences
• Different customs
• Ways of dressing
• Nonverbal communication
• Ways of communicating
• Different viewpoints of the universe
• Difference between Eastern and Western religions

5. Understanding and Appreciating
Cultural Diversity - LAVC
Primary Language:
59.5 % English
18.4% Spanish
8.9% Armenian
3.3% Russian
5.0% Other
2.0% Tagalog (Filipino)
1.5% Farsi
0.3% Chinese Languages
0.8% Korean
0.3% Japanese
Data: LAVC Office of Research and Planning

6. Understanding and Appreciating
Cultural Diversity in Teams – LAVC
LAVC is a diverse campus:
Gender:
49% Male
51% Female
Ethnicity:
51% Hispanic
20% White
13% Asian
7% African-American
5% American Indian/Other Non-White
Data: LAVC Office of Research and Planning

7. Understanding and Appreciating
Cultural Diversity- LAVC
Age:
32% - 20 to 24
24% - 25 to 34
21% - Under 20
19% - 35 to 54
4% - 55 and over
Data: LAVC Office of Research
and Planning

8. Understanding and Appreciating
Cultural Diversity
The United States has become the most diverse society on the face of
the earth.
There are 215 nations in the world, and every one of them has
someone living in the United States
New York City has over 170 distinct ethnic communities
More than 32 million people in the U.S. speak a language other than
English at home
By the 2050, people of European descent will become the minority in
the United States

9. Definition of Culture ~
Samovar and Porter
A deposit of knowledge, experience,
beliefs, values, attitudes, meanings,
religion, notions of time, roles, spatial
relationships, concepts of the universe,
and material objects and possessions
acquired by a group of people in the
course of generations through individual
and group striving.

10. Cultural Differences - Gender
Being a male or female has shaped your self concept and how you
communicate.
Q: How are some ways being male or female has shaped your self
image or how you communicate?
The way we dress
How we act
How society as a whole treats males/females
Your self concept
The roles we play (traditional or nontraditional)
Note: Working in diverse groups, you need to recognize that there may
be some Americans and those from other cultures who may have a
different viewpoint of what the roles of men and women should be.
They may have a more traditional viewpoint, then that above.

11. Examples of Sterotypes - Gender
Common Gender Sterotypes used by
individuals, media, and other
organizations
Men:
Aggressive
No emotions
Loud
Messy
Athletic
Math and Science Oriented
CEOs
Bad communicators
Q: How many of you can relate to this?
Q: Any truth to these terms?

12. Examples of Sterotypes - Gender
Common Gender Sterotypes used
by individuals, media, and other
organizations
Women:
Submissive
Emotional
Quiet
Neat/Clean
Clumsy (Movies)
Artsy
Housewife
Child rearing
Good communicators

13. Examples of Stereotypes - Gender
Popular Stereotypes in the business world concerning women managers.
Women are not as committed to their careers as men
Reality: 1/3 of women take a leave of absence; almost 2/3 took leave of absence for less
than 6 months: 82% for maternity; More men took leave of absence than women
Women will not work longer hours
Reality: Women average 56 hours per week; as do men
Women cannot or will not relocate
Reality: Only 14.2 % of women refused to relocate. 20% of their male counterparts
reported refusing relocation.
Women lack quantitative skills
Reality: 23% of women are in finance, as 27% of men are in finance
Women are warmer and more nurturing than men
Reality: “Concern for people” was cited important by 33 percent of men and only
18% of the women
Results: Kon/Ferry and Catalyst findings concerning senior management positions in
the Fortune 1000 industrial and 500 services companies refute many of the popular
stereotype's about women

14. Self Disclosure
Why am I afraid to tell you who I am?
You may not like who I am.
John Powell - Five predictable levels that
individuals and groups go through: Lowest to
highest form of communication.
Level 5: Cliché Communication: People do
things that initiate conversation, or desire to
initiate a relationship: Smiling; making eye
contact; saying “Hi” “Nice to see you.”
Dog walks: Looks like Christmas morning; is
your dog taking you for a walk, etc.
Level 4: Facts and biographical information:
Relationship or conversation moves beyond the
cliché. Nonthreatening information, such as
your name, hometown, or occupation.

15. Communicating in Small Groups-
Self-Disclosure
Level 3: Personal attitudes and ideas:
After introducing yourself and getting
down to business, you then respond to
various ideas and issues, noting where
you agree and disagree with others.
Level 2: Personal feelings. Talking
about your personal feelings; and
sharing how you feel about others;
Politics, religion, relationship status,
etc. This level really makes one
vulnerable.

