978-1111349103 Chapter 10 Part 2

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SUPPLEMENTAL FILMS AND VIDEOS

The Breeding of Impotence (1993, 55 minutes)

This instructional video features prominent speakers addressing how the tendency to have lower

expectations for minority students fosters a culture of failure among children. The video also

considers the increase in school violence as it relates to community factors.

Cancer in Two Voices (1994, 43 minutes)

This film documents the last three years of a woman with advanced breast cancer. Along the

way, the film explores her identity as a Jewish lesbian and how she learns to deal with dying

with sensitivity and a deep commitment to living.

Cultural Diversity: At the Heart of Bull (1992, 28 minutes)

This instructional video explores cultural differences within an information systems corporation.

Featuring employees from France and the U.S., the participants candidly discuss how they

perceive themselves, one another, and the world around them.

The Desired Number (1995, 28 minutes)

This film uses a ceremony in Nigeria to highlight how family planning issues conflict with

traditional family values, most notably how bearing large numbers of children can be a mixed

blessing for Nigerian women.

A Different Place and Creating Community: The Intercultural Classroom (1993,

37 minutes)

This two-part instructional video addresses the complex issues facing intercultural classrooms in

the U.S. Part I depicts a college classroom of international and American students interacting

with one another and their professor in cultural-specific ways that lead to conflict. Part II

provides an analysis of the drama in Part I by people from the fields of sociology, anthropology,

education, and communication.

Doing Business in Latin America: A Video Series on Argentina, Brazil, Chile,

and Mexico Volumes 1-4 (1994-1996, 160 minutes total, 35-45 minutes each

volume)

This series of instructional videos provides tips from high-ranking business executives on

making the right contacts, building long-term business relationships, making sure the work is

done right and on time, using proper etiquette, and celebrating cultural differences.

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Doing Business in Southeast Asia: A Video Series on Indonesia, Malaysia and

Singapore Volumes 1-3 (1997, 135 minutes total, 45 minutes each volume)

This series of instructional videos offers advice from Asian and American executives, as well as

cross-cultural experts, on such topics as history, etiquette, business relationships, and

communication strategies.

Her Giveaway: A Spiritual Journey with AIDS (1988, 21 minutes)

This film portrays Carole Lafavor, an activist, mother, registered nurse, and person with AIDS.

Her “giveaway” involves information about the Native American philosophy of illness. The film

also confronts the invisibility of women, Native Americans, and lesbians with AIDS.

The Hidden Dimension in International Business Interaction (1996, 62 minutes)

This instructional video examines cross-cultural assumptions about time, space, and information.

In the video, Edward Hall looks at American and Japanese offices and explains how culture

influences international business transactions.

High School of American Dreams (1995, 30 minutes)

This instructional video features a public high school in New York where immigrants from 43

countries learn English and American culture. Presenting innovative teaching strategies, the

video shows how cultural and racial differences can be reconciled in the classroom.

Hispanic-American Cultures (1992, 60 minutes)

This instructional video examines the issues facing diverse Hispanic communities with regard to

education and income. The video argues for bilingual education and suggests ways for

universities to better meet the needs of diverse groups of students.

I Need Your Full Cooperation (1989, 28 minutes)

This film chronicles the relationship between women and the medical institution. With

commentary by feminist scholars, archival footage, and Hollywood films, the video reveals male

doctors’ control over female patients, especially with regard to female sexuality and reproductive

capacity.

(In)Visible Women (1991, 26 minutes)

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dance, this film challenges notions of female invisibility and complacency. The film is also one

of very few by and about the Latina experience with AIDS.

Multicultural Education: Valuing Diversity (1991, 120 minutes)

This instructional video addresses how teachers can create a climate in which diversity is valued.

The video also discusses the culture of teaching and student culture, describing both surface and

deep cultural elements.

Pain, Passion, and Profit (1992, 49 minutes)

This film explores the connections between American and African women entrepreneurs.

Through the eyes of Anita Roddick, founder of the Body Shop, the film discusses economic

development and women’s involvement in business.

Read My Lips (1995, 7 minutes)

This discussion-starter video uses humor to draw attention to prejudice in the workplace. In the

video, three employees—a white male, a black male, and a white female—openly voice

prejudicial thoughts that most people would suppress.

