Chap ter 2 Cu ltur e a nd Co mm unica tio n2nd Edition by Kory SOLUTIONS MANUAL for Communication Matters Floyd Download at: http://downloadlink.org/p/solutions-manual-for-communication-matters-2ndedition-by-kory-floyd/ TEST BANK for Communication Matters 2nd Edition by Kory Floyd Download at: http://downloadlink.org/p/test-bank-for-communication-matters-2nd-editionby-kory-floyd/
Cha pter 2 — Cul ture and Co mmuni ca tio n
A t a Glan ce Understandin g C ult ures a nd C o -C ult ures C omponents of Cul tures and C o C ult ures How C ult ure Aff ects C omm unicati on C omm unicati ng with C ult ural Awar eness
Learn in g Objecti ves After stud yin g thi s chapt er you sh ould be able to: 1. Define cult ur e and ex plain how cult ure is acquir ed . 2. Differ enti ate in - groups a nd out -groups. 3. Define co -cult ure and ide nti f y ex ampl es of co -cult ures. 4. Differ enti ate the compon ents of cult ure and co - cult ure: s ymbol s, lan gua ge, values, and norms. 5. C ontrast i ndivi duali sti c and coll ecti vist ic cult ures. 6. Dist inguish b etween low - and high -contex t cultures.
Chap ter 2 Cu ltur e a nd Co mm unica tio n
7. Differ enti ate low- and high-po wer -dist ance cult ures. 8. S umm ariz e how cult ures var y in vi ews about m asc uli nit y and femi nini t y , an d about m en and women’s rol es. 9. Describe ho w cult ures v a r y in t heir o rientation t oward tim e and unc ertaint y avoid ance. 10. Describe str ate gies fo r co mm unicati ng with cultur al awar eness. 11. List and sum mariz e c omm unicati on codes that var y ac ross cult ures.
Chap ter 2 Cu ltur e a nd Co mm unica tio n
Lectu re Out li n e I. Understandin g cult ures a nd co -cult ures. A. W hat i s cult ure? 1. A cu ltu re is t he tot ali t y of learn ed, shar ed s ymbo ls, l angua ge, values, and norms that dis ti nguish o ne group of peopl e from a nother. 2. A society is a group o f p eople who shar e a comm on cult ure. B. Dist inguishi ng be tw een i n -groups and out - groups. 1. In -grou p s refer to group s with whom we identif y. 2. Ou t-grou p s refer to grou ps we see as di ffe rent fro m ourselves. 3. Fac ebook ex empl ifies bot h in-groups and out - gro ups. 4. C hall enges o f out - group status i nclude highe r stre ss l evels, feeli n gs of discomfort, and potenti al discrim ination. C. Acquirin g a cult ur e. 1. C ult ure is no t necessaril y related to or b ased on ou r ethn icity , which is o ur percepti on of ou r anc estr y or h erita ge. 2. C ult ure is no t necessaril y related to our n ation ali ty, which i s our status as a cit iz en of a particular cou ntr y. 3. C ult ure is learned. E n cu ltu ration is t he process of acquirin g a cult ur e. D. W hat i s a co -cult ure? 1. Co-cu ltu res a re groups o f people who sha re v alue s, custom s, and norms related to m utual int erest s or char acte r ist ics besides their nati onal citi z enshi p. 2. C ult ure is based on man y variables, includi n g shar ed acti vit ies and beli efs a nd mental and ph ysi cal abili ti es. 3. Man y p eople identi f y wit h mul ti ple co -cult ures si mul taneousl y. 4. The Intern et offe rs mult ipl e opportuni t ies for peo ple to develop and participate in onl ine co - c ult ures. II. C omponents of cult ures and co -cult ur es. A. C ult ures var y in t heir s ymbol s. 1. A s ymbol is s omething t hat repr esents an ide a. 2. Each societ y uses s ymbo ls t hat carr y pa rticular m eanin gs for it s member s. B. C ult ures var y in t heir lan gua ges. 1. Lan gu a ge all ows for w ritten and spoken comm uni cati on.
