Benett, Milton J. - Becoming Interculturally Competent Flashcards

1
Q

What is the default condition of a typical, monocultural primary socialization regarding cultural differences?

A

Denial of cultural difference.

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2
Q

What is the Denial stage in cultural awareness, and how is one’s own culture perceived?

A

Denial is when one’s own culture is seen as the only “real” culture, with its beliefs and values considered unquestionably true. Other cultures are either unnoticed or seen vaguely as “foreign” or “other.”

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3
Q

How might people in the Denial stage view other cultures or react to cultural differences?

A

They are generally disinterested or may react aggressively to differences if they feel impacted. In extreme cases, they may see only their own group as fully “human,” and others as lesser beings.

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4
Q

Provide an example of Denial in cultural interactions in the U.S.

A

Examples include “white flight,” where European Americans avoid neighborhoods with growing diversity, or sudden negative reactions to demographic changes, like an increase in the Latino population.

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5
Q

What is the perceptual limitation associated with Denial, and how can it be resolved?

A

Denial is marked by an inability, not a refusal, to recognize cultural differences. Resolution involves introducing simple categories to help people start noticing and distinguishing particular cultures.

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6
Q

How does Denial impact one’s ability to differentiate between national cultures?

A

People in Denial struggle to differentiate between national cultures, such as various countries in Asia, Africa, the Middle East, or South America. These distinctions are often seen as irrelevant or too complex.

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7
Q

What is the Defense stage against cultural difference?

A

Defense is a stage where one’s own culture (or an adopted culture) is seen as the only viable or “most evolved” way to live. Cultural differences are acknowledged, but other cultures are viewed as inferior

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8
Q

How does Defense differ from Denial in terms of awareness of cultural difference?

A

People at Defense recognize cultural differences more than those in Denial, but they experience these differences in a stereotypical, “us vs. them” way, often feeling openly threatened by other cultures.

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9
Q

How do people in dominant cultures typically experience the Defense stage?

A

They may feel that cultural differences threaten their values, which they perceive as privileges. This can result in negative stereotypes, exclusionary behavior, and sometimes outright attacks on other cultures.

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10
Q

How might non-dominant cultures experience the Defense stage?

A

They may respond to dominant culture imposition by developing a strong, separate cultural identity, often using positive stereotypes about their own group and negative ones about the dominant culture.

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11
Q

What is the concept of Defense (reversal), and how does it manifest?

A

Defense (reversal) occurs when someone from a non-dominant or immigrant background adopts the dominant culture’s view, seeing it as superior to their original culture. They may internalize negative stereotypes about their own group.

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12
Q

How does Defense show up in international contexts?

A

In nation-building, Defense may appear as an attempt to export assumedly superior cultural values to other nations. The polarized worldview can be seen in statements like, “You’re either with us or against us.”

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13
Q

What is the resolution for the Defense stage?

A

The resolution is developing a more sophisticated understanding of cultural differences and recognizing common humanity across cultures.

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14
Q

How does Reversal appear similar to cultural sensitivity, and what are its limitations?

A

Reversal may look like cultural sensitivity because it includes a positive view of another culture and critiques of one’s own, but this view is often stereotypical and based on internalized negative stereotypes about one’s original culture.

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15
Q

In what situations is Reversal commonly observed?

A

Reversal is common among long-term sojourners such as Peace Corps Volunteers, missionaries, corporate expatriates, and exchange students who strongly identify with their host culture.

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16
Q

How can Reversal manifest in domestic multicultural relations?

A

Individuals from a dominant culture may strongly advocate for non-dominant groups but in a stereotypical way, idealizing one group while negatively stereotyping another, without a nuanced understanding of either culture.

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17
Q

What is the main resolution needed to move beyond Defense and Reversal?

A

Recognizing the common humanity across cultures is essential, which can be fostered by activities that build mutual dependence regardless of cultural background, setting the stage for a shift to Minimization.

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18
Q

What is Minimization of cultural difference?

A

Minimization is the stage where a person’s cultural worldview is seen as universally applicable. Cultural differences are acknowledged but trivialized or subsumed into familiar categories, creating an assumption that everyone shares similar values and beliefs.

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19
Q

What are “universal absolutes” in the context of Minimization, and how do they affect cultural understanding?

A

Universal absolutes are beliefs assumed to apply to everyone, like “everyone is a child of God” or that democracy is universally preferred. These beliefs obscure deep cultural differences, leading to the trivialization or romanticization of other cultures.

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20
Q

How does Minimization manifest in expectations of behavior in intercultural contexts?

A

People in Minimization expect similarities and may try to correct others’ behavior to match their own cultural norms, such as host families expecting exchange students to adopt their lifestyle. This reflects an unawareness of their own culture as a distinct context.