Stephanie (1986, 58 minutes)

This film follows six years in Stephanie’s life, her dreams and disappointments. The film

addresses the issues of gender socialization and sex-role stereotyping as Stephanie becomes

disaffected in high school and enjoys fewer opportunities for success.

Warrior Marks (1993, 54 minutes)

This film unlocks some of the political and cultural complexities surrounding female genital

mutilation, which affects some one hundred million women worldwide. The film features

interviews with women from Senegal, Gambia, Burkina Faso, the U.S., and England, as well as

commentary by Alice Walker

TEST ITEMS: CHAPTER 10

Multiple-Choice

1. The shared understanding of the meaning of communication and the behaviors

appropriate for specific situations reflect what basic assumption? (A) communication is

culturally determined; (B) communication is rule governed; (C) communication has a

consequence; (D) communication is unavoidable; (e) communication is dynamic

2. Which of the following statements addressing communication rules is/are correct?

(A) context helps specify communication rules; (B) communication rules are culturally

diverse; (C) communication rules are universal in most contexts; (D) A and B; (E) A, B,

and C

3. Informality in American culture: (A) can make international business more difficult;

(B) can be a source of confusion for people from more formal cultures: (C) makes

international business more predictable; (D) A and B; (E) A and C

4. Cultures in which younger and subordinate members of an organization are not to use

first names when referring to elder and higher ranked members ____. (A) have high

formality; (B) include countries like Germany and Japan; (C) have high informality;

(D) A and B; (E) A and C

5. Assertiveness is considered an asset in all of the following cultures except: (A) The

Philippines; (B) Israel; (C) Germany; (D) U.S.; (E) none

6. Power distance relationships can be: (A) anarchical or hierarchical; (B) egalitarian or

totalitarian; (C) egalitarian or hierarchical; (D) anarchical or egalitarian; (E) A and C

7. International business has been significantly impacted by ____ ? (A) the increasing

importance of national borders; (B) increased economic interdependence; (C) increased

role of economic dominance; (D) decreasing number of companies with workers abroad;

(E) none

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8. Domestically, all of the following statements about businesses in the U.S. are false except

____. (A) increases in minority co-cultures have impacted both workplace and

marketplace’ (B) minority owned businesses grew by about 45% between 2002-2007;

(C) more than 2.3 million businesses in the U.S. owned by Hispanics; (E) most business

transactions involve a culturally homogeneous population

9. In the business sector, culture determines: (A) protocol; (B) management and leadership;

(C) decision-making; (D) negotiation and conflict management; (E) A, B, C, and D

10. All of the following are basic protocols people dealing with international business should

follow except ____. (A) remember hosts’ names and how they are pronounced; (B) be

aware of local uses of time and punctuality; (C) practice behaviors that demonstrate your

rank and authority; (D) create an appropriate impression by wearing suitable attire;

(E) enjoy social events while observing local customs related to food and drink

11. Identify the false statement. (A) extended handshakes are rare during first meetings in

Brazil; (B) Chinese usually greet the most senior person first and use formal titles;

(C) the traditional greeting in India is the namaste; (D) Western women should not offer

to shake hands with Indian men; (E) Brazil, China, and India represent major forces in

the global economy

12. Which of the following statements are true regarding Brazilian business culture?

(A) corporate structure mimics family structure; (B) reflects a collective culture;

(C) best qualified employees have experience and technical expertise; (D) A and B; (E) B

and C

13. Chinese business culture is associated with all of the following except: (A) a collectivist,

high-context culture that diffuses decision-making responsibilities; (B) Chinese make

decisions based on relationships; (C) rarely defer personal interests to those of the group;

(D) discourage independent expression; (E) power relationships are the ultimate

determinant of Chinese social interaction

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14. Loyalty to a company/employer in India is ____. (A) more important than loyalty to

family; (B) less important than loyalty to family; (C) absolute; (D) not typically

expected; (E) A and C

15. According to the text, Indian executives all of the following as ‘key responsibilities’

except ____? (A) chief input for business strategy; (B) manager of relationships;

(C) keeper of organizational culture; (D) guide, teacher, or role model for employees;

(E) a representative of owners and investors

16. When negotiating with Brazilians, representatives of American businesses should:

(A) emphasis the universal rather than the specific; (B) emphasize task over relationship;

