Cross-cultural and status barriers

Sometimes, observations about cultural differences are based on scientific observation (see, for instance, Argyle, Michael, Bodily Communication, 2nd ed., Methuen & Co. Ltd., 1988). Argyle cites several studies on non-verbal communications and culture (see pp. 57-61). According to the studies cited, Latin Americans make more eye contact, face each other more, and touch more (p. 58) when they speak. Strong eye contact used by Hispanics goes along with my observations. If Hispanics face each other more, it is probably because of the need for eye contact. I do not believe that Hispanics touch more, with the exception of some very specific social contexts, one of them being between dating or married couples. One of the studies cited more contact among Latin American couples (p. 60). Another study showed that Latin Americans stand closer than North Americans (something that goes contrary to my observations) but that there are regional variations among countries (p.60). Argyle asserts that there are few genuine cross-cultural studies in the area of spatial behavior. Interestingly, yet another study (p. 60) showed that "middle-class Americans actually touched quite a lot" and that the USA is more of a contact culture than people think.

Much of the differences in culture have to do with food preparation, music, and what each culture considers politeness. Food preparation, for instance, can be quite different in various cultures. One farmer could not understand why his workers did not attend a specially prepared end-of-season meal. The meal was being prepared by the farm owners. Instead, when the farm operators provide the beef, pork or other meat but delegate the actual preparation to the workers who can spice up their own way, such a celebration meal can be a great success. Similarly, a diary farmer found out that his Mexican employees were not too excited about getting ground beef as a perk. Instead, they would have preferred the cow's head, tongue, brains, as well as other cuts of meat that were not ground up. With world globalization, even tastes in food and music are rapidly changing, however.

When I came to the US, for a long time I was also guilty of broad generalizations about those born in the US. While I have not conquered this disagreeable human inclination, I feel I am beginning to see the way. Often, observations on cultural differences are based on our own weakness and reflect our inability to connect with that culture. As a young man I found myself in an almost entirely Anglo-Saxon community in New Canaan, Connecticut. I remember that on several occasions I felt my personal space was being invaded and wondered how Anglo-Saxon men could stand being so close to each other. After all these years, I still feel uncomfortable sitting as close to other men as often dictated by chair arrangements in the US. I am not the exception that proves the rule. Other foreign-born immigrants from México and Iran have mentioned feeling the same way.

Jill Heiken, an HRnet correspondent, explained her learning process this way: "I've taught ESL to many many different nationalities and lived in rooming situations with people from all nations and lived in Japan and Cambodia... it took me a long time not to generalize and now when I hear others doing so... I know they are just beginning to 'wade in the river,' so to speak, of intercultural relations."

I now live in California and have been married for over 20 years to a Californian (of Northern European descent). It is sort of funny because my wife now realizes that I need to have eye contact while we talk. If she is reading, she has learned that I stop talking if I don't have eye contact with her. I have had several people tell me, when I stop talking because I no longer have eye contact, "Keep talking, I'm listening." My kids still give me a bad time about the year my mother came to visit and we drove to Yosemite National Park. They were all panicked because I kept looking at my mother as I drove. They felt I was not looking at the road enough and thought we would drive off the mountain. I have a very high need for eye contact.

Besides being a native Chilean, I have met, taught, been taught, roomed with, studied with, worked for, worked with, been supervised by, supervised, and been friends with Hispanics from almost every Spanish-speaking country in the world. I have interviewed and done research among hundreds of Hispanic farm workers and have noticed no difficulties with poor eye contact or invasion of personal space. Nor have I ever had difficulties in these areas with people from other nations or cultures.

Strong eye contact is partially a factor of shyness; partly a measure of how safe a person feels around another. If those who have written about poor eye contact on the part of Hispanics would walk down a mostly minority neighborhood at dusk, they may also find themselves looking at the ground and making less eye contact.

Cross-cultural observations can easily be tainted and contaminated by other factors. Perceived status differences can create barriers between cultures and even within organizations.

For instance, farm managers, instructors, and foreign volunteers (through universities, peace corps, farmer-to-farmer programs, etc.) may appear to have a status differential with those farm workers, students, and technical assistance recipients they are working with. A person with this status differential will have to show, by word and action, that she values the potential contributions of those she works with. Until this happens she will only obtain compliance but never commitment.

At times, then, it may appear that some workers or students, especially when there are social or ethnic differences, do not participate as easily. This is not because they do not have ideas to contribute, but rather, because they may need a little convincing that their ideas would be valued. Once this floodgate of ideas is opened, it will be difficult to stop it. In some sub-cultures, once a person has given an opinion, others are unlikely to contradict it. That is why some organizations ask their least senior employees to give an opinion first, as few will want to contradict the more season employees. Setting up the discussion from the beginning as one where one desires to hear all sort of different opinions, can be very fruitful both in the workplace and in the classroom.

Americans have been historically welcome in most of Hispanic America. With a few exceptions they are looked up to, resulting in deferential treatment. This deferential and polite treatment should not be confused for weakness, lack of interest, and the like. Studies conducted some years ago showed African American children preferred White dolls. This has been changing as African Americans are less likely to discount their own contributions (for an excellent discussion on contributions see Roger Brown's Social Psychology: The Second Edition, Free Press, 1986). I believe Hispanics are also valuing their contributions more than in the past, and less subservient behaviors will be observed. Only through equality of respect between races and nations can we reach positive international relations in this global economy (as well as peace at home). Cultural and ethnic stereotypes do little to foster this type of equality.

Breaking through status barriers can take time and effort. The amount of exertion will depend on many factors, including the skill of the manager (teacher, volunteer) on the one hand, and how alienated and disenfranchised from the main stream the person he is trying to reach feels.

For example, in East Africa, a non-Black manager speaks to the Black African accountant and the accountant makes little eye contact and responds with submissive "Yes, Sirs" regardless of what he hears. When the manager exits, this same accountant makes plenty of eye contact and is full of ideas and creativity when dealing with those of his same and different race.

In another example, an adult class of Hispanic farm workers says nothing to their Anglo-Saxon instructor over a three day period--even though they do not understand what is being taught. This same group of farm workers, when given a chance to be active participants in the learning process, become, in the words of a second Anglo-Saxon instructor at the same junior college, "the best class of students I have ever taught."

In yet another case, an Anglo-Saxon adult educator finds that Hispanics are apt to listen politely but not ask questions. He advises others not to expect much participation from Hispanics. A female Hispanic elsewhere wonders if those Hispanic farm workers she teaches don't participate because she is a woman. The first perceives that the lack of participation is somewhat inherent in the Hispanic population; the latter assumes her gender is the cause.

Meanwhile, other Hispanic instructors create so much enthusiasm and active participation from the Hispanic audiences they work with, that those who walk by wonder what is going--and why participants seem to be having so much fun. It is not a cultural difference if someone can totally involve a group into a discussion, within minutes, even when that group has had little experience with a more participatory method in the past.

Date: 2015-01-29; view: 848