Final Reflective Essay: Intercultural Communication

 

 

 

 

 

 

 

Final Reflective Essay

Donna Crawford

COM-40164

December 13,2012

 

 

 

 

 

                                                                                   

 

            Discrimination can occur in all aspects of life and can vary in form. Discrimination can be divided into two main, but not mutually exclusive types, depending on how it is expressed, by whom, and against whom (Karlsen & Nazroo. 2012). Interpersonal discrimination can usually be directly perceived as discriminatory interactions between individuals (Karlsen & Nazroo, 2012). Institutional discrimination tends to be more invisible than interpersonal discrimination because it typically refers to discrimination practices or practices embedded in organizational structures (Karlsen & Nazroo. 2012).

            Forms of interpersonal discrimination can occur between individuals who may encounter religious intolerance, sexual discrimination, deep racial barriers and other forms of prejudices that cause stress in these interactions and communication with others (Eisenberg & Goodall, 1997). Prejudice and interpersonal discrimination can sometimes be based on personal characteristics such as names, physical appearance, and/or skin color (Martin & Nakayama. 2011). Martin and Nakayama (2010) give an example of this type of discrimination with Muslim American women reporting discrimination based on their wearing of head coverings, which was a historical expression of their belief in the importance of modesty. Another offered example was one of a Black Harvard MBA graduate who had to go through an interview with the person he would be reporting to. This person bluntly told him he did not trust Black people (Martin & Nakayama, 2011).

            “There are fewer cases of such blatant discrimination in the workplace, and yet it still exists (Martin & Nakayama, 2011. pg. 325).” This type of discrimination is referred to as Institutional Discrimination. ”Institutional discrimination is built into the structure itself and it can occur regardless of the desires or intentions of the people perpetuating it (Freeman, 2012. Pg. 1). Freeman (2012) claims that institutional discrimination begins with the recruitment process and that most of the better jobs are not openly advertised. Knowledge of better job opportunities is often limited to friends and colleagues of those in power in the institution and rarely gets to members of other groups. Once applicants have been found, the actual criteria upon which selections are made are based on one’s compatibility to “institutional image” and general ability to “fit in” (Freeman, 2012). This idea is validated by Martin’s and Nakayama’s (2011) suggestion of how criteria of advancement are more subjective and can depend more on who you know, than on your specific job skills.

\           Discrimination continues to occur in today’s society and in many cases is influenced by popular culture. Popular culture not only confirms our worldviews, but also reinforces our sense of who we are. Popular culture images can reinforce stereotypes that influence interpersonal and professional relationships. This influence can affect the individual’s self-image as well as other’s perception of a particular image of a cultural group or individual (Martin & Nakayama, 2011). Many times pop culture can minimize our self-concept by portraying stereotypical images that lessen our self-worth. This concept also influences those that are in decision-making positions. When the media reports biased images and portrayals of certain groups, decision-makers and many members of society conform to biased images, which limit hope and opportunities for equality. By conforming to these images of popular culture, individuals place limitations upon themselves in addition to societal limitations that exist from previous beliefs and expectations. These beliefs and expectations must be understood and changed through the concept of the acceptance of cultural differences and the potential innovation and creativity that diversity can offer.

            If innovation and creativity of diversity is not accepted, conflict can occur among members of organizations and teams because people pursue different interests (Eisenberg & Goodall, 2011). “In organizations, most conflict arises from the acquisitions and use of resources (Eisenberg & Goodall, 2011).”Cultural differences in team member communication are of more concern in today’s response to global competition. Negotiations is a key to managing intercultural differences and the style and amount of time devoted and its relative impact differ across cultures. Eisenber and Goodall, (2011) offer four phases in the negotiation process that occur in all cultures along with the differences that occur between some of them:

            1) Developing relationships with others. It is wise to avoid insensitive remarks and to express tolerance of other’s goals and values as well as to respect what others enjoy in their natural culture (Eisenberg & Goodall, 2011),

            2) Exchanging information about topics under negotiations. This is a way to generate trust as well as a strategic means to access information and to clarify ideas (Eisenberg & Goodall, 2011).