Chap ter 2 Cu ltur e a nd Co mm unica
2. Lan gu a ge ensures that cu lt ures and cult ural itioden as a re passed from one gen erati on to t he nex t. C. C ult ures var y in t heir val ues . 1. Values ar e the standa rds a cult ure uses to j ud ge ho w good, d esirable , o r beauti ful something is. 2. Values ar e cult ural i de as about what ou ght t o be.
Chap ter 2 Cu ltur e a nd Co mm unica tio n
D. C ult ures var y in t heir nor ms. 1. Norms are rules or ex pec tations that guide people ’ s behavior in a cult ur e. 2. W hat m ight be “normal” for one cult ur e ma y be v er y diffe rent fo r another. E. Co-cult ures’ dist inctive sym bols, lan gua ge, v alues , and norms. 1. Co-cult ures fr equentl y use jar gon, or te rminol og y that is onl y und erstood b y others in t he same co -cul ture. 2. Co-cult ures often a rise pr ecisel y bec ause their m e mber s share sp ecific v alu es. III. How cult ure a ffe cts com muni cati on. A. Indivi duali sti c versus coll ecti vist ic cult ures. 1. In an in d ivi d u ali stic cu ltu re , people beli ev e that their primar y r esponsi bil it y is t o themselves. 2. In a coll ec tivistic cu ltu r e , people a re tau ght t h at t heir prim ar y r esponsi bil it y is t o their fami li es, their comm unit ies, and their e mpl o yers. 3. A cult ure’s indivi duali sti c or coll ecti vist ic tenden cies can aff ect how mem bers ex perience con flict and h ow comfortable p eople a re with publ ic speakin g. B. Low - versus hi gh - contex t cultures. 1. In a low -con text cu ltu r e , people ar e ex pected to b e direct and to s a y what the y me an. 2. In a h igh -con text cu ltu r e, people a re tau ght t o sp eak in a less -dir ect w a y a nd to i nfer meanin g f rom co ntex tual cues such as nonverbal si gnals . 3. The comm unicati ve cont ex t can affe ct how peopl e handle c riticism and disagr eements. 4. W hen indi viduals from low - and hi gh -cont ex t cultures comm unicate with each othe r, ther e is po tential for misunderstanding. C. Low - versus hi gh -pow er- dist ance cult ures. 1. A low -p ow er-d istan ce c u ltu re beli eves that all p eople ar e equal , and that no one person or group shou ld have ex cessi ve powe r. 2. In a h igh -p ow er-d istan ce cu ltu re , c ertain groups (ro yalt y, the ruli n g social class) have gre at power , where as the av era ge cit iz en has muc h less. 3. P ower distance aff ect s views on friendships and r omantic relations hips, an d the wa y people think abo ut authorit y.
Chap ter 2 Cu ltur e a nd Co mm unica tio n D. Masculi ne versus f emi nine cult ures. 1. A mascu li n e cu ltu re is c ompos ed of people who cherish tradit
ionall y masculi ne values such as ambi t ion, achievement , and the acquisi ti on of material goods. 2. A f emin in e cu ltu re is co mpos ed of people who v alue nurturan ce, qu ali t y of li fe, and servic e to ot hers .
