Intercultural Sensitivity in Student Affairs Academic Affairs Partnerships: A Workbook Adapting M. J. Bennett s Intercultural Sensitivity Model (1993)

Transcription

1 Intercultural Sensitivity in Student Affairs Academic Affairs Partnerships: A Workbook Adapting M. J. Bennett s Intercultural Sensitivity Model (1993) By Karen D. Boyd, Kirk S. Robinson, and Tony W. Cawthon Presented at Tackling Big Challenges for Big Results with Student Affairs & Academic Affairs Partnerships A NASPA 2017 Pre-Conference San Antonio, Texas

2 Indicators of Intercultural Sensitivity in Campus Collaborations (Adapted from Bennett s Intercultural Scale) You Partner 1. What difference? 2. There are deficiencies that you (or we in reversal) need to overcome to be worthy of partnership. 3. The key to getting along with anyone on campus is to just be yourself authentic and honest. 4. The more differences the better the collaboration! 5. We are at an impasse on this project. I need to think like a(n) XXXX to get us moving again. 6. I feel like one of the XXXXX when I work with them, if I ve taken the time to understand what is unique to this XXXX culture. 7. What is to be gained from partnership? There is nothing unique about the other. 8. What is to be gained from partnership? They don t belong at the table, there is nothing valuable they bring to the table. 9. The patterns, activities, and reward systems are different, but when you really get to know them, they re pretty much like us. 10. The differences between us are the secret to our success no other system of higher education has this diverse structure. 11. We both need to amend our way of being to achieve this goal. 12. I am a boundary-crosser and am most comfortable when I m doing work to bring together the XXXX and my subculture. I enjoy working in either, so it is even better when working with both. 13. All we need is clear goals for this collaboration to be successful. 14. We are the primary/most valuable contributors to this partnership. 15. The student learning focus is breaking down differences in the campus culture. 16. I work to understand the unique culture of XXXXX in that department before I approach them for a collaboration. 17. I act differently when I am working with XXXX than when I am working with partners from my department. 18. I find that I can see/hear/understand things from faculty, academic administrator and student affairs perspectives. 19. My main concern is knowing what kinds of collaborations I should pursue.

3 You Partner 20. We are fortunate to be at the table because they are the primary contributors. 21. No matter what their culture, we are pretty much motivated by the same things? 22. The more XXXX I know, the better I understand XXXX in general. 23. In any collaboration partners make some adjustments in response to the other. 24. Understanding the many frames of thought across the university makes me a valuable member of the team. 25. I don t know anyone/who to ask to partner. 26. There are too many differences to overcome to make this collaboration successful. 27. If we are really honest, they ll recognize that some values are universal. 28. When working in SA-AA collaborations, ever partner needs to be conscious of the different value system, priorities, and schedules. 29. The more I understand XXXX culture, the easier our collaborations become. 30. Seamless learning is optimal learning, so everyone needs to develop these skills. 31. I don t want to include XXX. I can t understand why they insist on process/decision/action. It is so offensive or such a waste of time. 32. I don t know how (or why) to talk to a faculty member/administrator to collaborate There are times that I feel like a(n) XXXX. Working with XXXXX just comes natural to me now. 35. There are times that I feel like a(n) XXXX. Working with XXXXX just comes natural to me now. 36. I look for places where can I learn more about XXXXX life and culture to partner more effectively.

