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NACADA Pre-conf session

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Emily Ehlinger

on 25 March 2015

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Transcript of NACADA Pre-conf session

Represents a developmental journey
Exploring the
Values Continuum
Dealing with Cultural Differences in Advising
The Intercultural Development Continuum
Relationships of power and privilege
In any situation, our expectations consist of a combination of our values, beliefs and experiences in relation to the particulars of the situation. We experience others through the impact of their words, actions and attitudes relative to our expectations.

How closely these match our expectations determines the amount of ineffectiveness and discomfort we experience trying to communicate across cultural differences.

Why is the ability to work across difference important?
Welcome and Introductions
Demographic changes
Global citizenship
Future career
Part of the college experience
What to expect today!
This presentation will include:
Real case studies
Foundations of intercultural competence
Intercultural Developmental Model
Develop you own personal plan for Intercultural development
Will serve as a tool for you to gain the skills to effectively work across difference
Intercultural Development
Continuum

Iceberg Model of Culture
Case Studies
What is Intercultural Competency?
Culture is:
When our expectations about what is right, good or correct are not met during an interaction.
Shared by many members of a group
Learned from imitation, rules, corrected mistakes
"It's better to let sleeping dogs lie"
Messages you may have heard....
Passed on from generation to generation
Constantly, but slowly, changing
Culture is like the air we breathe...
When do we experience cultural difference?
This leads to misunderstanding and frustration
Which is correct?
Knowledge, beliefs, values, behaviors
"Honesty is the best policy"
"Say what you mean and mean what you say"
"It's respectful to look people in the eyes when they're speaking to you"
"It's disrespectful to look people in the eyes when they're speaking to you"
Expectations
Values
Beliefs
Behaviors
Culture is the sum of our expectations around how the world works and makes sense in our lives.

In short:
Why does culture matter?
comfortable
Interactions

=
Expectations
effective
in
un
With colleagues?
Intercultural Competence Requires:
Awareness
… of your values, cultures, assumptions.
… of other cultures -- their values, beliefs, and behaviors (lived experiences).
... to use self-awareness and knowledge to engage in culturally appropriate behavior.
(Einfeld & Collins 2008)
Knowledge
Skill
Facilitates achieving shared goals

Moves from stereotypes to cultural generalizations
The ability to shift cultural perspectives
and adapt behavior to cultural differences
Stereotypes
are evaluative over-exaggerations in which personal traits are assigned to a whole group of people

Cultural generalizations
are neutral, descriptions of a group’s preferences and its variation from other group’s preferences
Typically framed in a negative manner
Are less complex and reduce an entire group to a single trait.
Stereotypes vs. Cultural Generalizations:
No value judgments are implied
Support more complex perceptions and experiences of cultural difference
Recognize your own cultural expectations about appropriate behavior and respect.
Recognizing the cultural differences and expectations of other groups
The skill to coordinate self-awareness and knowledge of other cultures.
For example: "White people can't dance" or "Asians are good at math"
Intercultural competence is a lifelong journey


In summary:
90%
10 %
Denial
Polarization
Minimization
Acceptance
Adaptation
How does this relate to the case & mindsets activity?
Don't know, don't care

Lacks experience with difference
Strength: Strong tradition keeper
Task: Gain experience with difference
Strength: Experience with difference
Task: Move beyond us vs. them
Task: Recognize how and why difference matters
Strength: Deep understanding of difference
Strength: Complex understanding and ability to shift fluidly
Values Continuum Examples
Cultural Dimension:
Individualism…………….……..Collectivism
Direct………………………………Indirect
Task………………………………...Relationship
Formal……………..……………… Informal
Issue:

 

 

 

 