Chap ter 2 Cu ltur e a nd Co mm unica tio n
E. Monochronic ve rsus pol ychron ic cult ur es. 1. A mon och ron ic cult ure views ti me as a comm odi t y that c an be e arned, s av ed, spent, and wasted . 2. A p olychron ic cult ure c onceives ti me as more ho li sti c , fluid , and less structured. F. Uncertain ty avoid an ce i s the ex tent to which people tr y to avoid si tuations that are unst ructu red, uncl ear, or unpredictabl e. 1. Uncertain ty-avoid an t c ult ures are unli kel y to t ak e risks, for f ear o f fail ur e . 2. Uncertain ty -a ccep tin g c ult ures are mor e open to new situati ons and more acc epti ng of p eople and i deas that ar e diff erent f ro m t heir own. IV . C omm unicati ng with cultural awa ren ess. A. Be open -mi nded about c ult ural di ffer ences. 1. Be mi ndful of diff er ence s, which invol ve an aw ar eness of how othe rs’ behaviors and w a ys of th inki ng ar e diffe rent f rom our own. 2. Avoid ethn ocen tris m, th e tendenc y to j ud ge oth er cult ures’ pr acti ces as inferior to our own. B. Be knowl ed geable about different co mmu n icatio n cod es , the verbal and nonverbal beh aviors who se meanin gs ar e often un derstood onl y b y p eople f rom the same cult ure. 1. C ult ures use differ ent i diom s whose meanin gs ar e not necessaril y obvious t o people from oth er cult ure s. 2. C ult ures use differ ent j ar gon, or la n gua ge whose t echnical m e aning is understood b y p eople wit hin a given co -cult ur e, b ut not necessaril y b y thos e outsi de it . 3. C ult ures use differ ent ge stures, or movements, t hat ex press i deas. C. Be fl ex ibl e and r espectfu l when int eracti n g with o thers. 1. Ex pect ambiguit y. 2. Appreciat e diffe ren ces in acc ess t o comm unicati on technolog y. 3. Adap t to ot hers, or chan ge you r behavio r to ac co mm odate what ot hers a re doing.
Chap ter 2 Cu ltur e a nd Co mm unica tio n
K ey Term s
C ult ure
Low -powe r-dist anc e cult
S ocieties
ure High-po wer -dist ance
In -
cult ure Masculi ne cult ure
groups
Femi nine cult ure
Out-groups
Monochronic P ol
Ethni cit y
ychronic Uncertaint y
Nati onali t y
avoid ance Mind ful
Encult urati
Ethnocentrism
on Co-cult
C omm unicati on codes
ures
Adapt
Indivi duali sti c cult ure C oll ecti vist ic cult ure Low -contex t culture High- contex t culture
Flo yd : Co mmu n icatio n Ma tter s, 2 e
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Š 201 4 b y M c Gra w-Hi l l Ed uc at i on. Th i s i s p ro p ri et a ry mat eri a l solel y f or a ut h ori zed in st ruc t or u se. Not au th orized for sale or d i st ri but i on in a n y mann er. Th i s d ocu ment ma y n ot b e cop i ed , scann ed , du p lic at ed , forwa rd ed, di st ri bu t ed, or p ost ed on a web si t e, in wh ole or p a rt .
Chap ter 2 Cu ltur e a nd Co mm unica tio n
A ddit ion al Lectu re Ideas 1. If your coll e ge host s a “ Global Awar eness D a y” or “ Intern ati onal F air ,” s eiz e the opportuni t y! Tak e a field trip during cl ass t im e to allow you r students t o soak in cultures the y mi ght not otherwise ex perience. 2. Invit e a prof essi onal to class who has made a c are er in the int ernati onal m a rketpl ace. Ask students t o prepar e q uesti ons concernin g c ros s -cult ural chall en ges. He re ar e a f ew to get you st a rted: Have yo u ever h ad a lan gu age b arrier t h at seemed in su rmo u n tab le? Have yo u r wo rd s ever b een “lo st i n tran slati o n ?” Ho w h ave yo u ad ap ted to a cu ltu re’s cu sto ms to b e mo re e ffecti v e in yo u r career? Describ e th e mo st ch all en gin g ex p erien ce yo u h ave h ad in a cu ltu re d ifferen t fro m yo u r o wn .
3. Invit e a rep resent ati ve fr om your coll ege’s St ud y Abroad pro gram t o come to class and discuss educati onal t rav e l opportuni ti es with you r students. If possibl e, asse mbl e a panel of previous student partic ipants who can sha re abo ut their own unique ex periences in cult ures ver y dif fer ent fr om t heir own.