4 Intercultural Sensitivity in Campus Collaborations Denial of Defense Minimization Acceptance Adaptation Integration Difference Against Difference of Difference of Difference to Difference of Difference.are absent or just emerging. - What difference? - What is to be gained from partnership? There is nothing unique about the other. - My main concern is knowing what kinds of collaborations I should pursue. - I don t know anyone/who to ask to partner. - I don t want to include XXX. I can t understand why they insist on that process. It is so offensive or such a waste of time. Recognize the existence of cultural differences from ones own Partners perception and understanding of sub-cultural (i.e., faculty and academic affairs and student affairs) differences negatively assess, not compare. - What is to be gained from partnership? - They don t belong at the table, there is nothing they bring. - We are the most valuable contributors to this partnership - We are fortunate to be at the table because they are the primary contributors. - There are too many differences to overcome to make this collaboration successful. Emphasize fundamental commonalities, reduce polarization...seek and reaffirm the similarity. acknowledge benefits of difference without judgment. Example Statements or Thoughts - The patterns, activities, and reward systems are different, but when you really get to know them, they re pretty much like us. - The student learning focus is bridging campus sub-cultures - If we are really honest, we ll recognize that some values are universal. Developmental Tasks Pursue cultural selfawareness - The differences between us are the secret to our success no other system of higher education has this diverse structure. - To partner effectively, I look to learn more about XXXXX s culture before approaching a collaboration. - The more XXXX I know, the better I understand XXXX in general. Refine cultural distinctions consider and apply others perspective. - I need to think like a(n) XXXX to get this project moving again. - I act differently when I am working with XXXX than with partners from my department. - There are times that I feel like a(n) XXXX. Develop perspectivetaking skills diminish original subculture and adopt a new professional identity that bridges perspectives. - I am a boundary-crosser, most comfortable when bringing together the XXXX and my sub-culture. - Understanding and translating the many frames of thought across the university makes me a valuable teammate. - I enjoy working in either student or academic affairs, so it is even better working with both. - Working with XXXXX just comes natural now. Integrate and accept a multicultural campus identity Boyd and Robinson (2013) based on Bennett, M. J. (2004). Becoming interculturally competent. In Wurzel, J. (Ed.), Toward multiculturalism: A reader in multicultural education (2 nd ed., pp ). Newton, MA: Intercultural Resource Corporation. See also:

5 Campus Collaboration Intercultural Sensitivity Adapted from Bennett s A Developmental Model of Intercultural Sensitivity Scale ( Denial of Difference Individuals in this stage are isolated within their own sub-cultures (i.e., faculty/student affairs professionals/academic administrators) and therefore do not notice or interpret cultural difference. They are not able to comprehend the presence or implications of another culture. In their minds there is no difference and any suggestion otherwise could be met with vehement resistance. Denial/Isolation Events and actions of others are only seen through their cultural perspective. There is an awareness of the differences in others on campus, but differences are recognized as individual, not cultural. Ex. There is one culture at this institution, the one I inhabit. We all have my schedule, values, pressures, and ways of being. Interpretations of others and situations that I take, positions I stake, decisions I make, and behaviors in which I partake reflect an awareness and understanding of that single world view. Denial/Separation A vague awareness of the difference in cultures begins to emerge, followed by intentional separation to avoid a change in the established frame of reference (i.e., world view). Ex. Of course there are differences between faculty, student affairs, and academic affairs, which may even be cultural, but I am not really certain what they are because I don t interact with xxxx much. All in all, despite those differences, I am comfortable that my cultural context and perspective holds true for their world also. Indicators of Denial of Difference In Collaboration: Thoughts or statements about the difference in cultures are virtually non-existent or extremely vague. What difference? What is to be gained from partnership? There is nothing unique about the other. All we need is clear goals for this collaboration to be successful. My main concern is knowing what kinds of collaborations I should pursue. I don t know anyone/who to ask to partner. I don t want to include XXX. I can t understand why they insist on process/decision/action. It is so offensive or such a waste of time. Developmental Task: Recognize existence of cultural differences in campus sub-cultures

6 Campus Collaboration Intercultural Sensitivity Adapted from Bennett s A Developmental Model of Intercultural Sensitivity Scale ( Denial of Difference Individuals in this stage are isolated within their own sub-cultures (i.e., faculty/student affairs professionals/academic administrators) and therefore do not notice or interpret cultural difference. They are not able to comprehend the presence or implications of another culture. In their minds there is no difference and any suggestion otherwise could be met with vehement resistance. Denial/Isolation Events and actions of others are only seen through their cultural perspective. There is an awareness of the differences in others on campus, but differences are recognized as individual, not cultural. Ex. There is one culture at this institution, the one I inhabit. We all have my schedule, values, pressures, and ways of being. Interpretations of others and situations that I take, positions I stake, decisions I make, and behaviors in which I partake reflect an awareness and understanding of that single world view. Denial/Separation A vague awareness of the difference in cultures begins to emerge, followed by intentional separation to avoid a change in the established frame of reference (i.e., world view). Ex. Of course there are differences between faculty, student affairs, and academic affairs, which may even be cultural, but I am not really certain what they are because I don t interact with xxxx much. All in all, despite those differences, I am comfortable that my cultural context and perspective holds true for their world also. Indicators of Denial of Difference In Collaboration: Thoughts or statements about the difference in cultures are virtually non-existent or extremely vague. What difference? What is to be gained from partnership? There is nothing unique about the other. All we need is clear goals for this collaboration to be successful. My main concern is knowing what kinds of collaborations I should pursue. I don t know anyone/who to ask to partner. I don t want to include XXX. I can t understand why they insist on process/decision/action. It is so offensive or such a waste of time. Developmental Task: Recognize existence of cultural differences in campus sub-cultures

