Effects of Culture on Learning
and Classroom Behavior
March 22, 2007
Presenters:
Hosam M. Ahmad
Fahed Al-Sumait
Nancy Berry
Mohammed Hirchi
Viviane Ephraimson-Abt
Program Outline
1.
2.
3.
4.
Introduction, Training Goals & Program Overview - Fahed
Defining Diversity: The Middle East, Arabs and Muslims - Hosam
Islam’s place in the Western imaginary - Mohammed
The role of culture in interpersonal interaction –Viviane
Culture, identity and communication
Worldviews and Norms
The Fundamental Attribution Error
5. Non-verbal communication – Fahed
Characteristics
Structure (kinesics, proxemics, paralanguage)
4. Interculturalism in the classroom:
Student acculturation and adaptation – Hosam
Pedagogical differences between the Gulf and the US– Nancy
Common differences in verbal and non-verbal interaction – Fahed
5. Open forum and Q&A
Defining Diversity:
Hosam Ahmed
The Middle East, Arabs, Muslims, and Gulf States
1. Geographies
2. Religion
3. Ethnicities
1. Geographies
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Muslim World and definition
Arab Nation and definition
Middle East (SW Asia)-definition
Gulf States - definition
Map of the Muslim World
Map of the Arab World
Map of the Gulf States
2. Religion
• Only 18% of Muslims are Arab, 20% subSaharan Africa, 30% South Asian
• 85% Sunni and 15% Shi’a. There is also
Sufism …etc
• Core beliefs are similar- God, prophet, book
(Qur'an) and pillars
• Practices are diverse and differ by region,
sects, and cultures
3. Ethnicities (Cultures)
• Saudi Students share the identity of Gulf States:
(Muslims, Arab, Gulfians)
• Levant (Mashriq)-Sham: Syria, Lebanon, Palestine,
Jordan
• Mesopotamia: Iraq and Syria
• North Africa: Egypt, Libya, Tunisia, Algeria, and
Morocco
• Turkey: Muslims (Sunni) non-Arab-Turks
• Iran: Muslims (Shi’a & Sunni) non-Arab-Persian
• Regional Diversity within a country
Mohammed Hirchi
Islam’s place in the Western
imaginary
Historical Context:
• Crusades / Song of Rolland (12th c.)
• Enlightenment Philosophers
Civilized vs. Uncivilized
• 19th c. Colonialism
• 20th c. Imperialism
Orientalism
• Monolithic/Stereotypical Representations of the
“Orient”
• The Orient is defined as carnal, violent, uncivilized,
etc.
versus the West: civilized, pure, democratic….
• Binary relationships:
Us/Them; reason/emotions;
purity/impurity; Culture/Nature
Geo-Political Significance of the Middle
East
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Natural Resources/Wealth
Political Islam
Autocratic Political Regimes
War, Terrorism and Conflicts
Media Representations
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Spectacle of ‘Otherness’ /stereotyping
Muslims portrayed as religious fanatics
Moderates vs. extremists
Islam vs. modernity and secularism
September 11 and the War on
Terror
• Redefining Islamic extremism as global
terrorism
• Good vs. Evil (“The Axis of Evil”)
• Post-Cold War politics paradigm shift:
from Communism to Islamism
Viviane Ephraimson-Abt
Definitions
Culture:
“Historically shared system of symbolic resources through which we
make sense of the world” (Hall 2005)
this system is a learned socially shared framework which
enables and constrains our view of the world ( Fahed Al –Sumait)
Intercultural Communication:
“is study of theory and practice of face-to-face interaction
between people whose cultures are significantly different from
one another.” (J.M. Bennett, Ph.D. © 2003)
“The
goal of intercultural communication is effectively create shared
meaning in a way that intent can be clearly understood between those
that are culturally different” ( Ting- Toomey & Chung, 2005
3 Cultural Worldviews / Value Orientations
• Individualism
Collectivism
• Monochronic
Polychronic
• Achievement
Ascription
Norms interact with World View
Norms: “For a norm to be said to govern behavior & have an
impact in the community, it must be agreed upon in the
community ( consensus) & felt strongly enough about
(intensity) that negative sanctions are expected & appropriate
for violations of the norm” ( Hall 2005)
Example: Monochronic orientations value
punctuality depending on the situationwork or social
Fundamental Attribution Error
• Related to clashes in worldviews, roles and norms
• Can lead to stereotyping and prejudice
• Attribution when we interpret (judge) the meaning of other’s
behaviors based on our cultural expectations.