Flo yd : Co mmu n icatio n Ma tter s, 2 e
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© 201 4 b y M c Gra w-Hi l l Ed uc at i on. Th i s i s p ro p ri et a ry mat eri a l solel y f or a ut h ori zed in st ruc t or u se. Not au th orized for sale or d i st ri but i on in a n y mann er. Th i s d ocu ment ma y n ot b e cop i ed , scann ed , du p lic at ed , forwa rd ed, di st ri bu t ed, or p ost ed on a web si t e, in wh ole or p a rt .
Chap ter 2 Cu ltur e a nd Co mm unica tio n
C lass room Discu ssi on an d A cti vit y Topics : 1. S pend a da y havin g your own in -class cult ural f air. Have students pr epar e a short 1 -2 mi nute speech of introdu cti on on their cult ural ba ckgr ound and spe cific s ymbol s, langu a ge, valu es and nor ms. Encoura ge students t o bring in clothi n g, food sampl es, photogra phs, m ementos, etc. , that rep resent t heir c ult ure. Be su re to allow ti me for pe er int eracti on afte r all spee c hes have be en pr esented. 2. If t he Ol ympi cs ar e takin g pla ce durin g the ye ar, h ave the students res ear ch an Ol ympi an of their choic e from outsi de the Unit ed S tates. Ask students t o identif y unique chara cterist ics about t he chosen Ol ympi an’s cult u re. This could be pr esent ed eit her in an essa y format o r given as a speech. If util iz ed as a speech assi gnment, consi der cr eati n g a gr ading rubric that i nclud es the foll owing consi der ati ons: • P h ysical d eli ver y st yle (Do es th e sp eaker ma ke e ye co n tact? Do es th e sp eaker s mil e at th e au d ien ce? Do es th e sp eaker in co rpo rate ap p ro p riate gestu res an d li mit u nn ecessar y o n es?) • V o cal d eli ver y st yle (Do es th e sp eaker p ro ject h is o r h er vo ice loud ly? Do es th e sp eaker p resen t at an ap p rop riate p ace? Do es th e sp eaker avo id u sin g vo cal fil lers (“u ms ”) an d p a u sin g excessiv el y?) • S tren gth o f co n ten t (Do es th e sp eaker sp ark au d ien ce in terest i n h is o r h er ch o sen Olymp ian ? Do es th e sp eaker en ga ge th e au d ien ce wit h facts ab o u t th e Olymp ian ’s cu lt u re?) • Organ izati o n o f co n ten t (Is th e speech o f in tro du ctio n ea sy fo r th e au d ien ce to fo ll o w? Do es th e sp eaker re me mb er to exp ress p leasu re in in trod u cin g th e cho sen ath lete, and do es th e sp eaker b u ild su sp en se wh en in trod u cin g th e Olymp ian ?) • V isu al aid s and p ro p s (Are p rop s, co stu mes, p h o to grap h s, etc. u se d to enh an ce th e p resen tation ?) • Overall e ffecti ven ess (O verall , d oes th e sp eaker exe cu te t h e sp eech in a p ro fessio n al, well - reh earsed , man n er? Do es th e sp eaker refr ain fro m d istracti ve b eh avio rs su ch as d ressin g u n su it ab ly, ch ewin g gu m, u sin g in ap p ro p riate lan gu age, etc.?)
3. In sm all groups, h ave stu dents ex change answ ers t o the “S harpen Your S kil ls” questi on presented in C hapte r 2. Ask students t o select t he best s tor y f rom the small group to sha re with t he larger class. Describ e an in teracti o n yo u h a ve h ad wit h so meo n e wh o se lan gu age, valu es, o r trad iti on s d iffered marked l y fro m yo u r o wn . Wh at co mmu n ica ti o n ch all en ges d id each on e o f yo u face? Ho w d id yo u man age th o se ch all en ges? Ho w mi gh t yo u h ave man aged th em mo re e ffecti vel y?
