ISACS Division Heads Conference Cross Cultural Communication

What I Said and What I Meant:
Cross Cultural Communication
ISACS Academy for Division Heads
Rosetta Eun Ryong Lee
Seattle Girls’ School
Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

About Seattle Girls’ School


Agenda





Cultural Values, Norms of Behavior,
and Communication



Activity: Nonverbal Violations



Break



Cultural Identifiers, Power, and
Communication



Activity: Whispers



So What? Now What?

Dimensions of Identity and Culture

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




What is it?



How is it Different from Intercultural
Communication?



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

Dimensions of Variability
Individual - Collectivistic
Low Context - High Context

Task - Relationship
Low Uncertainty - High Uncertainty

Vertical - Horizontal

Factors that Influence


Personality Orientation



Individual Values
- Allocentric
- Idiocentric



Self Construal
- Independent
- Interdependent



Individual Socialization



Cultural Norms and Rules

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


Cultural Values
Norms, and Rules


Values



Value Priorities



Norms of Behavior



Non-Verbal
Communication


Cultural Value Differences

RELATIONAL
Individualism
Collectivism
group interdependence
self-reliance, independence
(mindless follower)
(selfis h )
Informality
Formality
directness, give and take discussion
indirectness, protect "face"
(rude and abrupt)
(stiff and impersonal)
Competition
Cooperation
individual achievement
group achievement
(egotistical, show-off)
(avoiding doing work or taking responsibility)
AUTHORITY
Egalitarianism
Hierarchy
fairness, belief in equal opportunity
privilege of status or rank
(being picky, on a soapbox)
(power hungry or avoiding accountability)
TEMPORAL
Use of Time
Passage of Time
"Time is money"
"Time is for life"
(doesn’t get the important things in life)
(lazy and irresponsible)
Change/Future
Tradition/Past
Adaptability ensures survival
Stability ensures survival
(muckraker, stirs up trouble)
(old-school, afraid of change)
ACTIVITY
Action orientation
"Being" orientation
"Make things happen"
"Let things happen"
(rushes without thinkin g )
(indecisive and slow)
Practicality
Idealism
Efficiency is always best
Always maintain principles
(impersonal and unscrupulous)
(naïve and impractical)


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

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


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

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

Debrief: Nonverbal Violations
Did the INTENT of your described
behaviors allow you to display
them more enthusiastically?
What was the IMPACT of the
behaviors of your partner?
Did knowing that “odd” behaviors
may be part of the exercise
help you accept your partner’s
behavior?
In working with people from
various communities, what do
you take away from this
exercise?

Break


Identifiers, Power,
and Communication
Internalized Oppression/Dominance
Stereotype Threat
Accumulated Impact/
Microaggressions
Code/Mode Switching

Fish Seeing the Water
“Normal” versus “Good”
“Intent” versus “Impact”

Exercise: Whispers

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


Exercise: Whispers
Form groups of 3.

Decide who will be A, B, or C.



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


Exercise: Whispers
ROUND 2



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


Exercise: Whispers
ROUND 3



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


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

So What? Now What?


Effective Communication Models
Common Threads
SUPPORTIVE

DEFENSIVE

Description

Evaluation

Problem-Orientation

Control

Spontaneity

Strategy

Empathy

Neutrality

Equality

Superiority

Provisionalism

Certainty

Brenda J. Allen, Difference Matters: Communicating Social Ide

Assumptions and Interpretations
• Mental Models
• Ladder of Inference
Belief

Conclusions
Selective Data
Observable Data

• Tools of Action


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

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

5. What do you want?

Discussion: Individual and
Interpersonal Growth
Think about a
challenging relationship
or conflict in your life.
How can you might you
challenge assumptions
or communicate your
perspective to improve
your relationship or
resolve conflicts?

Developmental Model of Intercultural
Sensitivity (DMIS) Schematic


Identifying Growth Zones – The 5Ps

• Policy – Enumeration of the school’s diversity
commitment through mission, strategic plan,
handbooks, websites, etc.

