Cultural Intelligence

1. “It is useful in education to continually ask ourselves whether or not our methods are getting us closer to our goals.” (Shaw, 1999, p. 325) Cultural Intelligence Higher Education’s New Foreign Language Requirement

2. What is CQ? • Defined as the “capability to function effectively across national, ethnic, and organizational cultures” (Livermore, 2010, p. 170). • “Enables the individuals to represent appropriate behaviors in varied cultures without getting confused or distracted about how the others behave them” (Soltani & Keyvanara, 2013, p. 41). • Not a personality trait, but a learned quality or individual capability that requires flexibility and training (Livermore, 2010). • First identified in 2003 (Van Dyne et al., 2012). • Key founding contributors include Ang, Earley, and Van Dyne. • Current contributors extend to Livermore, Rockstuhl, Ng and others.

3. The Sub-Dimensions • Meta-cognitive -- the level of awareness an individual brings to cultural interaction (Rockstuhl et al, 2011) • Cognitive -- the knowledge of a culture’s beliefs and norms, customs and practices, taboos and conventions (Rockstuhl et al, 2011; Westby, 2012) • Motivational -- the directed effort a student makes in mastering and applying cultural knowledge (Rockstuhl et al, 2011) • Behavioral -- the application of the cultural knowledge attained (Rockstuhl et al, 2011)

4. R1: How should cultural intelligence be considered in Higher education? • A shifting away from the mere hiring of diverse staff and a focus on the need for staff to be able to interact with people from diverse cultures • (Bennett, 2009) • Second language proficiency cannot be the justification of a college foreign language requirement that is only one or two years in length. • English instruction of further cultures is a much more effective way to introduce cultural values and beliefs to college students. • Eliminating the ineffective language component allows in-depth study of a culture’s values and belief systems leading to true understanding of their people. • (Weingartner,1992) • Higher education is answering the call for increased demands of CQ • Global understanding • Cross-border and travel abroad experiences for students and faculty • focuses on internationalization • embraces cultural differences • acknowledges cultural laws • enhances international relationships • (Haber and Getz, 2011)

5. Haber and Getz (2011)graduate student global study course to Doha, Qatar Similarities Connections • Muslim faith differs extremely from Catholic beliefs • Trapped by the norms of marital status and careers for women • Faith in God and her religion’s desire to help the vulnerable with the Muslims’ desire to do the same • Modesty and respect afforded to Arab women

6. So What? R2: Why is CQ Important for College Graduates? Soltani and Keyvanara (2013) report that many highly intelligent people fail in cultural interactions due to their lack of adaptability, not their lack of language skill. Exposure to cultural instruction would alleviate the failures that come with not being culturally intelligent (Groves and Feyerherm, 2011). In forming leaders, Neumann (1995) added that leaders “should take, as their point of departure, the thinking and beliefs - the culturally ingrained understandings and values- of those whom they wish to lead” (p. 271).

7. So What Else? Ultimately, high levels of CQ allow people to surpass pretend respect and gain a genuine deference and value for people from other cultures (Livermore, 2010). Motivation, evaluations and human resource strategies vary by cultural group, and effective leaders need to respect and allow individual and cultural identity while maintaining organizational culture (Livermore, 2010). Dong and Wang (2010) insist that “national security can only be strengthened by the mutual understanding of the nations” (p. 172). And further argue that… Prejudice needs to be replaced with unity and diversity; best achieved on a global basis with CQ.

8. R3: What is the Reality of Attainment for culture or foreign language course? Language Acquisition CQ Instruction • Fluency attainment takes 6-8 years (Eaton, 2012; Suderman & Cisar, 1992; Demie, 2011) • Pragmatics inhibit even fluent speakers (Rafieyan et al, 2013) • Cultural exposure necessary for success (Wenli, 2005) • College requirements generally stop at 2 semesters (Shaw, 1999) • Success dependent on native language ability (Shaw, 1999) • Allows prompt attainment of cultural norms, beliefs and taboos (Westby, 2012) • Culture and fact based • Simultaneously applicable to multiple cultures • Taught in English

9. R4: CQs Impact on America and Its People More than 300 languages acknowledged on the US Census. 21% of the population over the age of five speaks a language other than English at home (Ryan, 2013). What does this mean for… Teachers? Exposure to and meaningful contact with diverse groups helps to reduce the bias and tensions apparent in multi-cultural circumstances (Tatum, 2003). Atrue understanding of cultural differences eradicates barriers, resulting in inclusive communities and improved relationships among multi-cultural groups (Westby, 2012). To create this sense of cultural inclusion in American schools, Petrovic (2011) recommends an increase of teacher CQ through teacher training curricula which emphasizes intercultural collaboration and cultural diversity.

10. The Impact of CQ Speech and Language Pathologists? Cheng (2007) emphasized that speech and language pathologists “need to shift our theoretical paradigm from reduction of accent to enhancement of communication” (p. 39). Cheng’s research uncovered that some families within the Asian cultures feel great shame in children who have disabilities and choose to avoid these issues as opposed to addressing them. Furthermore, this avoidance of professional intervention due to the apparent shame felt over their child’s speech delay resulted in years of documented peer bullying for Cho. Psychologists, Counselors and Social Workers? Medical Professionals? Marketing and Advertisers? Business Leaders?

11. R5: Should CQ Replace the Traditional Collegiate Foreign Language Requirement? • 158% increase in foreign language speakers vs. 38% increase in population • (Ryan, 2013) • The workforce is changing! • 44 percent increase in Asian-Americans, • 36 percent increase in Hispanic and Latin Americans • 21 percent increase in African-Americans • (as cited in Groves & Feyerherm, 2011). • 2 years of intensive language study = intermediate level • (as cited by Sudermann and Cisar , 1992). • IQ and EQ do not impact success in multi-cultural situations • (Ang & Van Dyne, 2008; Rockstuhl, Seiler, Ang, Van Dyne, & Annen, 2011). • Foreign language acquisition an understanding of culture (Petrovic,2011). • While not the official world language, English has rooted itself internationally (Panetta, 1999).

12. Conclusion and Discussion Though longevity in America increases the likelihood that an immigrant will adopt English as their main spoken language (Ryan, 2013), fluency does not equate to shared beliefs, values and taboos. The stated goals for language study are better achieved through direct instruction of English, critical thinking skills, and cultural differences rather than instruction in a foreign language. (Baron, 1982; Weingartner, 1992)