4. The Dark S ide o f C om muni cati on —C ult ural Intol eranc e: Discrim ination a gainst Musl im S tudents on U.S. C oll ege C ampus es. For homewo rk, assi gn st udents t he art icle present ed in t he C hapter 2 D ark S i de of C omm unicati on, which ma y b e Flo yd : Co mmu n icatio n Ma tter s, 2 e
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© 201 4 b y M c Gra w-Hi l l Ed uc at i on. Th i s i s p ro p ri et a ry mat eri a l solel y f or a ut h ori zed in st ruc t or u se. Not au th orized for sale or d i st ri but i on in a n y mann er. Th i s d ocu ment ma y n ot b e cop i ed , scann ed , du p lic at ed , forwa rd ed, di st ri bu t ed, or p ost ed on a web si t e, in wh ole or p a rt .
Chap ter 2 Cu ltur e a nd Co mm unica tio n found at htt p:/ /sbs tatesman.webfa cti onal.com/2003/ 02/19/musl im s -face-discrim
inat ion -and - int olerance/ In class, ask st udents t hei r opinions and perspe cti ves on t he article, and re ga rding discrim ination i n gene ral .
Flo yd : Co mmu n icatio n Ma tter s, 2 e
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Š 201 4 b y M c Gra w-Hi l l Ed uc at i on. Th i s i s p ro p ri et a ry mat eri a l solel y f or a ut h ori zed in st ruc t or u se. Not au th orized for sale or d i st ri but i on in a n y mann er. Th i s d ocu ment ma y n ot b e cop i ed , scann ed , du p lic at ed , forwa rd ed, di st ri bu t ed, or p ost ed on a web si t e, in wh ole or p a rt .
Chap ter 2 Cu ltur e a nd Co mm unica tio n
5. Divide the class int o si x teams, and assi gn e ach te am one of the six major cult ural differen ces th at i nfluen ce how people comm unicat e with each oth er (indivi duali sm/ coll ecti vism, communi cati ve conte x t, power distance, masc uli nit y and femi nini t y, orientation t o ward tim e and unc ertaint y avoid ance ). As a rese ar ch project, have e ach group d efine t he cult ur al ch ara cterist ic , and then provide a count r y and ex ampl e that represents e ach si de. If yo u have acc ess t o comput ers, this may be don e as an in -class assi gnment; i t m a y also be used as a more formal group project and presentation. 6. Have students complete t h e ethnocentrism surv e y, and ask your cl ass t he fo ll ow -up questi ons provided in t he chapter: Were yo u r su rp rised b y yo u r sco re? Wh y o r wh y n o t? Wh at facto r s d o yo u th in k yo u r sco re reflects ? Ho w can learn in g ab o u t cu ltu ral in flu en ces o n co mmu n icati o n affe c t ten d en cy to ward eth n o cen tri sm? Based o n yo u r resu lt s, do yo u h ave an y go als fo r yo u rself co n cern in g cu lt u ral un d erstand in g?
Flo yd : Co mmu n icatio n Ma tter s, 2 e
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Š 201 4 b y M c Gra w-Hi l l Ed uc at i on. Th i s i s p ro p ri et a ry mat eri a l solel y f or a ut h ori zed in st ruc t or u se. Not au th orized for sale or d i st ri but i on in a n y mann er. Th i s d ocu ment ma y n ot b e cop i ed , scann ed , du p lic at ed , forwa rd ed, di st ri bu t ed, or p ost ed on a web si t e, in wh ole or p a rt .
