Communication Between Cultures

arelikelytobedifferent,theparticipants will have to search for a middle ground,

and this search will require flexibility and adaptation. As a simple illustration, the

Japanese traditionally greet and say good-bye to each other by bowing. However, in

Japanese-U.S. business meetings, the Japanese have learned to bow only slightly

while shaking hands. In doing this, they are adjusting their normal greeting prac-

tice to accommodate U.S. visitors. Longtime U.S. business representatives to Japan

have learned to emulate this behavior. Thus, a mutually satisfying social protocol

has evolved. In achieving this, the participants have demonstrated the principal

components of intercultural communication competence: motivation, knowledge,

and skills.

Summary

• Identity is a highly abstract, dynamic, multifaceted concept that defines who
  you are.


• Identities can be categorized as human, social, and personal; another classification
  scheme uses personal, relational, and communal.


• Every individual has multiple identities—racial,gender, ethnic, national, regional,
  organizational, personal, and perhaps cyber/fantasy, and others—that act in con-
  cert. The importance of any single identity is a result of the context.


• Identity is acquired through interaction with other members of one’s cultural
  group. The family exerts a primary influence on early identity formation.


• Identities are established through group membership and are enacted in various
  ways,including rites of passage, personal appearance, and participation in com-
  memorative events. Concepts of identity within the same group can change over
  time.


• Competent intercultural communication is achieved when the participants find
  commonalityin ascribed and avowed identities.


• As society becomes increasingly multicultural, new concepts of cultural identity are
  evolving.

Activities

1. Construct a list of as many of your identities as
   you can. Using the list, draw a pie chart with
   each identity receiving space proportional to
   that identity’s importance to you. Compare your
   chart with other classmates’charts. Do members
   of the dominant and minority cultures differ in
   the amount of space allotted to their racial/ethnic
   identity? If so why?
   2. In a group of at least three individuals, have each
   person go to YouTube and view at least two
   videos on one of the following topics—Christian,
   Jewish, or Muslim/Islamic identity. Afterward,
   compare notes for similarities and differences on
   how the respective identities are established,
   displayed, etc.

Activities 263

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