            3) Recognize multicultural techniques of persuasion. “It is recommended that teams focus more on gaining information than on persuading and that team members respect their cultural differences when persuasion is necessary (Eisenberg & Goodall, 2010, pg. 226).”

            4) Emphasizing the role of concession in achieving agreement. “…..A contract is considered binding in American culture, but in most Asian cultures, a contract may be superseded by informal relationships…(Eisenberg & Goodall, 2011, pg 326).

            The differences in balance and inquiry of intercultural communication is based on a dependency of educating oneself to become a global citizen by profiting from interactions with others who are different (Matin & Nikayama, 2011). Whether you are interacting within a professional, educational, or social environment, it is important to recognize that there are many different cultural beliefs, values, and identities interacting between a sender and a receiver of communication. In order to better communicate multiple identities, you should be mindful or conscious, about your responses. It is important to note how your own privilege might influence the responses you have to others. It is important to be proactive when you communicate with others by taking the initiative to create positive changes (Eisenberg, & Goodall, 2011). Finally, it is important to utilize effective listening and critical thinking skills, which can build potential skills for bridging differences at work and in life (Eisenberg & Goodall. 2011).

            One of the main barriers of cultural differences is language. We deal with this everyday in the political, educational, and business context. I believe it is possible for two people, or even two nations to communicate effectively if they don’t speak the same language. We have been doing this for years. Be it by gestures, interpreters, or nonverbal communication, we can speak the same language as long as we have the knowledge and understanding of each others’ cultural views. If we truly understand the culture and interpersonal meanings of who we are communicating with, we can come to an understanding of each other’s wants and desires. This can result in a win-win situation, which is what all of us want to achieve.

 

 

 

 

References

Eisenberg, E.M., Goodall, H.L.( 1997). Organizational communication: Balancing creativity

            And constraint. (2^nd ed). Bedford/St. Martin’s.: Boston, NY

Eisenber, E.M., Goodall, H.L. (2011).  Organizaiona communication: Balancing creativity and                 constraint. (6^th ed). Bedford, St. Martin’s. : Boston, NY

Freeman, J. Institutional Discrimination. Retrieved from:

            http://www.uic.edu/orgs/cwluherstory/jofreeman/womensoicety/institidiscrim.htm

Karlsen, S., Nazroo, J. Relation between racial discrimination, social class, and health among                   ethnic minority groups. Retrieved from: http://www.ncbi.nlm.gov/pmc/articles

Martin, J. Nakayama, T. (2011). Experiencing intercultural communication: An introduction. (4^th ed).

                New York, NY.: McGraw-Hill.

 

           

           

           

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Gran Torino Analysis

 

 

 

 

 

 

 

 

Gran Torino Film Analysis

Donna Crawford

COM-40164

December 1, 2012

 

 

 

 

 

            In the movie Gran Torino, there are a number of identifiable cultural conflicts. One of the most obvious is during the scene where Walt was invited to his neighbor’s house for a dinner. While walking through the house with Sue, he asked her why all of “her” people looked to the floor when he made eye contact with them. He then placed his hand affectionately on top of a young girl’s head as she walked by and all of the family members became silent and showed signs of dismay. Sue explained to Walt about some differences in her family’s traditions and culture, which resulted in the reactions from her family members. She explained that in her culture it is the belief that the soul resides on the head so it is inappropriate to touch anyone’s head, be it young or old. She also explained that in her culture, direct eye contact is considered rude. Walt’s expectations, values, and processes were perceived as incompatible with those of his neighbor’s (Martin & Nakayama, 2011). Walt’s verbally direct approach for dealing with disagreements and his absence of emotion reflects the discussion style of intercultural conflict (Martin & Nakayama, 2011).