16. Communicating in Small
Groups- Self-Disclosure
Level 1: Peak Communication. People seldom
reach this level. This is a level of self-disclosure
where people do not have a fear of rejection and
are not afraid to reveal ideas, opinions, feelings,
and not afraid to have to agree or disagree. Are
not afraid to say “no.”
“ If you risk nothing, then you risk
everything.”
Geena Davis - Actor

17. Communicating in Small Groups-
Self-Disclosure
• The more open you are
about yourself: the more
you solicited feedback from
others
• The more you explore
yourself through
interaction with others; the
healthier and happier we
are the groups we belong to
will be
• The more trusting and open
the group, the more likely it
is the open up the
individual group members

18. Our Groups: Our Roles
Roles: sets of shared expectations about who should do what under
a given set of circumstances.
•Roles can be elected, assigned and can be formal or informal.
People will change roles based on groups they are in. Sometimes
they get ‘stuck’ in a role.
Role Differentiation: A variety of roles can develop as group
members interact with one another, however, most fall under one of
three categories:
1. Task roles: Help group accomplish its task
2. Maintenance/nontask roles: Help create group structure/Influence
how a group will accomplish their given task
3. Individual roles: Benefit the individual, but don’t help the group

19. Group Task Roles
Initiator – contributor – New ideas or approaches to solving
problems
Information seeker – Asks for clarification, facts to help group
Information giver – Brings data, examples, research etc. to group
Opinion giver – Offers beliefs or opinions about ideas
Elaborator – Uses experiences guide the group on particular
direction
Coordinator – Tries to clarify ideas, direction, etc.
Orienteer – Attempts to summarize what has happened, where to
go.
Evaluator-critic – Judges information and conclusions made by
group
Energizer – Tries to motivate the group
Procedural – Helps group to achieve its goals by doing errands
Recorder – Writes down suggestions, ideas, and records

20. Group Building and Maintenance Roles
• Encourager: Offers encouragement, understanding and
encourages
• Harmonizer: Mediates disagreements among others.. Will pull
people aside and ask them to get along.
• Compromiser: Often asks for compromise. Will often set their
opinion aside.
• Gatekeeper and expediter: Encourages everyone to participate.
Will make sure people get turns to talk.
• Standard setter: Helps to set standards for the group. Pushes
group members to be more responsible.
• Group observer: Keeps records of the groups progress. Often
the note talker and creator of a calendar for the group.
• Follower: Goes along with the group decisions. Listens.

21. Individual Roles (Self-oriented
roles) Negative roles you bring to
the group
Aggressor: Deflates other’s status, and
takes credit for other’s ideas
Blocker: Generally negative and stubborn
for no apparent reason
Recognition seeker: Seeks spotlight by
boasting
Self-confessor: Uses group to repot his or
her personal feelings.
Joker: Tells stories, lack of involvement
and interest Roles create stable
Dominator: attempts to assert his or her patterns of behavior in
groups, so disruptions
authority by manipulation in role relations can be
Help-seeker: attempts to evoke sympathy, stressful. (Individual
insecure roles create
disruptions, and can
Special interest: speaks for special group often break a group a
that may benefit them. part.)

22. Review Questions
True or False
Group members often get ‘stuck’ in a role.
True or False
The blocker, aggressor, recognition seeker and the
confessor are examples of maintenance roles.
True or False
The three types of group roles discussed are task roles,
maintenance roles and gender roles.

23. Communicating in Small
Groups -
Trust
Q: How many of you have a basic trust toward
other humans? Why? Why not?
Often we make assumptions about the
trustworthiness of others based on bias, past
experiences, culture, religion, race, sex
“Assumptions are the termites of a
relationships”
~ Henry Winkler…Actor

24. Communicating in Small Groups-
Trust
According to
Psychologist Julian B.
Rotter; trust is:
“a generalized
expectancy; that the
word, the promise, the
verbal or written
statement of another
individual or group can
be relied upon?”

25. Communicating in
Small Groups - Trust
According to communication theorist John G.
Babarro:
•The degree of trust you place in another is to a
large extent based on your perception of the
individual’s character
•These character-based sources of trust include
trust in the integrity of the person, trust in his or
her motives, trust in his or her consistency of
behavior, and trust in his or her openness and
discretion.

26. Communicating in Small
Groups-
Trust
To be able to trust others, to be willing to take a risk, you need
to have degree of confidence in yourself.
Shy people are less trusting, as they have a problem with self-
esteem
Abraham Maslow, feels that this is not positive, and stresses the
importance of a trusting attitude. Maslow feels there are
two motivating factors for choices in our life.
1. Growth choices: People who trust themselves make
“growth” choices (self-actualized; living life to its full
potential)
2. Fear choices: Non-trusting people, make choices out of fear
and misunderstanding, and therefore learn little about
themselves.

