Examining Cultural
Domains
Overview
 The Intercultural Development Continuum
 Ethnocentric and Transitional Stages
 Case Studies
 Cultural Domains: A Framework for Recognizing Cultural
Similarities
 Back to the Intercultural Development Continuum
 Culturally Relative Stages
 Case Studies
 Developing Culture-General knowledge, skills, and attitudes
(KSAs)
The Intercultural Development
Continuum (IDC)
Denial
Ethnocentric Mindset
Polarization
Defense/Reversal
Minimization Transitional
Acceptance
Adaptation
Denial of Difference
 Little to no recognition of complex cultural differences
 Disinterested in or avoid cultural differences altogether
 Tend to be narrow-minded and inward-looking as it
relates to cultural differences
Polarization
 Defense
 Uncritical view of own cultural values and practices; overly critical
view of cultural values and practices of others
 Tend to see cultural differences as obstacles to overcome
 Tend to have a sense of superiority that can lead to overconfidence
Polarization
 Reversal
 Overly critical view of own cultural values and practices; uncritical
view of other cultural values and practices
 Tend to think that they are the “good guys”
Minimization
 Highlight common practices and universal values while
masking cultural differences
 Assume commonalities without fully recognizing cultural
differences when present
 May accurately recognize cultural commonalities and
differences but may not fully deal with the differences
 May overestimate own competence in dealing with cultural
differences
Case
Studies
Socialism
Socialism is an economic system in which the production and
distribution of goods are controlled substantially by the
government rather than by private enterprise, and in which
cooperation rather than competition guides economic activity.
There are many varieties of socialism. Some socialists tolerate
economic individualism (capitalism), as long as the
government maintains the dominant influence over the
economy, but others insist on an abolition of private enterprise.
Child Beauty Pageants
Child beauty pageants are contests of beauty and talent held for girls up to
age 12 (after which they may participate in “teen” pageants). In these
pageants—which are modeled on adult beauty pageants—children are
judged on appearance in several outfits, poise, self-confidence, and
performance in activities such as dancing and singing. Child pageants in
this form began in the United States and have become popular in many
other cultures, particularly in Western Europe. Reasons parents cite for
participation in this practice include the benefits gained from learning selfpresentation skills and from learning about competition at an early age.
Critics of the practice believe that pageants reward girls for their beauty,
but not their intelligence, and that pageants encourage girls to act more
mature than the culture perceives as normal for children of their age.
Cultural Domains
 Universal categories of knowledge, beliefs, and behavior
across all populations
 Family
 Marriage
 Religion
 Art
 Political System
 Sport and Recreation
 Language / Communcation
 Economic Systems
Family
 Similarities related to family
 Marriage
 Where we live when we leave home
 Who our children marry
 Who we do business with
 Who we work for
 Who we socialize with
Religion
 What people want from religion
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Explanation for the unknown
To find meaning for life
Reduction in fear and anxiety
Hope and inspiration
A playbook for conduct and behavior
 Similarities related to religion
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Supernatural agents
Concept of taboo
Sacred places
Religious specialists
Rituals
Rites of passage
Religion
 Religious Specialists
 Priests or priestesses
 Preachers
 Bishops
 Elders
 Shaman
 Mediums
 Sorcerers
 Witches
Political Systems
 Similarities among political systems
 Organizational patterns
 State systems
 States vs. nations
 Ways cultures are organized politically
 Centralized vs. decentralized
 Band
 Tribe
 Chiefdom
Back to the IDC
Denial
Ethnocentric Mindset
Polarization
Defense/Reversal
Minimization Transitional
Acceptance
Adaptation
Acceptance
 Recognize/appreciate patterns of cultural difference/commonality in own
and other cultures
 Curious and interested in cultural differences
 Acknowledge relevance of culture and cultural context but are unclear on
how to appropriately adapt to cultural difference
 Aware of cultural differences, but are still developing intercultural skills
Adaptation
 Able to shift cultural perspectives and change behavior in
culturally appropriate ways
 Tend to have an increased repertoire of cultural
frameworks and behaviors
 Function effectively and appropriately in situations that call for
cross-cultural competence.
Case
Studies
First Cousin Marriage
The marriage of what Americans define as “first cousins”—the children of
one’s aunts or uncles—is an accepted cultural practice in many cultures,
including some European cultures. On the one hand, people of those
cultures do not believe that such marriages produce more children with
physical or mental disabilities than other marriages, and scientific research
shows little statistical differences in the disability rates of children from
both kinds of marriages. On the other hand, there are also cultural reasons
for practicing first cousin marriage. Some of these reasons include the
desire to maintain or increase alliances, to maintain family wealth through
the mother’s lineage or the father’s lineage, or to maintain specific
bloodlines (such as “royal” bloodlines). In addition, in some languages, the
people whom we call “cousin,” “aunt,” and “uncle” are called by distinct
terms depending on whether they are from one’s mother’s or father’s side
of the family. For example, the sisters and brothers of one’s mother’s
brother may have a different title than a girl born to one’s father’s brother,
etc. These naming rules usually help people determine who is a possible
marriage partner according to their particular cultural traditions.
Registration of Sex Offenders
In many cultures, people are defined as sex offenders if they
have been convicted of “sexually violent offences against
adults and children and certain sexual contact and other crimes
against victims who are minors” (www.nsopw.gov). Sex
offenders in these countries are often required to register with
local and national government authorities so the authorities
can keep track of their residence and activities. Some local
governments restrict the activities of registered sex offenders,
defining where they can live and whether they can participate
in certain activities, such as using the internet. This practice
may reflect the growing public awareness about sexual crimes
and the value placed on the justice system as a means of
controlling society.
Developing KSAs
 Relationship between IDC and cross-cultural competence
 Relationship between cultural domains and cross-cultural
competence
Summary
 The Intercultural Development Continuum
 Cultural Domains: A Framework for Recognizing Cultural
Similarities
 Back to the Intercultural Development Continuum
 Developing Culture-General KSAs
Homework
 Prepare for Lesson # 10
 Setting the World Stage