Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
Lecture Notes
Chapter 3: The Microcultural Context
Learning Objectives
3.1 Define and explain the concept of a microculture and the criteria for membership
3.2 Recount the fundamental assumptions of the muted group theory
3.3 Provide examples of the various microcultures in the United States
Chapter Outline
I. Introduction
A. Minorities: Groups of people who differ from the general societal culture in some
custom, habit, or practice within a cultural group.
B. Microculture: Identifiable groups of people who share the same set of values,
beliefs, and behaviors of the macroculture, possess a common history, and use a
common verbal and nonverbal symbol system.
C. Microculture differ from the larger cultures in many ways.
i. Due to race and ethnicity.
a. In the U.S., about 61% of the population is classified as White or
Caucasian.
b. Black Americans, Hispanic/Latinos, and Asian Americans might be
considered microcultural groups.
ii. Due to language or religion: Christians and Jews might be considered of
the dominant or majority group microcultural groups.
iii. Due to their behavioral practices.
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
D. In any culture, microcultural groups often develop their own language for
communicating outside the dominant or majority culture’s context or value
system.
i. Deaf persons communicate using sign language can be considered
microculture.
E. Microcultural groups generally have less power than the majority culture.
i. In the U.S., power among groups is not distributed equally.
ii. This could be legal, political, economic, or even religious.
a. The U.S. has no officially recognized religion and over 300
religions are recognized and practiced in the U.S.
F. Minority groups: Subordinate groups whose members have significantly less
power and control over their own lives than do members.
G. Subculture: Sometimes used to refer to microcultural groups.
i. Carries negative connotations.
ii. Some cultures are subordinate, i.e., have less power but are not inferior.
II. Microcultural Group Status
A. In the U.S.: Microcultural group status is determined by one’s membership in sex,
racial, ethnic, or religious groups.
B. Five characteristics that distinguish microcultural groups from the dominant
culture.
i. Members of group possess some physical or cultural trait that distinguishes
them from others.
ii. Microcultural group membership is usually not voluntary.
a. Not always, people are generally born into their microculture.
b. Example: Caste system in India’s society is a rigid social hierarchy.
iii. Microcultural group members generally practice endogamy: Marrying
within the in-group.
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
b. In the village of Sakli in the northwestern region of Turkey, spousal
selection and all aspects of marriage are controlled by certain
members of the family. Couples have little to do with the
arrangements.
c. Any meaningful romance between unmarried persons is not valued.
iv. Group members are aware of their subordinate status.
v. Experience unequal treatment from the dominant group in the form of
segregation and discrimination.
III. Muted Microcultural Groups
A. Most microcultural groups lack linguistic power, the power of language.
B. Role of Language: Vehicle for representing and expressing experience.
C. Microcultural groups do not contribute to the construction of the language of the
dominant group.
D. Muted group theory: Microcultural groups are forced to express themselves (e.g.,
speak, write) within the dominant mode of expression.
E. Microcultural groups may respond to the dominant mode of expression in two
ways.
i. Some will refuse to live by the standards set forth by the dominant group
and will try to change the dominant mode of expression.
ii. Using own private language: They create symbols that are not understood
or used by the dominant group.
IV. Microcultures In the United States
A. Formation of microcultural group: Immigration, annexation, or colonization.
B. Hispanic/Latino
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
iii. Youngest microcultural group in the U.S. with a median age of 28 years.
iv. Majority of Hispanic/Latinos speak Spanish, 35 million Hispanics aged 5
and older are English proficient.
viii. So Who Is Hispanic/Latino?
a. Persons who consider themselves Hispanic/Latino may be Black, as
in the Dominican Republic; White, as in Argentina; or of mixed
racial heritage, as in Mexico.
b. Hispanic is a cultural reference to people from any Spanish-
speaking country except Spain.
c. Latino is cultural reference more or less interchangeable with
Hispanic.
ix. Cultural Values and Communication of Hispanics/Latinos
a. In Hispanic/ Latino society, the family or group needs take
precedence over individual needs.
d. In communication: Group oriented.