7 Defense Against Difference Individuals in this stage recognize and categorize cultural differences, but are dualistic (i.e., us/them thinking), often engaging in stereotyping accompanied by increasingly negative evaluation of differences, the greater those differences are. There is a difference but hierarchically understood and framed within the primacy of their original frame. Challenges to this paradigm are threatening. Defense/Denigration Isolation continues although awareness and ability to make distinctions is increased. This separation is accompanied by a diminishment of the other, so as to retain the primacy of the original world view/culture. Ex. I could never be a, that is the dark side. They don t make connections that matter with students. They only care about their research and not students. They don t impact students 3 hours a week. OR They only babysit students so we don t have to, throw parties, and provide a distraction from our true purpose. Defense/Superiority Full awareness of and ability to categorize other paradigms is present, but the primacy and value of their culture/personal world view is unquestionable. The wagons are circled. Ex., The connections we make with students matter more. We are THE sources of student learning, our institutional reputation, or student recruitment and retention. The other is contributing, but we are better (the primary) at what really matters. I am too busy with my important activities to take time for what they are asking to do. Defense/Reversal Recognition and understanding of the differences is fully developed, yet focuses on the positives of the alternative culture instead of clinging to the rightness or goodness of one s own. Ex. The connections they make with students matter more. They are THE sources of student learning, our institutional reputation, or student recruitment and retention. We contribute, but they are doing, or are the primary contributor to, what really matters. The only think I bring to this partnership is the ability to support what they are doing. Indicators of Defense Against Difference in Collaboration: The focus of thoughts or statements shift to difference, but evaluate, not compare, cultures resulting in a negative assessment of the one of the cultures. There are deficiencies that you (or we in reversal) need to overcome to be worthy of partnership What is to be gained from partnership? o They don t belong at the table, there is nothing valuable they bring to the table o We are the primary/most valuable contributors to this partnership o We are fortunate to be at the table because they are the primary contributors There are too many differences to overcome to make this collaboration successful. I don t know how (or why) to talk to a faculty member/administrator to collaborate. There are too many differences between us to overcome for successful collaboration. Developmental Task: Mitigate polarization by emphasizing fundamental commonalities (e.g., higher education culture, common humanity)

8 Minimization of Difference Individuals in this stage recognize and accept difference without the accompanying negative connotation. The focus is on the similarities and shared values that bind the subcultures into one, not the differences within sub-cultures. Similarity continues to be ethnocentric or understood as they are like us, not we are similar. Maintenance of world view is achieved by absorbing difference into overarching and comfortably common frameworks of understanding which allow for peaceful coexistence and continuation of current power dynamics in sub-culture interactions. Minimization/Physical Universalism Fully aware of difference across sub-cultures, but attention centers on the basic human needs shared by all in partnership. The emphasis is the human commonality. Ex. We are all people possessed of the same essence of humanity. They have the same core needs, fears, and motivations. We all have a set of capabilities and limitations that we bring to our experiences, but we all experience them from the same human place. We all need assistance overcoming our limitations or weaknesses. We are only human. Everybody needs. Minimization/Transcendent Universalism Awareness of difference continues, but the similarity extends past shared humanity and physiological sameness. The understanding of similarity encompasses shared belief in and commitment to higher education, the pursuit of truth, knowledge and learning in specific. Ex. We are all educators, contributing an academic community. Our commonality is no longer Purely physiological, but includes the universally binding nature of higher education (i.e. values, mores, rhythms, traditions) in each of us. Indicators of Minimization of Difference in Collaboration: The key to getting along with anyone on campus is to just be yourself authentic and honest. The patterns, activities, and reward systems are different, but when you really get to know them, they re pretty much like us. The student learning focus is bringing cultural uniformity to the campus culture. No matter what their culture, we are pretty much motivated by the same things? If we are really honest, they ll recognize that some values are universal. Developmental Task: Develop cultural self-awareness