Identity
Communication
Goals
Formality
Indirect and direct
communication
Formal and
informal
Defense/Reversal
Treat everyone the same
Welcome to the party
Shift perspective and behavior
Denial
Polarization
Minimization
Acceptance
Adaptation
The Intercultural Development Continuum
Intercultural Competence:
Awareness, Knowledge, and Skill
Indirect & direct
communication
Formal &
informal
Food
Clothing/Dress
Race
Ethnicity
Sexual Orientation
Class
Gender Identity
Disability
Religion
Age
Language
Tempo of work
Concepts of time
Communication patterns and style
Body language
Ideas of beauty
Eye contact
Display of emotion
Power distance
Notions of leadership
Proximity and space
Values
Beliefs
Attitudes
Customs
Approach to conflict
Nature of friendship
Ideas of fairness
Approach to risk
Holidays/celebrations
Traditions
Housing
and much, much more....
Primarily in
Awareness
Primarily out of Awareness
Regional Accent
Hairstyle
Music
Avoidance or disinterest
Better or worse
Us vs. them
Focus on similarities
Universal values and experiences
Strength: Finding common ground
Looking below the "waterline"
Difference as "value-added"
Task: Put knowledge into practice
Intentionally shifting behavior
Shifting cultural lens
Intercultural Mindset
Monocultural

Mindset

College of Food, Agricultural and Natural Resource Sciences
Mark Bellcourt
Karl Lorenz
Emily Ehlinger
Case Study #1
Veronica, an African American female heavily recruited from the Chicago area decided to attend the University of Minnesota with important academic scholarship support from several sources. On arrival, she was assigned temporary housing with a group of white students. On several occasions she overhead them mention that the University was desperate to recruit from Chicago just to bring in diversity and meet quotas. Her roommates frequently left to meet with their friends and explore campus facilities, leaving her alone. As one of few black students in her major, Veronica had been called on to offer a minority perspective on topics in class, and a student in her freshman seminar explained that black people in the south are fat because of all the fried chicken they eat.

Case Study #2
Joey, a male freshman student had a great first semester. However, early in the second semester, his advisor received several academic alerts from instructors. After repeated e-mails and phone calls with no response, the advisor looked up the student on facebook. The student posted that he was depressed, had recent bouts of binge drinking, and some hints of suicide ideation. The advisor posted a message to the student on facebook. The student responded to the facebook post and met with the advisor. Joey said that at sixteen, he told his religiously conservative parents that he was gay. They kicked him out and said that he was not welcome until he changed his sexual orientation. He was placed into foster care. Recently his parents made a unexpected visit, told him that they continue to pray for him and wanted him to come back so they could ”heal” him. The visit brought back a host of painful memories and unresolved issues.
Case Study #3

Mohamed, an international student from an
Arabic speaking country with a major in Applied Economics talked about career options with his advisor. During the discussion, he seemed apathetic and lacking energy. Finally the advisor asked him, “If money were no object, what would be your dream job?” His eyes lit up as he replied, “To be an actor.” He then described his experiences and enthusiasm for acting and theater, but in the end explained that as a Muslim (and in his home country to which he planned to return), acting would never be an acceptable option. When he mentioned his interest in acting to his mother, she just chastised him for considering it and told him “You’d be a donkey.” (It is a great insult to call someone a donkey in Muslim culture).

NACADA Conference, 2014
What would this mean for you if you were a professional advising team?
Communication Styles
What messages did you receive growing up about how to communicate?

Organize and present information and like it to be organized.
Encourage and like to be encouraged.
Build relationships and trust.
Communicate politeness and perceive politeness to be communicated.
Establish credibility.
Approach, manage, and resolve conflict.
Make decisions and solve problems.
Interrupt and prefer to be interrupted.

…and much more!

Our communication style impacts how we:
Communications Styes
You are asked to role play one of the 5 styles.
Partner with one other person.
You will be either the advisor or student in this scenario.
Take time to think about what you will say to enact your assigned style and how you will say it.
Using your assigned style, role play your character’s approach in responding.
Activity
Was it easy to enact a different style? What made it easy? Hard?
What are the advantages of each of the styles?
What values, habits, influence your own style preferences?
What strategies can help you hear and adapt to another style?

Debrief
Intercultural Development Plan
1. Review stages and write down things that best describe you.
* Actively supports more universalistic principles...
*Non-evaluative curousity...
2. List your developmental tasks in your own words.
* Reduce judging differences...
*Further explore my own self-understanding...
3. List things you can do to challeng yourself.
* Attend campus events that involve diversity...
*Present a workshop to your colleagues about diversity...
4. How can you help your students learn more about intercultural development?
* Be curious, ask your students to share there cultures...
*Listen to your students stories...
Questions?


Mark Bellcourt - bellc001@umn.edu
Karl Lorenz - klorenz@umn.edu
Emily Ehlinger - eehling@umn.edu
In advising?
Full transcript