Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
84 Cards in this Set
- Front
- Back
|
Demographics
|
The characteristics of a population especially as classified by race, age, sex, gender and income.
|
|
|
Ethnocentrism
|
A tendency to think that our culture is superior to other cultures
|
|
|
Global Village
|
A term coined by Marshall McLuhan in the 1960s that refers to a world in which communication technology unites people in remote parts of the world
|
|
|
Heterogeneous culture
|
Difference(s) in a group, culture or population
|
|
|
Homogeneous culture
|
Similarity in a group, culture or population
|
|
|
Immigrants
|
People who come to a new country, region, or environment to settle more or less permanently
|
|
|
Melting Pot
|
A metaphor that assumes that immigrants and cultural minorities will be assimilated into the U.S majority culture, losing their original cultures.
|
|
|
Salad Bowl
|
concept suggests that the integration of the many different cultures of United States residents combine like a salad, as opposed to the more traditional notion of a cultural melting pot.
|
|
|
Self-Reflexivity
|
A process of leaning to understand oneself and on's position in society
|
|
|
Six Imperatives for ICC
|
Self-awareness
Demographic Economic Technological Peace Ethical |
|
|
Self-awareness Imperative
|
increasing understanding of our own location in larger social, political and historical contexts
|
|
|
Demographic Imperative
|
includes the changing domestic and international migration raising questions of class and religious diversity
|
|
|
Economic Imperative
|
Highlights issues of globalization and challenges for increased cultural understanding needed to reach the global market
|
|
|
Technological Imperative
|
Increasing information and increased contact with people who are similar and different from us. Increased use of communication technology also raises questions about identity and access to these technologies
|
|
|
Peace Imperative
|
working through issues of colonialism, economic disparities, and , racial, ethic and religious diffrences
|
|
|
Ethical Imperative
|
calls for understanding the universalist, relativist and dialogical approach
|
|
|
Communication
|
A symbolic process whereby reality is produced, maintained repaired and transformed
|
|
|
Context
|
the "setting" for an event that occurs, and it will have an impact on the relevance of the event.
|
|
|
Power
|
the ability to influence or control the behavior of people.
|
|
|
Difference
|
a point or way in which people or things are not the same
|
|
|
Cultural Values
|
The worldview of cultural group and its set of deeply held beliefs
|
|
|
Avowal
|
How you portray yourself
-the traits that you avow to -what you show others |
|
|
Ascription
|
Process by which others attribute identities to an individual
|
|
|
Intersectionality
|
The way in which your cultural identity's interact and influence one another
|
|
|
intrepelation
|
Resisting ascribed identities- when you are pulled into a specific identity by social forces
|
|
|
Multicultural Identity
|
people who straddle the lines of culture
-live in two worlds -struggle with two usually very different sets of values, norms, and world veiws |
|
|
Stereotype
|
Widely held beliefs about a group of people
-stepping stone, helps you know what to expect, perfectly healthy and useful as long as you move past them when knowledge is acquired |
|
|
Prejudice
|
An ATTITUDE (usually negative) toward a cultural group based on little or no evidence
|
|
|
Identity and ICC
|
peoples personal, familial and spiritual identity are the foundation of intercultural communication
|
|
|
Assimilation
|
When you give up your own culture for for the mainstream cultural identity
|
|
|
Integration
|
Maintain original culture and maintain interactions with other groups
|
|
|
Segregation
|
Separation- retain own culture, interact minimally with other groups
Segregation- dominant society enforces it, compel groups to live apart |
|
|
Cultural Hybridity
|
The product of Many cultures, no single defining culture
|
|
|
Flight Approach
|
maintain hesitant or withdrawn from new environment, hang back and watch
|
|
|
Fight Approach
|
Trial and error approach, jump in and participate
|
|
|
Privileged Identity
|
Sense of belonging to the dominant group
|
|
|
Marginalized identity
|
Sense of belonging to the minority group
|
|
|
Privilege
|
a special right, advantage, or immunity granted or available only to a particular person or group of people.
