In addition to Adler’s listing, let us examine four other ways in which stereotypes
obstruct intercultural communication. First, stereotypes act as a type of filter; they let
in only information that is consistent with what the individual already knows. Thus,
the correct, or truthful, descriptions may be filtered out. For instance, for many years,
women were stereotyped as a rather one-dimensional group—the weaker sex—
confined to the role of mother and homemaker. Those labels kept women from advanc-
ing in the workplace, even when more skilled than their male counterparts. Second, it is
not the act of categorizing or classifying that creates the intercultural problems. Rather,
it is the assumption that culture-specific information applies to all members of that cul-
tural group. For example, national and ethnic stereotypes project the same traits on all
members of the culture. To say that every U.S. American is an individualist overlooks
the fact that some people in the United States prefer group activity. Additionally, it dis-
regards the many collectivistic ethnic groups that are a part of the U.S. multicultural
population. Third, stereotypes also hamper successful intercultural communication
because they present an oversimplified, exaggerated, and overgeneralized portrait of the
individual. Often based on half-truths, untrue premises, or unfounded assumptions,
stereotypes offer a distorted representationof the concept, thing, or person. Stereotypes
alter intergroup communication because they lead people to base their preparation,
transmission, and reception of messages on false assumptions.^20 Fourth, stereotypes are
resistant to change. Stereotypes are usually learned early in life, tend to be repeated
and reinforced through in-group interaction, and become more solidified with the pas-
sage of time. Contact between in-groups and out-groups may only strengthen the inac-
curate perceptions. Meshel and McGlynn bring out this potential:“Once formed,
stereotypes are resistant to change, and direct contact often strengthens the preexisting
associations between the target group and the stereotypical properties.”^21Avoiding Stereotypes
Because learning stereotypes, along with culture, begins early in life, it should be obvious
that the best time to initiate measures to circumvent them is during childhood. Research
has revealed that children who experience positive contact with other groups hold fewer
negative stereotypes than children who have not had the opportunity for such contact.
Studies also show that positive contact among different groups of children will diminish
many of the effects of stereotyping by dispelling fictitious and negative perceptions.^22
To help control stereotyping, Ting-Toomey and Chung advocate learning to
“distinguish between inflexible stereotyping and flexible stereotyping.”^23 As the
words suggest, inflexible stereotyping is rigid and intransigent and occurs almost auto-
matically. Because the stereotypes are so deeply embedded, you usually reject informa-
tion that runs counter to these inflexible categorizations. However, the employment
of flexible stereotyping starts when you become aware that categorizing is a natural
tendency—you become more“mindful.”This involves being open-minded, receptive
to new information, avoiding assigning judgmental opinions, and recognizing that
intercultural interactions can produce stress and discomfort.^24Prejudice
In the context of intercultural communication, prejudices are deeply held positive
or negative feelings associated with a particular group. Your identity and self-imagePrejudice 391Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).