Strive to Overcome Ethnocentrism Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Strive to Overcome Ethnocentrism Assignment
https://content.uagc.edu/books/Bevan.6245.19.1/sections/sec3.4#tip3-2
As discussed earlier, resist the tendency to think “mine is better” when comparing your cult ure to that of others. We are inclined to evaluate other cultures on the basis of our own soci ety’s dominant culture, and too often people conclude that their own way of doing things is superior. We occasionally convey an ethnocentric attitude, without realizing it, through our language choices. Instead of saying, for example, “In Britain, they drive on the wrong side o f the road,” say, “In Britain, they drive on the left side of the road.” Remember that other cul tures can be (and frequently are) different. These differences are not wrong or strange, and we can learn to recognize the importance and value of other people’s cultures. In fact, whe n we are open to learning about other people’s unique cultural experiences, we reduce our own uncertainty and increase our positive attitude toward those individuals (Nelson, 1992; Wilson, 1993).
One specific way to do this is to apply the concepts in this chapter to a culture that is differe nt than yours. For example, is that culture low or high context? Individualistic or collectivis tic? Monochronic or polychronic? Identifying these cultural characteristics can help you un derstand why members of that culture behave and communicate the way that they do. Und erstanding the source of the differences between your culture and another culture can shift your thinking away from evaluating other cultures as simply “good” or “bad,” Cultural syst ems are often much more complex than that. The ability to do this shows that you have skill in applying your knowledge and motivation in understanding cultural distinctions and facil itating intercultural communication competence.
Engage in Communication with Individuals from Cultures Other Than Your Own
One effective way to reduce your ethnocentrism and your brain’s natural tendency to stere otype is to seek out opportunities to communicate with people who are culturally different than you. In 1954, Gordon Allport developed the contact hypothesis— commonly referred to as intergroup contact theory— which claims that the best tool to reduce one’s negative perceptions of, stigma toward, or p rejudice toward a specific group different from one’s own (or an “outgroup”) is interperson al communication with individuals from that group. For example, Japanese students who to ok part in volunteer abroad programs had better interpersonal communication skills, less e thnocentric viewpoints, and greater overall intercultural competence than students who di d not volunteer abroad (Yashima, 2010). While the theory originally referred to racial ingro ups and outgroups, it has since been expanded to various outgroup types, including those who might be differently abled or of a different religion, gender, or sexuality (Pettigrew & T ropp, 2006). Think about the example of the co- cultures that existed at your high school. Perhaps you had stereotyped perceptions about st udents in theatre. Maybe you were assigned a group project with someone from theatre, an d by working together outside of class, you soon learned that your stereotypes were misgui ded. This is Allport’s premise: By having positive, interpersonal communication with some one who is “different” than us, we are likely to find that those differences are only minimal. Then, we will generalize these positive perceptions to the entire outgroup.
Recognize the Unique Importance of Nonverbal Communication
As individuals in a dominant, low- context culture, most Americans rely more on verbal communication to communicate with one another, but nonverbal communication sometimes is more helpful for intercultural co mmunication. On a wider scale, nonverbal communication includes aspects of the environm ent, time, and appearance, so observe your surroundings and monitor what people are wea ring to better understand and adjust to different cultures you visit. Though it is difficult to u nderstand someone who speaks a different language, there are also many nonverbal messa ges that have the same, or similar, meanings across cultures, and using such messages in an intercultural interaction can better help you achieve shared meaning with someone, even i f you do not share the same language. For example, nodding one’s head is a nearly universal nonverbal gesture that indicates yes— though in certain areas of central Europe, such as Bulgaria, Albania, and Macedonia, a singl e head nod upward may also communicate disagreement. Though there is no official univer sal language or nonverbal way to communicate with others, acknowledging and accepting t hat each culture is unique can motivate you to learn about other cultures and teach you to b e flexible, accepting the differences that may arise between your culture and another cultur e.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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