Introduction
Culture is diverse with multiple topics and is based on several aspects. Culture can be defined by ways of life, beliefs, attitudes, perception by a group of individuals, and norms of behavior. Due to many different people belonging to different cultural groups, it is vital to consider that no culture is superior or inferior to others (Pavelková & Havlíčková, 2020). Culture has five dimensions, which require understanding in different ways, referred to as perspectives: beliefs, values, and attitudes. This paper seeks to analyze the notable differences in culture between three different students and the dimensions of those cultures from interview answers.
The five significant dimensions of culture are characterized by the three perspectives, Time Orientation and Power Distance fall under; the value or behavior perspective, Individualism-Collectivism, and Uncertainty Avoidance are classified under beliefs Masculinity-Femininity is classified under attitude perspectives. Below is a discussion of the dimension of culture and how it affects intercultural communication
Time Orientation
This dimension of culture, classified under the value of perspective, focuses on how society emphasizes short and long-term goals. The degree to which different societies act in terms of aggressiveness and patience varies with different groups of people. Americans are notorious for being impatient and wanting quickly contrary to many Asians who are persistent and patient and willing to work for long-term success. (Pavelková & Havlíčková, 2020) With the rise of a multicultural school, my interviewers said time orientation might lead to indifference in conducting the same thing among the students. A multicultural society creates a challenging environment regarding time and punctuality.
Power Distance
Power distance is the degree to which a particular society accepts or rejects the unequal distribution of power, and it is also categorized under the perspective of values or behavior. In the interview responses, they said that students who and known to come from high-profile families are more respected than others (Pavelková & Havlíčková, 2020). The same happens even back in our society people hold high regard for those in power, the aged, and the wealthy; this is the case in high power distance cultures. In a moderate power distance culture, people are used to a casual dress code in offices and address others using first names.
Individualism-Collectivism
Individualism-Collectivism is categorized from the perspective of beliefs. This dimension focuses on the degree to which a society emphasizes the accomplishments and self-interest of individuals versus the interests of a group and its accomplishments. Certain groups put more effort into self-achievement than the achievement of the entire society. Research conducted has it that the United States had the highest individual score. An individual has a habit of communicating in different styles across different cultures. (Pavelková & Havlíčková, 2020) In other cultures, they say what they mean. European and “Western” cultures are naturally more individualist. Collectivism morals are referred to as personal interdependence.
Uncertainty Avoidance
This is how society puts up with risks or initiates risk mitigation measures to reduce damage caused by such uncertain situations; it is also classified under the perspectives of belief. Some of the high uncertainty avoidance cultures, such as France and Japan, are a preference for predictability and order (Pavelková & Havlíčková, 2020). Some people are more comfortable with uncertainty than others, where these risks impact their lives, and may feel threatened by unknown situations. These differences in cultures affect intercultural communication in that individuals find it challenging to cope with risks from a different culture.
Masculinity-Femininity
Masculinity-Femininity is classified under the perspective of attitude; it is how society values material gains versus emotions, relationships with one another, and the fulfillment they receive from their lives. Different societies have different perspectives on gender roles. Thus, some roles may be viewed entirely for females and some others for males (Pavelková & Havlíčková, 2020). Therefore, career opportunities are restricted by emphasizing the masculinity-femininity dimension in cultural societies. This career and job opportunities view affects those seeking jobs from different cultures.
Effects of Cultural Differences in a Classroom
A classroom can’t consist of monolingual students; consequently, bilingual students must have an effect that is all brought by students from different cultures interacting. Instruction given by teachers may also cause effects depending on society’s cultural beliefs. Not only are students educated, but some students cannot cooperate with instructions even given by teachers. For example, teachers’ requests for students to maintain eye contact differ by culture, as teachers need eye contact with students in the classroom. Some students from African American and Latin-American communities will be comfortable with it, while other societies’ students will see it as a rude gesture. This still implies social distances, wait time, and level of questions answered vary in cultures. The student interview response witnessed that cultural differences may be categorized into three broad perspectives: beliefs, attitudes, and values (3.4 Theoretical Perspectives on Culture – Introduction to Sociology 3e | OpenStax, n.d.). The intercultural beliefs brought by religion can only be solved by introducing religious education in schools; several religions include Christianity, Islam, Judaism, Shinto, Hinduism, Buddhism, Sikhism, and others (Tomar, 2018). Intercultural awareness is paramount in building a comfortable environment for teaching and learning; it means understanding own culture and others’ cultures and the importance of culture in education (Importance of Cultural Awareness for Educators, 2021). More so, accommodating students’ diversity leads to better educational outcomes. The most suitable outcome is equality knowing that no culture is superior or inferior to the other. Students’ performance can also be impacted by solving the gaps brought by cultural indifferences. Teachers should start the awareness and go ahead by introducing adaptable cultural lessons.
Conclusion
In conclusion, culture presents itself differently to different societies, and these differences determine what individuals and groups act on in the short and long run. With the well-known diversity of culture, it holds its place in people’s lives and shapes society to its look by influencing its behavior. Indeed culture cannot be separated from its society as it’s the core of society’s center stage. However, many challenges are witnessed in the classroom due to cultural beliefs and norms. How students interact, play in fields, or even sit in class might be highly influenced by culture. You may find a student from a particular society, religious group, or gender discriminating against others. I believe the difference in student culture should be recognized and addressed accordingly. Lastly, there should be no discrimination in school based on culture as there are no superior cultures to others. Students and teachers should learn and know how to coexist in school peacefully. Cultural awareness raises a better socially approachable teaching approach, in which not only the student bodies become less homogenous, but also the governing members, the school boards, have started to address the issues of race, gender, and class.
References
3.4 Theoretical Perspectives on Culture – Introduction to Sociology 3e | OpenStax. (n.d.). Openstax.org. Web.
Importance of Cultural Awareness for Educators. (2021). Mississippi College Online. Web.
Pavelková, I., & Havlíčková, R. (2020). Perspective orientation and time dimension in student motivation. Journal of Education Culture and Society, 4(1), 177–189. Web.
Tomar, D. A. (2018). 18 Major World Religions — Study Starters. TheBestSchools.org; thebestschools.org. Web.