            There were a number of social conflicts identified in the movie Gran Torino. Martin and Nakayama (2011) define social conflict as “…unequal or unjust social relationships between social groups…(pg. 238).” The gang-related social conflicts included the Chinese gang conflicting with the Mexican gang. This conflict t resulted when the Mexican gang was tormenting Thao and Thao’s cousin’s gang, which was Chinese, came to his defense. They came to Thao’s defense because they were Chinese and wanted dominance and power over the Mexican gang. Another demonstration of social conflict was when the three African American teenagers began to harass Sue and her White boyfriend. Her boyfriend tried to act like, or fit in with the Black teenager’s behavioral style. This was offensive to the young men and caused the conflict to escalate.

            An example of pop culture demonstrated in the film was the rap music being played in the scenes with the confrontation between the Chinese and Mexican gangs. Rap music is often identified with gang activity. The lyrics often express violence and domination of a group. Rap music was also present in the basement of Thao’s house when the younger generation was socializing. This was not a violent scene but it represented the young culture’s way of socializing. Another example of pop culture was Walt’s symbols of patriotism. He had the American flag waving from his porch. The barber shop and the bar also displayed patriotic symbols such as American flags and other American pictures and symbols. These types of pop culture influence the way individuals behave in different settings and they define the expected culture of the location.

            The conclusion of the film was a desperate act of Walt saving his neighbors, but it was also an act of anger and revenge. The arrest of the gang members may have resolved the violence temporarily, but other gangs will replace them unless the community unites as a force that will not tolerate gangs in their community. This can be a difficult process because the community is populated by individuals that mostly have collectivist values that significantly affect the communication styles of conflict management (Rothwell, 2012).

            Collectivists are high-context cultures that favor avoiding or accommodating styles of conflict management (Rothwell, 2012). This style of communication would be inappropriate for this situation because of its complexity. I believe it would be appropriate to use the priest as an intermediary to organize the community and to promote cooperative communication within the group in order to develop a cooperative atmosphere of perceived similarity, trust, flexibility, and open communication (Martin & Nakayama, 2011). The key here is to establish an atmosphere among the community that allows them to interact with each other in a cooperative manner which builds on their values and beliefs. This collaboration can provide their community with the perception of a strong allegiance that will detour a gang’s desire to reside in their neighborhood.

            My feeling about the movie is that it depicted characters, behaviors, and beliefs that many of us are familiar with. Most of us know somebody who is similar to the main character, Walt. He is the older, White man who is very patriotic and who holds prejudices towards cultures other than his own. He has s distant and hardened relationship with his sons and grandchildren, but develops a certain closeness with his neighbor’s children. I appreciated how the movie showed the dislike between Walt and the neighbor’s grandmother, but also showed an agreement between them when Thao helped the woman across the street. The simple nod to each other represented respect in Thao’s behavior. The nod showed similar values and beliefs between two people who were very different and who disliked each other. I also liked how the neighborhood showed honor and respect towards Walt when he protected Thao from the gang. He received gifts of appreciation and nobility from the community while his own family was trying to convince him to move to a retirement community because they felt he was not capable of caring for himself.

            The rape and assault of Sue was difficult to watch and I blamed Walt for this event. He retaliated and beat up a gang member for tormenting Thao, which escalated the anger of the gang. This happens in reality today because hatred leads to revenge and more violence. Walt’s extreme actions of revenge and the community’s extreme act of avoidance had no chance in creating harmony.

            The character that best represents me in terms of my views and perspectives is Sue. She recognized cultural differences and rather than avoid or ignore them, she acknowledged them openly. She did not get offended by Walt’s racial slurs and she respected his differences. When Walt asked about certain reactions from her family, she explained the traditions and cultures openly. I feel it is respectful to acknowledge and inquire about another person’s differences. This shows your interest in them. To avoid and ignore differences leads to misunderstandings and interpersonal conflict. Openly discussing cultural differences leads to an understanding and respect of different communication styles and conflict resolutions.

 

 

 

 

 

 

 

 

 

 

 

References

Martin, J. Nakayama, T. (2011). Experiencing intercultural communication: An introduction. (4^th ed).

                New York, NY.: McGraw-Hill.

Rothwell, D.J. (2012). In mixed company: Communicating in small groups and teams. (8^th ed).

                Boston, MA.: Wadsworth Cengage Learning.