9 Acceptance of Difference Individuals in this stage acknowledge and are welcoming to cultural differences in both action and values. The initial inkling of difference becomes more clear and cogent without judgment, preference, or filtering through one s own cultural reference. The development of this relativistic perspective exposes the legitimacy of and need for all to understand context. Acceptance/Behavioral Relativism Behavior is understood to be a function of one s context. The partner can recognize and articulate complex behavioral inconsistencies across the interacting cultures without engaging in negative stereotyping. Ex. I am curious about what XXXXX would do to address this problem. Working together might be challenging, but valuable. We approach problems and organize our work differently. It will be great to learn from each other. If we do it well, our typical independent go to behaviors will mesh into a stronger action plan. Acceptance/Values Relativism Values are context-driven and therefore relative. Perceived bad or good is a function of that one s cultural reference points. Ex. The eclectic blend of collaborators on this project strengthens our product. But I am curious about why XXXX made that decision (or took that position). I used to think XXXX s proclivity to do YYYY was bad, but now I understand it is a product of this aspect of the XXXX culture. XXXXX probably interpreted my natural response as wrong. We do things differently based on priorities that are equally valid. Understanding where we are both coming from on this topic helps us to achieve our potential. Indicators of Acceptance of Difference in Collaboration: The more differences the better the collaboration! The differences between us are the secret to our success no other system of higher education has this diverse structure. I work to understand the unique culture of XXXXX in that department before I approach them for a collaboration. The more XXXX I know, the better I understand XXXX in general. It can be challenging to work with a(n) XXXX given their different value system, priorities, and schedules, while being true to my needs and values. When working in SA-AA collaborations, ever partner needs to be conscious of their cultural differences. I am collaborating with two great XXXX. We have different work backgrounds and contexts, but we are learning to work well together. Where can I learn more about XXXXX life and culture to partner more effectively? Developmental Task: Refine cultural distinctions.

10 Adaptation to Difference Individuals in this stage can take others perspectives (empathize) to improve two-way communication when boundary crossing institutional sub-cultures. Adaptation/Empathy One can consciously embrace the world view of the partner and act acceptably within those cultural parameters. Ex. On this project I am working primarily with XXXXs right now, therefore I need to shift my perspective to a(n) XXXX-like frame of reference. That means,, and are important, while, and are not as much as they are in my original frame of reference. Remembering these things makes me a more effective partner. Adaptation/Pluralism The partner adopts multiple world views that subconsciously emerge as needed during interaction. Ex. Working with XXXXs comes naturally to me now. I don t even think about the differences. My behavior, and even my attitude, simply adjusts to their cultural perspective. Communication and therefore collaboration is smooth. Indicators of Adaptation to Difference in Collaborations: We are at an impasse on this project. I need to think like a(n) XXXX to get us moving again. We both need to amend our way of being to achieve this goal. I act differently when I am working with XXXX than when I am working with partners from my department. In any collaboration partners make some adjustments in response to the other. The more I understand XXXX culture, the easier our collaborations become. There are times that I feel like a(n) XXXX. It just comes natural to me now. Developmental Task: Develop perspective taking skills

11 Integration of Difference Adopt and mesh multiple world views with an identity that flexes with (and is secondary to) the cultural context. Integration/Contextual Evaluation Understanding of an experience is filtered through multiple cultural lens (i.e., Perry s contextual relativism). Integration/Constructive Marginality Multiple sub-cultures contribute to ones professional identity allowing for the participant to facilitate cross cultural understanding for themselves and others. Professional affiliation shifts from the initial sub-culture reference group to that of boundary crosser. Indicators of Integration of Difference I feel like one of the XXXXX on any project, if I ve taken the time to understand what is unique to this XXXX culture. I am a boundary-crosser and am most comfortable when I m doing work to bring together the XXXX and my subcultures. I enjoy working in either, so it is even better when working with both. I find that I can see/hear/understand things from everyone s (i.e., each sub-cultures ) perspective. Understanding the many frames of thought across the university makes me a valuable member of the team. Seamless learning is optimal learning, so everyone needs to develop these skills. Developmental Task: Complete integration and acceptance of a multicultural identity.

