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Culture in the Classroom: Tough Questions about International Diversity

Culture in the Classroom: Tough Questions about International Diversity. John R. Baldwin, Ph.D. 2009 Teaching & Learning Symposium Doubletree, Bloomington, 1/7/09. An Iceberg Model of Culture. Indivi-dual. Organizational. Co-Cultural. Regional/National. Macro-Regional.

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Culture in the Classroom: Tough Questions about International Diversity

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  1. Culture in the Classroom:Tough Questions about International Diversity John R. Baldwin, Ph.D. 2009 Teaching & Learning Symposium Doubletree, Bloomington, 1/7/09

  2. An Iceberg Model of Culture

  3. Indivi-dual Organizational Co-Cultural Regional/National Macro-Regional “Levels” of Culture(Kim, 1984)

  4. Defining CultureHall, 2005 “A historically sharedsystem of symbolic resources through which we make our world meaningful” (Hall, 2005, p. 4) • Selection • Organization • Evaluation • [Attribution]

  5. The Notion of Cultural Difference

  6. Value Dimensions High & Low Context (E. T. Hall)

  7. http://www.genderwork.com/services/organizationaldev.html

  8. http://www.genderwork.com/services/culturalassessment.html

  9. Value Dimensions Hofstede’s Dimensions • Individualism/ Collectivism • Power Distance • Uncertainty Avoidance • Masculinity/ Femininity • Long-Term Orientation (Confucian Work Dynamism)

  10. Value DimensionsHofstede, 1984 Collectivistic Venezuela Costa Rica Hong Kong Malaysia Mexico Jamaica Turkey Argentina India Japan Germany Italy Denmark United States Individualistic Low Power Distance High Power Distance

  11. Affectivity  Affect Neutrality Universalism  Particularism Diffuseness  Specificity Ascription  Achievement Instrumental Orientation  Expressive Orientation Value Dimensions Parson’s Pattern Variables

  12. Value Dimensions Kluckhohn & Strodtbeck’s Value Dimensions

  13. Cognitive Styles • Logical Approaches: • Intuitive-Expressive • Axiomatic-Deductive • Factual-Inductive • Cyclical • Left/Right-Brained • Field Dependent/Independent • Reflective/Impulsive

  14. Influence on the classroom?

  15. American Values Materialism Success Work & Activity Progress Rationality Democracy Humanitarianism Middle Eastern Values Hospitality Generosity Courage Honor Self-Respect Specific Values(Vander Zanden, 1965; Patai, 1976)

  16. “American” Communication Direct “Elaborated” Informal Low context Less differentiated codes Middle Eastern Communication Indirect Emphatic Formality High context More differentiated codes ValuesCommunication

  17. World View Communication The Impact of Confucianism (Yum, 1991)

  18. Confucianism  Relationships (Yum, 1991)

  19. German & American “Management”

  20. Some Classroom Issues • Dress and Address • What should students call you? • How should students address you? • Direct, to the point (Indian/English) • Face-saving • Teacher as “expert” or as “facilitator”? • “Informality”—confused with “friendship”? • How should you address students? • Public praise • “Can I be frank?...”

  21. Participation and discussion format Argumentation style in paper (inductive? Aristotelian?) Plagiarism and independent thought Writing quality Motivation v. Initiative Internet/Web-board Preview questions Clear expectations Flexibility UCLA Reading one another’s papers “Formative” grading Your expectations Study students’ culture! Expectations: Who Adjusts to Whom?

  22. Conclusion: Hints… • Describe, don’t evaluate • Recognize value differences • Be aware of attribution • Be aware of stereotypes (yours & theirs!) • Be aware of different meanings • Know yourself! • Look for similarities (too) • Don’t confuse people with cultures • Talk…the American solution

  23. Any questions? • John R. Baldwin • Fell 451 • 438-7969 • jrbaldw@ilstu.edu

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