27. Chapter 4
Review Questions
True or False
According the author John Powell, the highest level of
self-disclosure is clique communication
True or False
The more you reveal about yourself the less effective the
group that you work with will be
True of False
According to Julian Rotter, people who are more
trusting are more susceptible to con artists

28. How do Norms Develop?
•People develop norms in new
groups based on those they were
comfortable with in other groups
•They look to these norms to
guide their behavior in new
groups
•Norms in new groups develop
because of what happens in the
group process and the norms
people bring with them

29. NORMS CAN TAKE DIFFERENT FORMS
• Team norms that are unique to that group:
• Team norms may involve certain rituals
Example: A crew team (river rowers)
Saturday morning breakfast before workout is a unique norm.
They tease each other, trade suggestions, set informal goals for
the coming week, and generally reinforce their solidarity as a
team. If member a member skips the breakfast, his or her
commitment to the team is questioned.
Example: Animal Rights Group
Monthly meetings where we would discuss upcoming
activities: protests, educational fairs, ads campaigns. If
members missed we questioned their commitment. Also no
members wore or ate animal products.

30. NORMS CAN TAKE
DIFFERENT FORMS
Ways of speaking
Example:
Groups of friends; have certain slang words they
that share, special symbols or codes that only they
understand: gang graffiti, pig Latin, etc.
Example: Animal Rights group
Refereed to the rest of the non-vegetarian world as
“meat-eaters” “animal slayers” also used terms
such as vegan, humane, non-humane, use quotes
from Gandhi and other pacifistic to increase their
status

31. Why are Norms Established?
Norms increase the predictability
of members’ behaviors:
•Having certain roles and
expectations for each group
member
•Predictability means greater
efficiency
•Greater efficiency leads to
greater chances of success
Examples: Military, Fire Dept. and
Police Dept. etc.

32. Why are Norms Established?
Norms allow members to express the central
values of the group (to clarify and reinforce
reasons for belonging):
•One reason for joining a group is the
distinctiveness of that group.
•People join groups they perceive to be special.
•Group members wish to see those behaviors
which express the distinctiveness of the group
encouraged.
•Members that diminish, discount, or ignore the
norms will be punished.

33. Why do People Conform?
1. Norms cause us to feel,
think, and act in ways that
are consistent with our
group’s standards.
•These norms describe what
behavior should not be
performed in any social
American Flag - Events
of 9-11 motivated setting
people to join others
by putting flags in front
•When individuals make
yard, on cars, store judgments in groups, their
windows. Still judgments tend to converge
prevalent today.
over time as norms develop

34. Why do People
Conform?
2. Influence takes place whenever we look to others for
information.
•In a group, the majority is influential because we assume a
large amount of people can’t be wrong
•On the other hand, a minority is influential because it
prompts us to reevaluate our position
Famous Anthropologist, Margaret Mead - “Never
underestimate the ability of small group to elicit change.”

35. Why do People
Conform?
3. Interpersonal influence includes persuasion, bargains,
promise, and even rejection.
Groups can be persuasive by promising rewards etc. to, or
punishment for members in group that follow/or do not
follow the group norms
The reason: cults, white supremacy groups, animal rights
groups, extremist , such as terrorists groups are so effective
Rejecting group members:
•Research analysis of group rejection of nonconformists,
people who don’t follow group norms, or those that are
weaker are generally less liked, in some cases will be
shunned/cutting off communication
•The person will eventually leave the group, or the member
will be told to leave group, and some cases people have been
murdered to get rid of them.

36. Conformity to Group Norms Depends on:
• Culture
• The individual characteristics of group members
• The status of individual
• The clarity of the norms and the certainty of
punishment for breaking it
• The number of people who already conform to
the norm
• The quality of interpersonal relationships in the
group
• The sense of group identification that members
have developed

37. High Status VS. Low Status
members
• talk more • do not
• communicate more complain about
responsibilities
often
• serve as
• have influence
leaders
• abide by norms –
• address entire
Until they find they
group
can get away with
not abiding.
• less likely ignored

38. REVIEW QUESTIONS
True or False
Norms decrease the predictability of members’ behaviors
True or False
In a group, the majority is influential because we assume a large
amount of people can’t be wrong
Multiple – Choice
According to Abraham Maslow, the trusting person makes
choices in life
referred to as:
A. self-actualized choices
B. fear choices
C. intelligent choices
D. growth choices
E. A and C

39. Low Status Members
Direct conversation to high-status than low-status members
(body often face high status members)
Communicate more positive messages to high-status
members (Don’t kill the messenger)
Are more likely to have their comments ignored (Even if they
have good ideas)
Communicate more irrelevant information (gossip and social
information)
Talk to high-status members as a substitute for climbing the
social heirachy in the group (Feel more important by
association, even if they don’t have “real” status.)

40. Five power bases –
Your power base in a group is the
sum of the resources that you can
use to control or influence others.
Type of Power: Reward-rewards
behaviors -
Legitimate - elected - Providing rewards
Being elected, or for desired
selected to lead behavior
Referent-attractive - Coercive-
Being well liked punishment - The
Expert- knowledge - A ability to punish
member’s knowledge another
and information

41. True or False
Review Questions
High-status group members usually totally disregard
group norms
True or False
Low –status members communicate less positive
messages to high-status members
True or False
Legitimate power is derived from forcing others to give
up the power and give it to you.