(C) emphasize group over individual; (D) A and C; (E) none

17. Which of the following is not true about U.S.-Chinese business negotiations? (A) Chinese

18. When negotiating with Indians, what recommendation(s) did the text make for

representatives of American businesses? (A) identify the leader of the Indian negotiating

team and develop a strong rapport; (B) build momentum by achieving smaller agreements

on the way to larger ones; (C) avoid underlying issues that may cause problems; (D) A

and B; (E) A, B, and C

19. The general intercultural negotiation skills recommended include all of the following

except ____. (A) avoid and resist ambiguity; (B) be prepared; (C) develop sensitivity to

the use of time; (D) listen carefully; (E) locate areas of agreement

20. The teaching of history is common in all cultures, but ____. (A) each culture tends to

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21. In the U.S., multicultural education includes all of the following concepts except ____.

(A) teaching and learning; (B) based on democratic principles; (C) affirms cultural

homogeneity; (D) interdependent society; (E) B, C, and D

22. The challenge(s) of multicultural education include which of the following?

(A) inequality; (B) diverse cultural backgrounds; (C) rapidly changing society; (D) A, B,

and C; (E) none

23. The mental processes people employ to think about and become aware of their universe

are referred to as: (A) ways of knowing; (B) epistemology; (C) deep structures;

(D) universal cognitions; (E) axiology

24. Holistic ways of seeing include all of the following except: (A) physical seeing with eyes;

(B) seeing the past; (C) seeing with the mind; (D) seeing the unseen or spirits; (E) seeing

through a medium or traditional healer

25. Field-independent learners tend to ____. (A) prefer to work together in a cooperative

manner; (B) to be task oriented; (C) perceive objects as separate and unique; (D) A and

C; (E) B and C

26. Learners who prefer a structured, predictable environment ___. (A) demonstrate

intolerance for ambiguity; (B) display a left hemispherical bias; (C) are atypical in the

U.S.; (D) A and B; (E) A, B, and C

27. Linguistic issues in multicultural education discussed in the text include all of the

following except ____. (A) the extent of cultural and linguistic diversity in American

schools; (B) the relationship between culturally and linguistically diverse students and

self-esteem; (C) discrepancies in educational preparedness; (D) English as a second

language; (E) none

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28. Culturally and linguistically diverse students face difficulties including ____.

(A) cognitive aspects of learning with linguistic difficulties of learning in English;

(B) insufficient academic preparation; (C) at higher grade levels, English proficiency is

ever more essential; (D) different countries emphasize different content and curricular

sequences; (E) A, B, C, and D

29. An individual’s belief in her or his ability to organize and execute courses of action

required to successfully accomplish a specific task in a particular context is known as:

(A) self-efficacy; (B) self-esteem; (C) self-confidence; (D) self-effacing; (E) self-control

30. Immediate teachers are perceived as having all of the following characteristics except

____. (A) approachable; (B) friendly; (C) cold; (D) responsive; (E) relaxed

31. Which of the following would not help teachers communicate empathically? (A) attend to

student’s nonverbal and verbal behaviors; (B) emphasize a competitive climate;

(C) accurately reflect and clarify feelings; (D) be genuine and congruent; (E) none

32. Ineffective communication strategies in multicultural classrooms include: (A) provide

lots of opportunities to discuss global issues relevant to students; (B) be sensitive to

cultural customs that may differ from the mainstream; (C) remind students that the

classroom is a safe place for learning; (D) encourage conversations that perpetuate us and

them discussions; (E) none

33. The ability to understand and work effectively with patients whose beliefs, values, and

histories differ from one’s own: (A) is essential for contemporary health care providers;

(B) is less relevant to scientific/biomedical tradition; (C) is inextricable from the

supernatural/ mágico/religious tradition; (D) reflects the holistic tradition; (E) B and D

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34. Followers of this tradition believe that sorcery, magic, and evil spirits can negatively

affect them in their daily lives. (A) holistic; (B) scientific/biomedical; (C) namaste;

(D) supernatural/ mágico/religious tradition; (E) superstitionism

35. Identify the tradition not accurately linked with a cure: (A) supernatural/ mágico/religious

= hanyaks; (B) traditional holistic = folk medicine; (C) biomedical/scientific =

acupuncture; (D) A and B; (E) A and C

36. Holistic approaches to the cause of illness assume: (A) there are natural laws that govern

everything; (B) to be healthy, a person’s body must be in harmony; (C) people should

adapt and adjust to their environment; (D) A and B; (E) A, B, and C

37. The scientific/biomedical approach to health: (A) focuses on subjective diagnosis; (B) is

an evidence-based approach; (C) assumes poor health is an immaterial problem;