• Programming – Diversity training and programming for
all constituencies (board, admin, faculty, staff,
students, families, etc.). Diversity and inclusivity
curriculum.
• Practice – Consistent and meaningful revisit of policy and
programs. Climate assessments, proactive changes,
and meaningful responses to incidents.
• People – Critical mass of people who are supportive AND
active on all levels.
• Pecuniary – Funding allocated in the strategic plan for
supporting diversity efforts.
Rosetta Eun Ryong Lee (http://sites.google.com/site/sgsprofessionaloutreach/)

Cultural Effectiveness

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

Final Questions or Comments?


Presenter Information
Rosetta Eun Ryong Lee
6th Faculty and
Professional Outreach
Seattle Girls’ School
2706 S Jackson Street
Seattle WA 98144
(206) 805-6562
rlee@seattlegirlsschool.org

http://tiny.cc/rosettalee

Identity Resources
• Carlos H. Arce, “A Reconsideration of Chicano Culture
and Identity”
• Atkinson, Morten, & Sue, “Racial/Cultural Identity
Development Model (R/CID)”
• Mindy Bingham and Sandy Stryker, “Socioemotional
Development for Girls”
• Vivienne Cass, “Homosexual identity formation: Testing a
theoretical model”
• William Cross, Shades of Black: Diversity in African
American Identity”
• Anthony D’Augelli, “ Identity development and sexual
orientation: Toward a model of lesbian, gay, and
bisexual development”

Identity Resources
• Erik Erikson, “Eight Stages of Man”
• J. E. Helms, Various Publications on Racial and Ethnic
Identity Development
• Jean Kim, “Processes of Asian American Identity
Development”
• James Maricia, “Four Ego and Identity Statuses”
• Suzanne Kobasa Ouellette, “The Three C’s of Hardiness”
• Jean S. Phinney, “Ethnic Identity in Adolescents and
Adults: Review of the Research”
• Ponterotto & Pederso, Preventing Prejudice
• Maria P. P. Root, Various Works on Multiracial Identity

Identity Resources
• Patricia Romney, Karlene Ferron, and Jennifer Hill,
“Measuring the Success of Diversity Directors in
Independent Schools”
• Pedro Ruiz, “Latino/a Identity Development Model”
• Chalmer E. Thompson and Robert T. Carter, Racial
Identity Theory
• Alex Wilson, “How We Find Ourselves: Identity
Development and Two Spirit People”
• Christine J. Yeh, “The Collectivistic Nature of Identity
Development Among Asian-American College
Students”

Communication Resources
• “Stereotype Threat” by Joshua Aronson
• Brenda J. Allen, Difference Matters: Communicating
Social Identity
• William Gudykunst, Cross-Cultural and Intercultural
Comunication
• Milton Bennett, PhD, Intercultural Communication
Institute www.intercultural.org
• “Non-Verbal Communication Across Cultures” by Erica
Hagen, Intercultural Communication Resources
• Thiagi.com
• Thrive! Team Dynamics
• http://www.analytictech.com/mb021/action_science_
history.htm

Miscellaneous Resources
• Karen Bradberry and Johnnie Foreman, “Privilege and
Power,” Summer Diversity Institute, National Association
of Independent Schools, 2009
• Po Bronson and Ashley Merryman, Nurture Shock
• Kevin Jennings, GLSEN (Gay Lesbian and Straight Education
Network) www.glsen.org
• Allan G. Johnson, Privilege, Power, and Difference
• Johnnie McKinley, “Leveling the Playing Field and Raising
African American Students’ Achievement in Twenty-nine
Urban Classrooms,” New Horizons for Learning,
http://www.newhorizons.org/strategies/differentiated/
mckinley.htm
Michael J Nakkula and Eric Toshalis, Understanding Youth.

ISACS Division Heads Conference Cross Cultural Communication

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