• Attribution error occurs when people perceive others’ behaviors
as a representation of a larger cultural group to which the other
person belongs, especially if it reinforces existing stereotypes.
• Another manifestation occurs when someone behaves outside the
behaviors “expected” from them as a member of a group. Can be
written off as an exception to the rule. Such thinking contributes to
the stereotyping process.
Fundamental Attribution Error
Cultural Stereotype: application of a generalization to
every person in a cultural group; or, a generalizing
from only a few people in a group. Both
psychological and sociological, natural human
tendency of categorization.
Cultural Generalization: tendency of a majority of
people in a cultural group to hold certain values and
beliefs, and to engage in certain patterns of behavior.
Culture, Identities & Role
Performance
• Cultural norms provide expectations for human interaction
largely based on identity and associated roles (such as
teacher/student)
• Compared to Middle East, most US classrooms:
– Employ less power differences (egalitarian ideal)
– Expect more self initiative (empowered students)
– Focus on critical thinking over memorization
• Each of these is associated with expected roles and behaviors
• Can lead to miscommunication, confusion, or frustration if
adjustments are not made.
Fahed Al-Sumait
Bringing it all Together
• Culture is the historically-shared system of symbolic resources by which we make
sense of the world and its people.
• Human identity is formed in relation to cultural background and is enacted though
various role performances (which in turn are context dependent).
• Be self-reflective about your own culturally-based perspectives, which can be
viewed in relation to worldview & value orientations.
• These orientations also affect norms governing interpersonal interactions. The
greater the cultural difference between people communicating, the more sensitive
both parties need to be to the orientations of the other.
• Be careful about making attributions or relying on stereotypes and to show a
genuine interest and effort to better understand.
• Sincerity, while expressed differently in different cultures, is almost universally
appreciated.
Non-Verbal Communication
• Reinforce, substitute for, or contradict verbal behaviors.
• Often interpreted as more “communicative” of intent than verbal messages.
• Learned and governed through socialization
• Their situational expressions are culturally specific
3 concepts from literature on non-verbal communication–kinesics, proxemics &
paralanguage.
Kinesics – Study of body movements (facial expressions & gestures) as
communication
• Handshaking, touching, eye contact, eyebrow movements, even smiling, can
differ within and between groups.
• Kinesic behavior can easily be misinterpreted as disrespectful, or uncomfortable,
at the least.
Proxemics & Paralanguage
Proxemics - study of space in human interaction or with the environment
• When social norms of proxemics are violated, anxiety and discomfort follow.
• Intimate, personal, social, and public spaces may exist in all cultures but vary by
culture and context.
• Norms for personal space between members of the same & opposite sex are very
different in mainstream Saudi culture than in mainstream US culture.
Paralanguage – language that accompanies verbal communication
• Includes rate, accent, pitch, volume, intensity, or turn-taking cues
• Arabic- and Farsi-speaking paralanguage often noted as faster, more intense, and
often over one another in ways that North Americans interpret as angry, aggressive,
or confrontational behavior.
• However, there are also many people in America who communicate with intensity
and many Arabs who are soft spoken.
Applying Non-Verbal Lessons
• Non-verbal cues often “speak to us” in ways which can easily be misread.
• If you feel communication somehow didn’t “feel right” or left you wondering
what the person’s “problem” may have been, may be useful to consider missinterpreted non-verbal cues.