• Exceptionally concerned about any behavior that would upset
the harmony of their household, church, or workplace.
e. Hispanics/Latinos generally practice large power distance
communication.
f. Hispanics/Latinos may be confused by U.S. citizens’ casual and
informal communication style.
x. Stereotypes of Hispanics/Latinos
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
a. Construct of male gender identity called machismo: centers on the
notion of masculinity, male superiority, and dominance in the
traditional patriarchal Hispanic/Latino society.
b. Sex in America study: Infidelity rate among Hispanics/Latinos in
the United States is about the same as for the general US
population.
c. Majority of Hispanics/Latinos reject traditional views of gender
roles: A marriage in which both husband and wife hold jobs and
care for children is preferable to a traditional arrangement that sees
husband as financial provider and wife as caretaker of house and
children.
d. Role of media in disseminating stereotypes: Earliest images of
Hispanics/Latinos is that of the ruthless bandito.
C. Black Americans
i. History of Black Americans in the United States dates as far back as the
history of Euro-Americans.
ii. Population of Black people: Second largest microcultural group.
a. Rate of Black American population growth remains relatively
stable.
iii. Made great progress in the 20th and 21st centuries due to mostly the civil
rights movement.
iv. Gaps between Black Americans and Caucasians: Income, education,
employment, and housing.
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
c. An ever-growing proportion of the Black population is foreign-born.
Since 1984, the percentage of Black people in the United States
born outside the country (mostly in the Caribbean) has almost
doubled.
v. Black American Communication
a. Ebonics: From the terms ebony and phonics, a grammatically robust
and rich African American speech pattern whose roots are in West
Africa.
b. Primary ways members define themselves and establish in-group
and out-group identities is through verbal and nonverbal language.
c. In a study by Stanford University that explored the meanings of
racial identity for Black American students.
d. Ebonics pronunciation includes features such as the omission of the
final consonant. Example: past (i.e., pas’) and hand (i.e., han’).
Pronunciation of the vowel in words such as my and ride as a long
ah.
e. Black American expression: “Emotionally intense, dynamic, and
demonstrative,” whereas Euro– American expression is “more
modest and emotionally restrained.
vi. Stereotypes of Black Americans
a. Ethnic Notions, a multi-award-winning documentary: Traced the
depiction of Black Americans throughout U.S. history.
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
b. Film suggests that these images send a powerful message.
D. Asian Americans
i. Fastest growing microcultural group in the United States.
a. Today, Asian Americans make up nearly 6% of the U.S. population,
totaling just over million.
b. The Asian American population grew over 70% between 2000 and
2015 from 12 million in 2000 to over 20 million in 2015.
ii. Diverse microcultural group: 20 million persons classified as Asian
American, about 5 million are Chinese, 4 million are Indian, just under 4
million are Filipino, 2 million are Vietnamese, and just under 2 million are
Korean.
a. Other cultural groups: Japanese, Pakistanis, Cambodians, Hmong,
Thai, and Laotians.
iii. More than 50% of Asian American are college educated, but that varies
according the Asian origin group.
iv. Median household income among Asian Americans in 2015 was $73,000
but varies by Asian group origin.
v. Control 6% of purchasing power.
vi. Do not see discrimination against their group as a major problem. A poll
showed that:
a. 13% of poll respondents see discrimination as a problem.
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
b. 48% see it as only a minor problem.
c. 35% say discrimination is not an issue with their group.
vii. A “homogenized” view of Asian Americans: Distorts important
differences among the various Asian American ethnic groups.
viii. Asian American Values
ix. Asian American Values and Communication Styles
a. Asian Americans value collectivism: Prefer an indirect
communication style, in which speaker’s intentions are hidden or
only hinted at during interaction.
b. A study on relationship between cultural values and communication
styles among Asian American and European American college
students.
• European American students preferred a more open style of
communication than did Asian American students, who
preferred a more indirect communication style.
x. Stereotypes of Asian Americans: The Model Minority
a. Often referred to as the model minority.
E. Normative Communication Styles of Black Americans, Asian Americans, and
Hispanics/Latinos
i. Communication style differences are “invisible” and create difficulties and
conflict in communication when they are wrongly assumed to be based on
an individual’s personality rather than a culturally learned style.
