导图社区 Cultural Dimensions
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Cultural Dimensions
新编跨文化交际U3Cultural Dimensions学习笔记，适用于预习、复习的参照。适用于考前复习，也可以综合其他资料使用。
编辑于2022-12-04 21:42:04 内蒙古自治区- Cultural Dimensions
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Cultural Dimensions。
第一段：Geert Hofstede's impressive studies of cultural differences in value orientation offer another approach to understanding the range of cultural differences.
Based on People carry mental programs or "software of the mind" that is developed during childrhood and is reinforced by their culture.
These mental programs contain the ideas of a culture are expressed through its dominate values. .
To identify the principal values of different cultures.
第二段：Hofstede identify five dimensions along which dominant patterns of a culture can be ordered:
Individualism versus collectivism
Hofstede has created an individualism index (IDV) to assess a culture's relative location on the individualism-collectivism dimension.
Key words used to invoke this cultural pattern include independence, privacy, self, and the allimportant I.
Such cultures as Guatemala, Indonesia, Pakistan, and West Africa all have relatively low IDVs and prefer a collectivist orientation as a cultural value.
collectivist cultures believe in obligations to the group, dependence of the individual on organizations and institutions, a "we" consciousness, and an emphasis on belonging.
Examples:
In classrooms, students from individualistic cultures are likely to ask question of the teacher
students from collectivistic cultures are not.
Similarly, people from individualistic cultures are more likely than those from collectivistic cultures to use confrontational strategies when dealing with interpersonal problems
those with a collectivistic orientation are likely to use avoidance, third-party intermediaries, or other face-saving techniques.
Uncertainty avoidance
Hofstede has created an uncertainty avoidance index (UAI) to assess a culture's relative location along the uncertainty avoidance dimension.
At one extreme are cultures such as those of Denmark, Jamaica, Ireland, and Singapore, all of which have relatively low UAIs.
These cultures therefore have a high tolerance for uncertainty and ambiguity
they believe in minimizing the number of rules and rituals that govern social conduct and human behavior, in accepting and encouraging dissent among cultural members, in tolerating people who behave in ways that are considered socially deviant, and in taking risks and trying new things.
Conversely, the cultures of Greece, Guatemala, Portugal, and Uruguay all have relatively high UAIs.
They prefer to avoid uncertainty as a cultural value.
These cultures desire or even demand consensus about societal goals, and they do not tolerate dissent or allow deviation in the behaviors of cultural members.
Examples:
Differences in level of uncertainty avoidance can result in unexpected problems in intercultural communication.
European Americans tend to have a moderately low level of uncertainty avoidance.When these U.S. Americans communicate with someone from a high-UAI culture such as Japan or France, they are likely to be seen as too nonconforming and unconventional, and they may view their Japanese or French counterparts as rigid and overly controlled.
But when these U.S. Americans communicate with someone from an extremely low-UAI country such as Ireland or Sweden, they are likely to be viewed as too structured and uncompromising, whereas they may perceive their Irish or Swedish counterparts as too willing to accept dissent.
Power distance
Hofstede has created a power distance index (PDI) to assess a culture's relative location on the power distance dimension.
At one extreme are cultures of such countries as Austria, Denmark, Israel, and New Zealand.These cultures, all of which have relatively low PDIs.
They prefer small power distances as a cultural value, believe in the importance of minimizing social or class inequalities, questioning or challenging authority figures, reducing hierarchical organizational structures, and using power only for legitimate purposes.
Conversely, cultures in the Arab countries, Guatemala, Malaysia, and the Philippines all have relatively high PDIs and prefer large power distances.
They believe that each person has a rightful and protected place in the social order, that the actions of authorities should not be challenged or questioned, that hierarchy and inequality are appropriate and beneficial, and that those with social status have a right to use their power for whatever purposes and in whatever ways they deem desirable.
Examples:
Children raised in high-PDI cultures are expected to obey their parents without challenging or questioning them.
While children raised in low-PDI cultures put less value on obedience and are taught to seek reasons or justifications for their parents' actions.
Even the language of high-PDI cultures is more sensitive to hierarchical distinctions. For instance, Chinese and Korean languages, for instance, have separate terms for older brother, oldest brother, younger sister, youngest sister, and so on.
Students in high-PDI cultures are expected to comply with the wishes and requests of their teachers, and conformity is regarded very favorably.
In low-PDI cultures, students regard their independence as very important, and they are less likely to conform to the expectations of teachers or other authorities.
Masculinity versus femininity
Hofstede has created a masculinity index (MAS) to assess a culture's relative location along the masculinity-femininity dimension
High-MAS such cultures as those of Austria, Italy, Japan, and Mexico.
These cultures, all of which have a relatively high MAS, believe in achievement and ambition in judging people on the basis of their performance and in the right to display the material goods that have been acquired.
The people in high-MAS cultures also believe in ostentatious manliness, and very specific behaviors and products are associated with appropriate male behavior.
Members of highly masculine cultures believe that men should be assertive and women should be nurturing.
Sex roles are clearly differentiated, and sexual inequality is regarded as beneficial.
Low-MAS cultures, such as those of Chile, Portugal, Sweden, and Thailand.
These cultures believe less in external achievements and shows of manliness and more in the importance of life choices that improve intrinsic aspects of the quality of life, such as service to others and sympathy for the unfortunate.
People in these feminine cultures are also likely to prefer equality between the sexes, less prescriptive role behaviors associated with each gender, and an acceptance of nurturing roles for both women and men.
The reverse is true for members of highly feminine cultures: men are far less interested in achievement, sex roles are far more fluid, and equality between the sexes is the norm.
Examples:
Teachers in masculine cultures praise their best students because academic performance is rewarded highly.
In feminine cultures, teachers rarely praise individual achievements and academic performance because social accommodation is more highly regarded.
Long term versus short-term orientation to time
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Difference:
Cultures that promote a long-term orientation toward life value social order and long-range goals, and admire persistence, thriftiness, humility, a sense of shame, and status differences within interpersonal relationships.
Conversely, cultures with a short-term orientation toward changing events have a deep appreciation for tradition, personal steadiness and stability, maintaining the "face" of self and others, balance or reciprocity when greeting others, giving and receiving gifts and favors, and an expectation of quick results following one's actions and immediate gratification of one's needs.
Hofstede's work provides an excellent summary of the relationship between cultural values and social behaviors.
Each of Hofstede's five dimensions provides insights into the influence of culture on the communication process.