12 Defense Against Difference Individuals in this stage recognize and categorize cultural differences, but are dualistic (i.e., us/them thinking), often engaging in stereotyping accompanied by increasingly negative evaluation of differences, the greater those differences are. There is a difference but hierarchically understood and framed within the primacy of their original frame. Challenges to this paradigm are threatening. Defense/Denigration Isolation continues although awareness and ability to make distinctions is increased. This separation is accompanied by a diminishment of the other, so as to retain the primacy of the original world view/culture. Ex. I could never be a, that is the dark side. They don t make connections that matter with students. They only care about their research and not students. They don t impact students 3 hours a week. OR They only babysit students so we don t have to, throw parties, and provide a distraction from our true purpose. Defense/Superiority Full awareness of and ability to categorize other paradigms is present, but the primacy and value of their culture/personal world view is unquestionable. The wagons are circled. Ex., The connections we make with students matter more. We are THE sources of student learning, our institutional reputation, or student recruitment and retention. The other is contributing, but we are better (the primary) at what really matters. I am too busy with my important activities to take time for what they are asking to do. Defense/Reversal Recognition and understanding of the differences is fully developed, yet focuses on the positives of the alternative culture instead of clinging to the rightness or goodness of one s own. Ex. The connections they make with students matter more. They are THE sources of student learning, our institutional reputation, or student recruitment and retention. We contribute, but they are doing, or are the primary contributor to, what really matters. The only think I bring to this partnership is the ability to support what they are doing. Indicators of Defense Against Difference in Collaboration: The focus of thoughts or statements shift to difference, but evaluate, not compare, cultures resulting in a negative assessment of the one of the cultures. There are deficiencies that you (or we in reversal) need to overcome to be worthy of partnership What is to be gained from partnership? o They don t belong at the table, there is nothing valuable they bring to the table o We are the primary/most valuable contributors to this partnership o We are fortunate to be at the table because they are the primary contributors There are too many differences to overcome to make this collaboration successful. I don t know how (or why) to talk to a faculty member/administrator to collaborate. There are too many differences between us to overcome for successful collaboration. Developmental Task: Mitigate polarization by emphasizing fundamental commonalities (e.g., higher education culture, common humanity)

13 Minimization of Difference Individuals in this stage recognize and accept difference without the accompanying negative connotation. The focus is on the similarities and shared values that bind the subcultures into one, not the differences within sub-cultures. Similarity continues to be ethnocentric or understood as they are like us, not we are similar. Maintenance of world view is achieved by absorbing difference into overarching and comfortably common frameworks of understanding which allow for peaceful coexistence and continuation of current power dynamics in sub-culture interactions. Minimization/Physical Universalism Fully aware of difference across sub-cultures, but attention centers on the basic human needs shared by all in partnership. The emphasis is the human commonality. Ex. We are all people possessed of the same essence of humanity. They have the same core needs, fears, and motivations. We all have a set of capabilities and limitations that we bring to our experiences, but we all experience them from the same human place. We all need assistance overcoming our limitations or weaknesses. We are only human. Everybody needs. Minimization/Transcendent Universalism Awareness of difference continues, but the similarity extends past shared humanity and physiological sameness. The understanding of similarity encompasses shared belief in and commitment to higher education, the pursuit of truth, knowledge and learning in specific. Ex. We are all educators, contributing an academic community. Our commonality is no longer Purely physiological, but includes the universally binding nature of higher education (i.e. values, mores, rhythms, traditions) in each of us. Indicators of Minimization of Difference in Collaboration: The key to getting along with anyone on campus is to just be yourself authentic and honest. The patterns, activities, and reward systems are different, but when you really get to know them, they re pretty much like us. The student learning focus is bringing cultural uniformity to the campus culture. No matter what their culture, we are pretty much motivated by the same things? If we are really honest, they ll recognize that some values are universal. Developmental Task: Develop cultural self-awareness