Chap ter 2 Cu ltur e a nd Co mm unica tio n
A ddit ion al R eadin g an d Websit es The W orld Factbook: htt ps:/ /www.cia. gov/l ibrar y/publ icati ons/ the -world -f actbook/ The W orld Factbook pro vides information on t he hist or y, people, gov ernm ent, econom y, geo graph y, comm unic ati ons, t ransportati on, mi li tar y, and tr ansnati onal i ssues for 266 world entit ies. Our R efe r ence tab in cludes: m aps of the major world r e gio ns, as well as Fla gs of the W orld, a P h ys ical M ap of the W orld, a P oli ti cal Map of the W orld, and a S tandard Tim e Zones of t he W orld map. Foundati on for End an ger ed Lan gua ges: htt p:/ /www.ogmi os.or g/hom e.htm The Found ati on for Enda nge red La n gua ges suppo rts, enables and assi sts the documentati on, protecti o n and promot ion of enda nge red lan gu a ges. This w ebsit e describes a cti vit ies, and includes the newslet te r O gmios and details o f their confer enc es. P ew Internet and Americ an Li fe P roject: htt p:/ /www.pewintern et.or g The P ew Inter net & Ame rican Life P roj ect i s one of seven proje cts t hat m a ke up the Pew R esearch C enter, a nonp a rtisan, nonprofit " fact t an k" that provides info rmat ion on t he iss ues, att it udes and tren ds shaping Ame rica and the world. The P roje ct pr oduces repo rts ex ploring the impact of t he int ernet on f ami li es, comm unit ies, work and home, dail y li fe, educati on, he alt h car e, an d civi c and poli ti cal l ife. The P roject aims t o be an authorit ati ve source on the evolut ion of the Intern et t hrou gh sur ve ys that ex ami ne how Americans use the Int ernet and how thei r acti vit ies aff ect t heir li v es. htt p:/ /st ud yabro ad.com S tud yAbroad. com i s the Inte rnet 's leadin g sour ce of informati on on educ ati onal opportuni ti es for students t o st ud y in ot her countri es. It i s a compreh ensive director y of stud y abro ad pro gr ams, i ncludi ng summ er stud y a broad, int ernship, servic e learnin g and volunt eer abro ad pro gr a ms, h igh school s tud y ab road, int ensive lan gua ge programs , and more, all or ganiz ed b y su bject or countr y or cit y. Internati onal educ ati on support through the stud y ab road handb o ok provides a guide to ed ucati on abroad, h ealt h an d safet y and stud y abro ad schola rship/financial aid i nform ati on.
Flo yd : Co mmu n icatio n Ma tter s, 2 e
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Š 201 4 b y M c Gra w-Hi l l Ed uc at i on. Th i s i s p ro p ri et a ry mat eri a l solel y f or a ut h ori zed in st ruc t or u se. Not au th orized for sale or d i st ri but i on in a n y mann er. Th i s d ocu ment ma y n ot b e cop i ed , scann ed , du p lic at ed , forwa rd ed, di st ri bu t ed, or p ost ed on a web si t e, in wh ole or p a rt .
Chap ter 2 Cu ltur e a nd Co mm unica tio n P ease, A., & P ease, B. (2 004). T he defi nit ive book of body language: The secret meaning b ehind people’s gestur es. Londo n: Orion Books.
SOLUTIONS MANUAL for Communication Matters 2nd Edition by Kory Floyd Download at: http://downloadlink.org/p/solutions-manual-for-communication-matters-2ndedition-by-kory-floyd/ TEST BANK for Communication Matters 2nd Edition by Kory Floyd Download at: http://downloadlink.org/p/test-bank-for-communication-matters-2nd-editionby-kory-floyd/
Flo yd : Co mmu n icatio n Ma tter s, 2 e
IM -2 | 11
Š 201 4 b y M c Gra w-Hi l l Ed uc at i on. Th i s i s p ro p ri et a ry mat eri a l solel y f or a ut h ori zed in st ruc t or u se. Not au th orized for sale or d i st ri but i on in a n y mann er. Th i s d ocu ment ma y n ot b e cop i ed , scann ed , du p lic at ed , forwa rd ed, di st ri bu t ed, or p ost ed on a web si t e, in wh ole or p a rt .