• Seeing a person on multiple occasions can help to develop an ability to more
intuitively read non-verbal behavior. Especially if you are conscious that these
culturally-based actions are a significant factor in interpersonal interactions.
• Be mindful that there are no easy formulas for interpreting the non-verbal in
intercultural communication. Some generalizations do not apply across the board
to all people and situations.
• Ethnic, gender, religious, generational, class, social structural, and psychological
considerations are always important to keep in mind in intercultural encounters.
Acculturation & Adaptation
Hosam Ahmed
• Preparation for the trip:
– Admission
– Visa
– Travel Arrangement
• Arrival:
– Airport
– Check in at International Office
– Welcome to Housing and IEP
Acculturation & Adaptation
• Acculturation: The process of becoming
communicatively competent in a culture
different than the one we were raised in
• Culture Shock: Discomfort adjusting to a new
environment
Individual Level Details Specific to the
Group
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Likely characteristics of this group:
May be first-time to U.S. & away from home/family
Beginning English language ability
Mostly male
Most are between 17-24
Diverse group in terms of the individual and system-level
factors
• Sensitive to cultural stereotypes/myths, especially in a
post-9/11 environment
• Technology-prone generation
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Common Concerns Expressed by
Students
Homesickness
Food (Halal preparation, pork free, no alcohol)
Developing friendships
Mobility
Obtaining housing
Maintaining cultural and religious customs
Unfriendliness of community/violence/racism
Adjustment to new customs and new educational system
Social relationships with the opposite sex
Application process/immigration policy
Financial problems
Language difficulties
Medical services
Pedagogical differences: Gulf
Nancy&
Berry
US
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Middle Eastern and Muslim cultures tend to be more collectivistic
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Students will generally respond well in situations where they can form friendships with other
students or faculty. Close group work between genders can be awkward.
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Collectivistic students might put group gatherings over class meetings or deadlines.
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Sometimes, the care for the group is such that some members in the community will help
others in ways which may border on cheating by Western standards.
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If addressing these behaviors try private meetings. From a collectivist orientation, being
singled out in a group setting can cause a loss of face and make future communications more
difficult.
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Faculty advisors and mentors sometimes mention that Arab students want to be told what
classes they should take. US Universities (and society) offer a wide range of directions for
students to choose from (individualistic orientation) which is different from ascriptionoriented cultures where students expect more guidance.
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For Saudis, choice can be less important than rules, but rules are less important than social
relationships or the perceived power of authorities to control a student’s fate.
Classroom Etiquette
• From polychronic point of view, time is more fluid. Social
engagements may not be perceived with strict beginnings and
endings, although all students will likely understand that class
times are fixed.
• Since faculty automatically ascribed high status by Arabs, be
explicit about classroom expectations up front. Students will then
be able to better understand those things that are more formal here
(punctuation, deadlines, grades, etc.) and also less so (drinks in
class, rules for engagement, class exercises, first-name basis with
teacher, etc.).
Gender Relations
• Most Saudi students have been educated in genderseparated classrooms since puberty.
• Adaptation in such cases must come more from
students, but educators should be sensitive to the
awkwardness they might feel in being assigned to
team pairings with the opposite gender or in a private,
closed door situation with someone of the opposite
sex.
In the Classroom
• Students surveyed found system here to be better equipped, more
organized, more fairly graded, and more exploratory rather than
explanatory.
• Homework considered harder (and less directed), class work more
“hands on”, and class discussions were more engaged.
• Cultural and language barriers can be somewhat overwhelming
for students at first
• Be explicit, slow, and patient as the student’s skills develop.
Check for understanding frequently and show positive feedback
where right or gentle (private) corrections when wrong.
• Encourage use of laptops and e-translators to help keep up with
class lectures.
Common Differences inFahed Al-Sumait
Interactions
US American
Linear conversation patterns
Direct, to the point w/info & purpose
Literate-text oriented, explicit
Person-centered concerns
Emotionally restrained by contrast
Comm is for transmitting info
Arab
Circular- context filled
Indirect & subtle
Oral
Social or group centered
Emotionally expressive
Comm is a social lubricant
• “Yes” may mean “possibly” Inshallah… “No” sometimes doesn’t mean “no” (in regard to hospitality)
• Diff turn-taking rules. Middle Easterners often interrupt during interactions.