14 Acceptance of Difference Individuals in this stage acknowledge and are welcoming to cultural differences in both action and values. The initial inkling of difference becomes more clear and cogent without judgment, preference, or filtering through one s own cultural reference. The development of this relativistic perspective exposes the legitimacy of and need for all to understand context. Acceptance/Behavioral Relativism Behavior is understood to be a function of one s context. The partner can recognize and articulate complex behavioral inconsistencies across the interacting cultures without engaging in negative stereotyping. Ex. I am curious about what XXXXX would do to address this problem. Working together might be challenging, but valuable. We approach problems and organize our work differently. It will be great to learn from each other. If we do it well, our typical independent go to behaviors will mesh into a stronger action plan. Acceptance/Values Relativism Values are context-driven and therefore relative. Perceived bad or good is a function of that one s cultural reference points. Ex. The eclectic blend of collaborators on this project strengthens our product. But I am curious about why XXXX made that decision (or took that position). I used to think XXXX s proclivity to do YYYY was bad, but now I understand it is a product of this aspect of the XXXX culture. XXXXX probably interpreted my natural response as wrong. We do things differently based on priorities that are equally valid. Understanding where we are both coming from on this topic helps us to achieve our potential. Indicators of Acceptance of Difference in Collaboration: The more differences the better the collaboration! The differences between us are the secret to our success no other system of higher education has this diverse structure. I work to understand the unique culture of XXXXX in that department before I approach them for a collaboration. The more XXXX I know, the better I understand XXXX in general. It can be challenging to work with a(n) XXXX given their different value system, priorities, and schedules, while being true to my needs and values. When working in SA-AA collaborations, ever partner needs to be conscious of their cultural differences. I am collaborating with two great XXXX. We have different work backgrounds and contexts, but we are learning to work well together. Where can I learn more about XXXXX life and culture to partner more effectively? Developmental Task: Refine cultural distinctions.

15 Adaptation to Difference Individuals in this stage can take others perspectives (empathize) to improve two-way communication when boundary crossing institutional sub-cultures. Adaptation/Empathy One can consciously embrace the world view of the partner and act acceptably within those cultural parameters. Ex. On this project I am working primarily with XXXXs right now, therefore I need to shift my perspective to a(n) XXXX-like frame of reference. That means,, and are important, while, and are not as much as they are in my original frame of reference. Remembering these things makes me a more effective partner. Adaptation/Pluralism The partner adopts multiple world views that subconsciously emerge as needed during interaction. Ex. Working with XXXXs comes naturally to me now. I don t even think about the differences. My behavior, and even my attitude, simply adjusts to their cultural perspective. Communication and therefore collaboration is smooth. Indicators of Adaptation to Difference in Collaborations: We are at an impasse on this project. I need to think like a(n) XXXX to get us moving again. We both need to amend our way of being to achieve this goal. I act differently when I am working with XXXX than when I am working with partners from my department. In any collaboration partners make some adjustments in response to the other. The more I understand XXXX culture, the easier our collaborations become. There are times that I feel like a(n) XXXX. It just comes natural to me now. Developmental Task: Develop perspective taking skills

16 Integration of Difference Adopt and mesh multiple world views with an identity that flexes with (and is secondary to) the cultural context. Integration/Contextual Evaluation Understanding of an experience is filtered through multiple cultural lens (i.e., Perry s contextual relativism). Integration/Constructive Marginality Multiple sub-cultures contribute to ones professional identity allowing for the participant to facilitate cross cultural understanding for themselves and others. Professional affiliation shifts from the initial sub-culture reference group to that of boundary crosser. Indicators of Integration of Difference I feel like one of the XXXXX on any project, if I ve taken the time to understand what is unique to this XXXX culture. I am a boundary-crosser and am most comfortable when I m doing work to bring together the XXXX and my subcultures. I enjoy working in either, so it is even better when working with both. I find that I can see/hear/understand things from everyone s (i.e., each sub-cultures ) perspective. Understanding the many frames of thought across the university makes me a valuable member of the team. Seamless learning is optimal learning, so everyone needs to develop these skills. Developmental Task: Complete integration and acceptance of a multicultural identity.