Culture Bound Differences in Mode of Greetings

Greetings as a Method of Communication

Greetings are a warm and certain method to start a discussion and show that one values those with whom one engages. These can be either vocal or nonverbal, such as hugs, handshakes, and bowing. They are a method of communication in which messages are passed on. According to Baseer et al. (2012), message comprehension has a cultural connotation. Cultural capital is what makes the difference in comprehending. According to Baseer et al. (2012), this is the mental processing that assigns value to the external world. Intercultural communication breaks down as a result, and messages are misconstrued.Handshakes as a form of greeting is common worldwide and in the eastern continents, shaking each other’s hands and is permitted and also kissing between men, but this kind of gestures cannot occur between a man and a woman. The situation present in incident sixteen is typical of cultural disposition and intercultural misconception. Based on literature it is likely that the couple were from the Eastern continent as shown by the greetings of the man. It is also clear that Irene expected, a handshake as greeting as it is the norm in Canada . Irene takes offense because she may have interpreted this as gender bias without considering that their cultural differences may have an input. Also as a handshake is a form of touch, it can be used to regulate emotions and psychologically assure interacting parties. Denial of this, while she observes others being treated to it, explains the feeling of being insulted (Gallace & Spence, 2010; Gul, 2012). Since they had met at an earlier time, Irene expected that greeting would reaffirm their acquaintancy at least, if not friendship, as touch has been found to communicate a person’s emotions, read affection. Irene could have initiated greeting by shaking hands but she restrains herself. Research explains that women do not initiate touch in public places, men should do it (Gallace & Spence, 2010).

Custom, Interpersonal Distance, and Touch

Custom, interpersonal distance, and touch are cultural themes identifiable in the incident . Custom dictates who to touch, where and also the distance that should be kept during interaction. Irene and their new found couple are from different cultural backgrounds and differences in their communication styles are evident. Though touching is universal, there are cultures that prohibit contact between opposite sexes while allowing closeness between same sexes. Refusal of a handshake to the women is a result of cultural orientation. Closeness also influences the extent of touching. In this case, the mild touch, as opposed to hugging, is attributed to the newness of the relationship (Baseer et al.,2012). Gender equality that is becoming popular in Canada contributes to the expectations of Irene, for her and fellow female companions to be treated the same as the men (Gul, 2012). Irene uses high context communication to derive an inference from the omission of a handshake. This also likely to brew conflict as she does not appreciate the cue.

Clothing as a Medium of Communication

Clothing has always been perceived as the connection of oneself to the society. It is also a medium of communication as it represents the identity of a person with a culture, as collective or as a group (Kwenaite & Van Heerden, 2011; Larsson, 2014; Todorović, Tomaže, & Čuden, 2014). Incident three portrays how clothing has achieved nonverbal communication. The staring by the masses, the young woman’s observation of the same and the eventual verbal interaction shows successful communication. Her style of dressing also sells away that she is not a Canadian native as clothes are dictated by culture. Since the young woman is comfortable in her style of dressing, this tells that it is embraced in her origins. It also communicates the perception of the Canadian people to her type of clothing. From the incident, their culture perceives low necklines and tight clothing as provocative and seductive (Kwenaite & Van Heerden, 2011). They, therefore, place her into the category of prostitutes. This agrees with Larsson (2014) sentiments that appearance influences social acceptance as guided by cultural upbringing. A gap is also established as inter-cultural awareness seems to be lacking. Had the lady been culturally sensitive, then perhaps she could have done a background check on the new society she was entering into. On the other hand, the Canadians could have simply understood that she is from a different culture. This clash explains that the image portrayed by one’s dressing is not always premeditated and most times it is a result of an individual’s sense of beauty and aesthetic without an affective agenda (Kwenaite & Van Heerden, 2011). Having been notified, then the lady has the chance to rectify through impression management so as to positively integrate and be accepted. This awareness would also help in letting go of her anger.

The Meaning of Clothing in Different Contexts

Clothing is more context dependent. In low context communication, it is not given much meaning as opposed to the high context where it says a lot about a person. The Canadian culture is one of high-context communication. Clothing is also determined by custom and is used to derive identity either as an individual or collectively. Her choice of clothes represents the customs of the people from where she comes from. In this situation, dressing is a form of identity. As prostitutes are known for bodily exposure, this kind of dressing identifies a person as belonging to that group. Individualism and collectivism concepts widely communicated by the dressing adopted by people (Todorović et al., 2014). As the people have shown a dislike for it, the lady ought to change for it as this may be used as an excuse for sexual abuse or even violence. Cultures associate self-control and positive influence to modest dressing modest dressing (Kwenaite & Van Heerden, 2011)