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
a. Emotional Expression: Very little by Asian American, medium by
Hispanic/Latinos, and very much by Black American.
f. Eye Contact: Very little by Asian American, little by
Hispanic/Latinos, and very much by Black American.
g. Haptics: Very little by Asian American and very much by Black
American and Hispanic/Latinos.
h. Emphasis on hierarchy: Very little by Black American and very
much by Asian American and Hispanic/Latinos.
i. Proximity: Very little by Asian American, medium by Black
F. Native Americans/American Indians
i. Under 7 million people, or just over 2% of the American population.
ii. There are 562 federally recognized Indian Nations, sometimes referred to
as tribes, nations, bands, pueblos, or communities.
iii. Median age of a Native American/American Indian is 31 years.
iv. High school dropout rate among Native Americans/American Indians is
11%.
v. 17 percent of Native Americans/American Indians have a bachelor’s
degree.
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
a. Most Native Americans refer to themselves by their tribal affiliation
first, and then as an American Indian.
x. Communication Patterns of Native Americans/American Indians
a. Modes of communication vary among tribal affiliations.
d. Cultivate the idea of identity that “we” is more important than “me”
and that maintaining intergroup harmony and not disrupting the
relational orientation with others is paramount.
e. No such thing as awkward silence: They feel no need to fill silence
with unnecessary talk.
f. Generally, do not interrupt.
g. Use of proxemics: Designed to communicate unity and harmony.
Indians will sit or stand at the same level as others.
h. Denying context: Event over-time.
xi. Stereotypes of Native Americans/American Indians
G. Arab Americans
i. Arab Americans are one of the most ethnically, racially, and religiously
diverse groups in the country.
ii. The US Census Bureau classifies Arabs as White.
iii. People with ancestries originating from Arabic-speaking countries or
areas of the world were classified as Arab.
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
vii. Two thirds of Arab American adults are in the labor force. Nearly 75%
employed in managerial, professional, technical, sales, or administrative
fields.
viii. Arab American population is misunderstood.
ix. Being Arab Muslim is posing challenges.
a. Muslims in America have religious traditions and practices that
differ considerably from those of other religions in the United
States.
x. Communication Patterns of Arab Americans
a. Religious expressions in almost all conversations: More common
the expression, the more useful, reflecting the color, liveliness, and
essence of the local culture.
b. To repeat something over and over again or to be wordy or verbose
is common among Arabs.
xi. Stereotypes of Arab Americans
a. Frequently portrayed as evil terrorists, causing mayhem and myriad
attacks.
b. They are portrayed as the naïve, shallow, or silly character who
pursues lust and extravagance.
c. Arab Americans continue to make significant contributions to US
culture.
• Authors: Kahlil Gibran, William Peter Blatty, Naomi Shihab
Nye, and Edward Said.
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
• Business people: J. M. Haggar and Paul Orfalea.
H. Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning Microcultural
Groups
i. LGBTQ issues are some of the most controversial and most politically
contested areas of cultural diversity facing us today.
ii. Five characteristics that define microcultural groups, LGBTQ meets them
all.
c. Endogamy: The U.S. is now the 21st country to legalize same-sex
marriage nationwide.
d. Awareness of their subordination and unequal treatment by the
larger dominant group: The LGBTQ microculture is aware of its
subordination and is treated unequally, even legally.
• Title VII of the Civil Rights Act of 1964: Landmark piece of
legislation that legally banned discrimination against Black
Americans and women.
• Employment Non-Discrimination Act: Prohibit employment
discrimination, preferential treatment, and retaliation based
on sexual orientation or gender identity by employers with
15 or more employees.
iii. Gayspeak: Communication of the LGBTQ Microculture
Instructor Resource
Neuliep, Intercultural Communication, 8e
SAGE Publishing, 2021
a. Gayspeak: Gay Male/Lesbian Communication: A collection of
essays articulating the thesis that gay community uses language
differently than does the heterosexual community.
b. Assertion the LGBTQ microculture communicates in ways that
distinguish it as a unique linguistic community is misleading as the
LGBTQ community is demographically diverse.
c. As per one of the essays in the book, gayspeak serves three
functions:
iv. Stereotypes associated with homosexuals.
a. Classic stereotypes associated with gays: Overly careful
pronunciation, a high and rapidly changing pitch, a breathy tone,
and use of sexual and erotic references.
b. Classic stereotypes associated with lesbians: Use a lower pitch than
do heterosexual women.
c. Rejected by almost all scholars as LGBTQ does not represent a
unified or delineable social or demographic group.
d. Some researchers say: LGBTQ community may, at times, use a
specialized vocabulary, particularly when interacting among
themselves.
e. Word’s Out: Gay Men’s English: Gay men’s speech is a gendered
approach to communication that may include a specialized
vocabulary but may not.