(D) physical phenomenon can be treated using non-material things; (E) C and D

38. The dominant form of health care treatment in the U.S. is: (A) scientific/biomedical;

(B) holistic; (C) supernatural/ mágico/religious tradition; (D) B and C; (E) none

39. What are some of the reasons a hospital or other medical facility might employ

interpreters? (A) legal reasons; (B) quality of care reasons; (C) financial reasons; (D) A

and C; (E) A, B, and C

40. Which of the following guidelines regarding medical interpreters were recommended by

the authors? (A) use interpreters trained in the health care field; (B) use cross-gendered

interpreters whenever possible; (C) a health professional should be with the patient and

interpreter at all times; (D) remember that patients usually understand less than they

express; (E) B and C

41. In order for health care provides to understand and appreciate other belief systems, ____.

(A) they need to study other health care belief systems; (B) they need to understand their

own belief systems; (C) differentiate between complementary and contradictory belief

structures; (D) A and B; (E) A and C

42. All of the following reflect cross-cultural questions recommended for medical interviews

except ____. (A) what do you call the illness? (B) what do you think caused the illness?

(C) can you cause the illness in others? (D) what kind of treatment do you think is

necessary? (E) what do you fear most about the illness?

43. Cultural diversity affects individual beliefs about death and dying, which can cause

problems between providers and families about ___. (A) when to tell a patient he or she

is dying; (B) whether to tell a patient he or she is dying; (C) how to tell a patient she or he

is dying; (D) A and C; (E) A, B, and C

1. Social interaction is neither arbitrary nor disorderly, but is patterned by interaction rituals

that specify normative ways of speaking and behaving in specific social contexts.

2. In North America, people tend to treat others with informality and directness.

3. The student-teacher relationship is very formal in Japan.

4. Mexican’s rarely use honorific titles.

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5. Cultures such as Germany and Israel view assertiveness as a deficit.

6. Hierarchical societies place a significant emphasis on status and rank.

7. The importance of national borders has diminished in an era characterized by

international joint ventures, mergers, licensing agreements, foreign capital investment,

and offshore production.

8. The nature of business cultures across the world make confusion, misunderstandings, and

failures less likely.

9. An unsolicited call or letter is usually quite effective when making initial contacts with

the Chinese.

10. Although English may be the international language of business, learning key phrases can

be helpful.

11. In India, the use of first names in addressing someone should be avoided.

12. Brazilians are generally more low-context than eastern and middle-eastern cultures, but

higher context than the U.S. and northern European nations.

13. Chinese tend to think in terms of role fulfillment where employees are given a job role or

title to fulfill, though they are not necessarily expected to perform the job.

14. Power relationships have little impact on Chinese social interactions, especially in the

business context.

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15. The Indian economy is sometimes compared to an elephant because it is not capable of

running swiftly as some smaller “tiger–like” Asian economies but enjoys the advantage of

being stable and less affected by upsets and disturbances.

16. Negotiating with Brazilians should emphasize details and particulars rather than universal

ideas.

17. For the Chinese, a contract is a rigid agreement to which parties are expected to adhere

precisely to the various provisions.

18. Indians conduct business at an extremely fast pace so anyone engaging in negotiations

must be prepared to make decisions quickly.

19. A nation writes its history in the image of its ideal.

20. The subtle ethnocentrism which reinforces a culture’s values, beliefs, and prejudices is a

uniquely American phenomenon.

21. Even in today’s society, some classrooms seem to be focusing on the differences and

difficulties involved in multicultural education rather than embracing these differences.

22. Cognitive abilities are rooted in the patterns of a society.

23. Many traditional native Hawaiians believe that thinking comes from the intestines, the

“gut” that links the heart and the mind.

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24. Low context, highly industrialized, and individualistic societies such as the U.S. are

predominantly field dependent.

25. The trial and error approach to learning is commonly preferred in all cultures.

26. A person’s native language had deep significance because it is the seed of identity that

blossoms as children grow.