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21
Q

How does Minimization impact people from dominant cultures versus non-dominant cultures?

A

Dominant-culture individuals may not recognize their own cultural privilege and expect universal standards to apply to all. Non-dominant cultures may adopt a “melting pot” view, minimizing differences and supporting universal standards, often without recognizing cultural biases in those standards.

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22
Q

What is the main limitation in the Minimization stage, and what is required to progress to a more ethnorelative perspective?

A

Minimization lacks cultural self-awareness; people must recognize their own culture as a unique context to understand alternative perspectives fully. Developing this self-awareness helps move toward Acceptance and Adaptation in intercultural sensitivity.

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23
Q

How can facilitators help individuals move beyond Minimization?

A

Facilitators should encourage cultural self-awareness, highlighting that one’s beliefs and behaviors are shaped by their own cultural context. Introducing general intercultural frameworks can also support a shift from Minimization to a more nuanced understanding of cultural diversity.

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24
Q

What is the Acceptance stage of cultural difference?

A

Acceptance is the state where one’s own culture is experienced as just one of many complex worldviews, viewing others as different but equally human.

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25
Q

What does Acceptance allow people to do with respect to cultural differences?

A

It allows people to identify how cultural differences operate across a wide range of human interactions, without needing to be experts in any specific culture.

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26
Q

Does knowledge of a culture mean one has reached Acceptance?

A

No, knowledge alone does not mean one has reached Acceptance. One must understand the broader cultural worldview, not just specific details.

27
Q

What is meant by the term “fluent fool” in the context of cultural competence?

A

A “fluent fool” is someone who knows a culture’s language or behaviors but lacks an understanding of its deeper worldview, leading to interactions that may be inappropriate or superficial.

28
Q

How is Acceptance different from agreement with another culture’s values?

A

Acceptance involves “value relativity,” which is the understanding and acknowledgment of different cultural values without necessarily agreeing with them.

29
Q

What ethical challenge does Acceptance of cultural difference involve?

A

It involves the challenge of maintaining ethical commitment while recognizing and respecting the relativity of values across different cultures.

30
Q

How can one distinguish between ethnocentric and ethnorelative judgments?

A

An ethnocentric judgment imposes one’s own values as superior, while an ethnorelative judgment respects other cultures’ values as complex and equally valid, even when disagreeing.

31
Q

What is an example of ethnocentric vs. ethnorelative thinking in relation to an international conflict?

A

Supporting an action, such as the U.S. invasion of Iraq, in an ethnocentric way might involve dismissing local perspectives. An ethnorelative approach would involve considering Iraqi perspectives and the complexity of motives involved.

32
Q

What is the resolution achieved at the Acceptance stage?

A

The resolution is the ability to take the perspective of another culture without losing one’s own, allowing for genuine intercultural understanding.

33
Q

What is the Adaptation stage of cultural difference?

A

Adaptation is the state in which one’s experience of another culture leads to appropriate perception and behavior within that culture, expanding one’s worldview to include elements from other cultural perspectives.

34
Q

What ability is crucial at the Adaptation stage?

A

Empathy, which involves the ability to take perspective and shift frames of reference in relation to other cultures, is crucial at Adaptation.

35
Q

How does Adaptation differ from assimilation?

A

Adaptation involves adding new cultural perspectives and behaviors to one’s repertoire without replacing one’s original identity, while assimilation implies adopting the dominant culture’s worldview in place of one’s own.

36
Q

In what way does Adaptation promote mutual adjustment in multicultural contexts?

A

Adaptation encourages both dominant and non-dominant groups to adjust their behaviors mutually, fostering an equitable environment where cultural differences are respected.

37
Q

What concept is key to achieving Adaptation without compromising self-identity?

A

Authenticity—expanding one’s range of perceptions and behaviors while still feeling genuine and “true to oneself” in different cultural contexts.

38
Q

What is the major issue to be resolved at the Adaptation stage?

A

The major issue is “authenticity,” or whether it is possible to adapt culturally different perceptions and behaviors while still maintaining one’s own identity.

39
Q

What does biculturality or multiculturality mean in the context of Adaptation?

A

Biculturality or multiculturality refers to the habitual and genuine ability to adopt behaviors and perceptions from multiple cultures, forming a diverse and adaptable worldview.

40
Q

Why is training for intercultural Adaptation more than just learning specific behaviors?

A

Specific behaviors are only effective if supported by an appropriate worldview; thus, intercultural training must first prepare individuals to genuinely experience and understand another culture.

41
Q

How does Adaptation impact one’s view of fairness and equity in cultural interactions?