|
|
|
Relationship between Pop culture & Identity
|
popular culture gives us examples to live by. who we think we are influences how we understand the world
|
|
|
Pop Culture and Power
|
you cant escape it. Americans are exposed to an average of 40+ hours of popular culture a week. shapes your instincts and reactions on a subconscious level
|
|
|
Pop culture influence on ICC
|
-presents stereotypes that shape our interactions
-allows us to learn more about each other remotely -serves as public forum to work out conflict |
|
|
High Culture
|
Cultural activities that are often in the domain of the elite (ballet, opera, fine art)
|
|
|
Low Culture
|
Cultural activities of the non-elite (slam poetry, graffiti art, game shows)
-now cultural products that most people share including tv, music, videos |
|
|
differences in representations of privileged and marginalized groups
|
Privileged groups play a more significant role in popular culture. Highly represented, shows disproportionate percentages
|
|
|
Cultural Industries
|
Industries that produce and sell popular culture as commodities (Disney)
|
|
|
Folk Culture
|
Traditional and non mainstream cultural activities that are not financially driven (Folk music)
|
|
|
Media Imperialism
|
Domination or control through media
|
|
|
Cipher
|
when individual objects or people are packaged as to create a commodity (Pocahontas)
|
|
|
Intercultural Relationships
|
refers to both romantic and platonic relationships, theory's on attractions to similar and different people
|
|
|
Relational Learning
|
learning that comes from a particular relationship but generalizes to other contexts (skills, communication styles, knowledge of other ideas)
|
|
|
Challenges in IC relationships
|
coping with differences, tending to stereotype, dealing with anxiety, and having to explain ourselves to others
|
|
|
Benefits to IC relationships
|
discover similarity's
Acquiring new knowledge about the world Breaking stereotypes Building new skills |
|
|
Barriers to IC relationships
|
differences in-
Communicaiton style Values Perceptions |
|
|
IC conflict
|
conflict between two or more cultural groups
|
|
|
Conflict as inevitable
|
when communicating interculturally conflict is completely inevitable
at the social, national, international, and interpersonal levels |
|
|
Sources of Conflict
|
economic contexts, cultural identities and belongingness, language barriers, political and religious contexts
|
|
|
Conflict as opportunity
|
allows us to work through our differences and arrive at the best possible solutions
|
|
|
Conflict as destructive
|
results in many kinds of casualties and deepens cultural and ideological rifts
|
|
|
Conflict Styles
|
Aggressive- power dominance me over them
Passive- avoidance, wont engage Passive Aggressive- exercise power in secret Assertive- express needs clearly, seek mutual goals |
|
|
Strategies for conflict resolution
|
-staying centered
-Maintaining contact (meaningful dialogue) -Recognizing existence of multiple styles of conflict -identifying a preferred style -recognize importance of context |
|
|
Relationship between alliance and power
|
every intercultural relationship will have a power structure. This is something that you must recognize and overcome.
An intercultural alliance- is a bond between individuals or groups across cultures characterized by a shared recognition of power and the impact of history and by an orientation of affirmation |
|
|
The role that fear plays in engaged and effective intercultural communication
|
fear holds one back, leads to distorted perceptions. puts up barriers and hinders intercultural communication. It guides expectation
|
|
|
how to re-envision fear/strategies to manage and address fear
|
Change your attitude and you motivation, gain knowledge.
|
|
|
four different levels of competence
|
Unconscious Incompetence
Conscious incompetence Unconscious competence Conscious competence |
|
|
which level of competence is most effective for intercultural communication
|
Conscious competence- when one is aware that interaction is going well and understands why
|
|
|
dialogue
|
Conversation that is slow, careful, full of feeling, respectful, and attentive
|
|
|
IC alliance
|
bonds between individuals or groups across cultures characterized by a shared recognition of power and the impact of history and by orientation of affirmation
|
|
|
Forgiveness
|
this means, letting go of-not forgetting- feelings of revenge
-promotes intercultural understanding and reconciliation |
|
|
social justice
|
acknowledge that oppression and inequities exist, cultural differences are not just interesting and fascinating, they exist within a hierarchy in which some are privileged and set the rules for others
|
|
|
doing something
|
Community engagement-active engagement to improve lives of particular group, by working together
|
|
|
the role of cultural differences
|
difference becomes problematic when there is resource competition, there is an assertion of supremacy or they are seen as threats.
Uniformity does not have to be a prerequisite for unity |
|
|
the process of re-envisioning difference (why, how, what)
|
-Melting pot vs. Salad bowl
-multiculturalism without hierarchy -polyphony-2 or more simultaneous lines of independent melody |
|
|
harmony
|
Harmony is predicated on diversity and difference
Harmony embraces difference, we can't have harmony in a state of sameness |
|
|
Transversality
|
A perspective that embraces the interlacing of multiple life-worlds- its about integrating differences, without creating sameness
|
|
|
uniformity vs. unity
|
-the quality or state of being the same : the quality or state of being uniform or identical
-uniformity does not have to be a prerequisite for unity |
|
|
homogeneity
|
the state of having identical cumulative distribution function or values
|
|
|
interculterality
|
.can be seen as ongoing struggles of colonized and marginalized people for truly equal relations among cultures and individuals, a re-envisioning where difference is tolerated and celebrated, and similarities are points of collaboration
|
|
|
microaggressions as verbal, non-verbal, and environmental
|
verbal- what where are you Really from?
Nonverbal- clutching a purse more tightly Environmental- American Indian mascots |
|
|
the relationship between microaggressions and power
|
they hold power because they are invisible
|
|
|
The relationship between microaggressions and intention
|
are unconscious acts of bias and prejudice that 'leak' out
|
|
|
Unconscious Incompetence
|
when one communicates without adapting their communication style and not thinking about why it may not be effective
|
|
|
Conscious Incompetence
|
When one is aware that their interaction is not going well, but doesn't understand why
|
|
|
Unconscious competence
|
When interaction is going well, but one doesn't have to think about why as the various aspects of icc are being used unconsciously
|
|
|
Conscious competence
|
When one is aware that the interaction is going well and understands why
|