27. Self-efficacy stems from lifelong experiences resulting in beliefs and perceptions

affecting how people see themselves individually and collectively.

28. Empathy is the inability to experience or express emotion.

29. Although there is a tendency to respond more to the content of what others say rather

than the feelings they are expressing, the multicultural teacher needs to attend to both.

30. Self-questioning is a good strategy for interacting in a multicultural classroom. It

involves teachers asking themselves questions about how students will respond to the

assignment.

31. Immigrants who may have limited language skills and may come from cultures with very

different health care practices may be especially confused by the practices within the U.S.

health care system.

32. Culture has little to do with the meanings we attach to illness and health.

33. In the supernatural/mágico/religious tradition, people may believe that illness is a sign of

weakness, a punishment for evildoing, or retribution for shameful behavior.

34. The supernatural/mágico/religious tradition seeks to treat illness by achieving a positive

association between the patient and the relevant spirits, deities, and so forth.

35. Holistic health is based on the principle that a whole is made up of interdependent parts:

physical, mental, emotional, and spiritual.

36. A holistic worldview results in a uniform approach to understanding the causes of illness.

37. Acupuncture is an example of complementary alternative medicine, a combination of the

scientific/biomedical and supernatural/mágico/religious tradition.

38. According to the scientific/biomedical tradition, life is controlled by a series of physical

and biochemical processes that can be studied and manipulated by humans.

39. When using medical interpreters, it is preferable to select one who is the same gender as

the patient.

40. The Chinese put a great deal of emphasis on patient autonomy and a patient’s “right to

know.”

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Short Answer/Essay

1. List and describe the underlying assumptions of context in communication.

2. Differentiate between cultural orientations toward formality and informality.

3. Compare and contrast hierarchical and egalitarian cultures. How do the perspectives

affect intercultural communication?

4. Explain the relationship between intercultural communication and international business.

5. Discuss the impact of intercultural contact has had on domestic businesses in the U.S.

6. Compare the business protocols of initial contacts and greeting behaviors between at least

two cultures.

7. Identify two different examples of how the business culture of Brazil differs from that of

the U.S.

8. Identify two different examples of how the business culture of China differs from that of

the U.S.

9. Identify two different examples of how the business culture of India differs from that of

the U.S.

10. List and describe the characteristics of the Brazilian negotiating style.

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11. Explain some of the nuances of negotiating with the Chinese. Include concepts such as

status, communication style, schedules, and the mutual use of empathy.

12. List and describe at least four guidelines for individuals who are preparing to negotiate

with Indians.

13. Identify at least three of the five intercultural negotiation skills generally recommended

regardless of culture.

14. Explain the relationship between culture and education. Provide an example from at least

two different cultures.

15. Define multicultural education. What are the challenges associated with it?

16. Discuss the relationship between culture and learning. Be sure to include ways of

knowing.

17. Compare and contrast the learning preferences of field independence/dependence,

cooperation/competition, trial and error/watch, then do, and tolerance/intolerance for

ambiguity.

18. Describe the difficulties faced by culturally and linguistically diverse students in the U.S.

education system.

19. What is self-efficacy and how does it relate to culturally responsive classroom

communication?

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Answer: pg. 339

20. Explain the concept of immediacy. What role should it play in the classroom?

21. Define empathy and identify explain how to become more empathic using Cooper and

Simond’s guidelines.

22. Describe at least three strategies for effectively communicating in a culturally diverse

educational setting.

23. Explain the supernatural/magico/religious tradition of health beliefs. Be sure to include

the underlying premises, causes for illness, and treatment.

24. Describe the holistic tradition of health beliefs. Include the underlying premises, the

causes of illness, and the approach to treatment.

25. Discuss the scientific/biomedical tradition of health beliefs. Be certain to include the

underlying premises, the causes of illness, and the methods of treatment.

26. Compare and contrast the three major categories of health belief systems. Which system

makes the most sense and why?

27. Explain the reasons for using a medical interpreter. How should one be selected?

28. Why is it important for health care providers to not only know their own cultures but to

learn about diverse health care beliefs? Include examples.

29. Explain the purpose of conducting a health interview. List some of the questions that

should be asked of patients from diverse cultural backgrounds.

30. Discuss the notion of death and dying. How do health belief systems affect the approach

health care providers should take to discussing these issues with patients and their

families.