Cheating in Education

Cheating has become very rampant in education be it at high school or college level (Nyamwange, Ondima, & Onderi, 2013; Rettinger & Kramer, 2009). The situation in incident three is a typical case of examinations cheating. The motivations of cheating are quite diverse and may be out of circumstances or for personal reasons. Rettinger & Kramer (2009) views motivation from two dimensions where intrinsic motivation is seen in students who are after gaining knowledge by studying while children who study just to prove their capabilities and seem competent. These motivations constitute the personal reasons for cheating and the latter may resort to cheating just to appear relevant. Even after being warned, the student does not heed and this shows that he may have acquired the neutralizing attitude which justifies his actions despite them being wrong. This justification may have stemmed from his experience of observing the cheating culture among peers, he may have a belief that he is only cheating as much as others. The student may have also gained the attitude that views cheating as a mild offense. This may imply that cheating may be occurring in other subjects or even other classes. Other culprits may also be doing it in a more discrete manner.When cheating is allowed or overlooked then the effectiveness of learning and curriculum delivery cannot be evaluated (Nyamwange et al., 2013). It was right for Sandra to warn the student. Canceling results or barring a student from continuing after being caught are acceptable ways of dealing with cheating. Sandra’s way is also good as retrieving and discarding the paper while students watch would serve as a lesson to others. Other alternatives would include moving the student to an appropriate location and order a restart. Since the student went up to the office first, then Sandra should have filed a disciplinary case. She also can take the initiative to talk to the student to get to the route of the problem.

Knowledge, Cheating, Respect, and Student-Teacher Relationships

Knowledge, cheating, respect and student-teacher relationships are exhibited in incident three. A lack of knowledge has been attributed to the need of cheating in order to compensate for the lack. The awareness that cheating is also being practiced pushes one to also indulge in the vice. The education system has been designed to be competitive and for this reason, students will employ devious methods of passing so as to beat their rivals or even meet the standards set. As it is a class set up, teacher-student relationship is identified. The teacher has the authority to direct and also take action as Sandra does. As a student, the boy has the responsibility of listening to his instructor and also respecting her but in this case, disrespect is observed. The fact that the boy goes ahead to report to higher office shows also show lack of knowledge and orientation towards higher powers(power distance). As cheating is contrary to ethics in the education system, this incident represents a conflict and is complicated by bypassing Sandra’s authority to a higher power (Nyamwange et al., 2013; Rettinger & Kramer, 2009).

References

Baseer, A., Alvi, S. D., & Zafran, F. (2012). Culture Bound Differences in Mode of Greetings in Hindus and Muslims: A Case in Intercultural Communication. Interdisciplinary Journal of Contemporary Reserch in Business, 3(10), 1-8. Retrieved from http://journal-archieves15.webs.com/93-100.pdf

Gallace, A., & Spence, C. (2010). The science of interpersonal touch : An overview. Neuroscience and Biobehavioral Reviews, 34, 246-259. https://doi.org/10.1016/j.neubiorev.2008.10.004

Gul, P. (2012). CULTURE AND GENDER DIFFERENCES IN TOUCH 3. Leiden University, 1-26. Retrieved from http://www.distancelearningcentre.com/access_2014/assessments/Psychology/Carry_out_Culture_and_gender_differences_in_touch.pdf

Kwenaite, S., & Van Heerden, A. (2011). Dress and violence: women should avoid dressing like “sluts” to avoid being raped. SAJAH, 26(1), 141-155. Retrieved from http://repository.up.ac.za/bitstream/handle/2263/20061/Kwenaite_Dress%282011%29.pdf?sequence=1&isAllowed=y

Larsson, S. P. (2014). Do you see what I see?: A cross-cultural study on interpretation of clothing as a non-verbal signal. University of Gothenburg, 1-62. Retrieved from https://gupea.ub.gu.se/bitstream/2077/36916/1/gupea_2077_36916_1.pdf

Nyamwange, C., Ondima, P., & Onderi, P. O. (2013). Factors Influencing Examination Cheating Among Secondary School Students: A Case of Masaba South District of Kisii County, Kenya. Elixir Psychology, 56, 13519-13524. Retrieved from http://www.elixirpublishers.com/articles/1363584927_56 (2013) 13519-13524.pdf

Rettinger, D. A., & Kramer, Y. (2009). Situational and Personal Causes of Student Cheating. Research in Higher Education, 50(3), 293-313. https://doi.org/10.1007/s11162-008-9116-5

Todorović, T., Tomaž, T., & Čuden, A. P. (2014). Clothes and Costumes as Form of Nonverbal Communication. Tekstilec, 57(4), 321-33. https://doi.org/10.14502/Tekstilec2014.57.321-333