A

Adaptation encourages an appreciation for diverse cultural perspectives, leading individuals to seek and implement equitable practices by understanding and respecting cultural differences.

42
Q

How does Adaptation facilitate actions in different cultural contexts?

A

Through the development of a specific lens for each culture, allowing individuals to perceive, understand, and act appropriately within various cultural settings.

43
Q

What is the definition of Adaptation to cultural difference?

A

Adaptation is the state in which one experiences another culture’s perception and behavior as appropriate to that culture, expanding their worldview to include elements from other cultural perspectives.

44
Q

How is Adaptation different from assimilation?

A

Adaptation involves adding to one’s beliefs and behaviors to operate effectively in different cultural contexts without losing one’s primary cultural identity, unlike assimilation, which implies adopting the dominant culture’s values entirely.

45
Q

What key ability is developed at the Adaptation stage?

A

Empathy, or the ability to shift perspectives and behave appropriately in different cultural contexts, is central to Adaptation.

46
Q

What issue must be resolved at the Adaptation stage?

A

Authenticity, or maintaining one’s self-identity while incorporating culturally appropriate behaviors, is the main challenge at Adaptation.

47
Q

What is the focus of the Integration stage of cultural difference?

A

Integration is about expanding one’s self-concept to include moving in and out of multiple cultural worldviews, seeing oneself as multicultural rather than attached to one culture.

48
Q

What is “cultural marginality,” and in what stage does it appear?

A

Cultural marginality, seen in the Integration stage, is when individuals feel connected to multiple cultures but central to none, often experienced by expatriates or people from non-dominant cultures.

49
Q

Describe the two forms of cultural marginality.

A

Encapsulated marginality, where one feels alienated from both cultures, and constructive marginality, where movement between cultures is a positive part of one’s identity.

50
Q

Does reaching Integration imply greater intercultural competence than Adaptation?

A

No, Integration represents a shift in self-identity rather than an increase in intercultural competence compared to Adaptation.

51
Q

What does DMIS stand for?

A

Developmental Model of Intercultural Sensitivity. established by bennett milton

52
Q

What is the spectrum of the DMIS model?

A

It ranges from ethnocentrism to ethnorelativism.

53
Q

Define ethnocentrism.

A

Ethnocentrism is the belief that one’s own culture is central to reality, leading to unquestioned beliefs and behaviors. An example is a traveler insisting that local customs adapt to their preferences.

54
Q

Define ethnorelativism.

A

Ethnorelativism is the understanding that beliefs and behaviors are just one organization of reality, recognizing other viable possibilities. An example is an expatriate adapting to and appreciating local customs.

55
Q

What are the six stages of Bennett’s DMIS model?

A
  1. Denial of cultural difference
  2. Defense against cultural difference
  3. Minimization of cultural difference
  4. Acceptance of cultural difference
  5. Adaptation to cultural difference
  6. Integration of cultural difference into identity
56
Q

Which stages of the DMIS model are classified as ethnocentric?

A

Denial, Defense, and Minimization are classified as ethnocentric stages.

57
Q

Which stages of the DMIS model are classified as ethnorelative?

A

Acceptance, Adaptation, and Integration are classified as ethnorelative stages.

58
Q

What is the first stage of the DMIS model?

A

Denial of cultural difference.

59
Q

What is the last stage of the DMIS model?

A

Integration of cultural difference into identity.

60
Q

What are the stages of the DMIS, and how do they relate to ethnocentrism and ethnorelativism?

A

The DMIS includes six stages: Denial, Defense, Minimization, Acceptance, Adaptation, and Integration. Denial, Defense, and Minimization are ethnocentric, while Acceptance, Adaptation, and Integration are ethnorelative, moving from an exclusive cultural perspective to a more inclusive one.

61
Q

How does cognitive constructivism relate to the DMIS?

A

Cognitive constructivism posits that experiences are constructed through categories that help organize perceptions. This concept underlies the DMIS by showing that individuals with greater cognitive complexity can perceive and appreciate cultural differences more effectively.

62
Q

What is the significance of intercultural sensitivity and experiential constructivism in the DMIS?

A

Intercultural sensitivity allows individuals to recognize and appreciate cultural differences, enhancing communication. Experiential constructivism emphasizes co-creating experiences through interactions, essential for developing an intercultural worldview.

63
Q

What pressures arise from cross-cultural interactions according to the DMIS?

A

Contact with cultural differences creates pressure to evolve one’s worldview from an ethnocentric perspective, as it becomes inadequate for managing cross-cultural relationships.

64
Q

What is the relationship between the orientations in the DMIS and developmental interventions?

A

Each orientation indicates a particular worldview structure and associated behaviors. Effective interventions should target the underlying worldview rather than just knowledge or skills.