• Middle Easterners often repeat certain points in conversation to convey sincerity.
A few quick examples of communication differences to keep in mind.
We’ve mentioned: handshake (v common b/wn men, not sexes)
• Very diff comm norms b/wn unmarried/not related men & women in general
• Personal space and touching much closer/more frequent
• Different roles for teachers/students, M/F, and diff age groups
Also,
• Hand gestures are often diff (OK, Thumbs up, pointing)
• Pointing bottom of feet, giving & receiving w/ left hand (esp. w/ food)
• Muslims cannot have alcohol or pork products, prefer Halal (sim to Kosher)
Summary
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Ethnic, geographic, religious diversity of people in the Middle East. Even within Saudi are
differences in backgrounds, local/regional customs, Socioeconomic standing, social networks,
religious practices and expectations.
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Post 9/11 geopolitical environment rife with real & perceived conflicts, often perpetuated by
media, and built on historical distortions. Ripe with contentious generalizations and
stereotyping on all sides.
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Beyond the concept of clothing, art, music, food, etc. Culture is the historically-shared system
of symbolic resources by which we make sense of the world and its people. It informs
identities and suggests roles and norms for behavior which are cultural (and contextually)
dependent.
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Human understanding of the world is based on foundational beliefs called worldviews. The
greater the degree to which these differ between people trying to communicate, the more
sensitive both parties need to be.
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Be cautious about making attributions and to show a genuine interest and effort to better
understand.
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Remember that students experience culture shock and the acculturation model highlights the
experiences of students which can affect their adjustment to the US.
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Be explicit and repetitive with your expectations (orally and in writing).
What you can do to Help
You can create a safe space that empowers students to adjust better by:
• Understanding the diff ways cultural barriers impact their adjustment and your
interactions.
• Anticipating possible difficulties and Keep an “open mind”
• Maintaining realistic expectations that are flexible enough to accommodate student’s
individual experiences
• Where language is a barrier (esp. new students) it may be useful to be explicit, slow, and
patient as the student’s skills develop. Check for understanding frequently and show
positive feedback where right or gentle (private) corrections when wrong.
Also:
• Encourage students to utilize community resources so they have a variety of places to seek
solace/help.
• Preparing yourself with knowledge and information students and their cultures.
• Consider visiting new cultural spaces, such as student gatherings to learn about culture
and people
• Encourage your colleagues to learn more by sharing today’s resources or encouraging
them to attend future training sessions such as this
Sharing and Sensitivity
• Show a genuine interest in understanding students as both members of another
culture and as individuals, they will appreciate the effort
• Keep in mind that observant Muslims will pray five times a day and Friday is
considered the day of rest and communal prayer.
• Events scheduled at times which conflict with prayer may have more difficulties
with Muslim attendance. So don’t be surprised if your Muslim students disappear
for an extended period of time during your 6:00 class break or while on long field
trips.
• Google search about Muslim prayer times in Colorado will easily allow planers to
offer at least a minimal consideration for this important religious ritual.
• Also remember that Muslims fast during Ramadan from sunrise to sunset and this
can affect their concentration and sleep patterns.
Tips to give students
• Stay motivated to learn about their new culture.
• Keep expectations realistic & positive.
• Increase linguistic fluency by using media, building social networks, and
experiencing local events.
• Become familiar with some frequently used non-verbal behaviors and try not to
evaluate based on home culture norms.
• Understand the core cultural values that motivate certain verbal and non-verbal
behaviors.
• Learn to be more tolerant of ambiguity and adapt some personal flexible
personal traits to suit the culture.
• Develop social networks, both ethnic and dominant.
• Try to avoid ethnocentric evaluations of host culture.
Questions and
Discussion
Thank you for attending