Intercultural Case Study

Humans are social beings; we actively seek human interaction and derive a range of emotions and values from them. In fact, our relationships with each other play an integral role in how we identify and view ourselves. The study of these phenomena is falls under the umbrella of the discipline known as Social Psychology (Kassin, Fein, & Markus, 2008). Given the significance of social interactions, it is important to try and implement policies and interventions that promote healthy interpersonal relationships. Such programs are especially key to conduct in schools, as they are the primary locations where children and adolescents, who are actively forging their identities, carry out their social affairs.

The purpose of this paper, therefore, is

Individuals having different cultural backgrounds and belief systems adhere to distinct forms of non-verbal communication. If people from diverse backgrounds look at aspects of interaction such as body language through their own cultural lens in a multicultural setting, this may prevent them from reaching an understanding with others. An example of this is provided by Feldman (1985). He states that some black parents teach their children that making eye contact with elders is a sign of disrespect. Hence, if a black child does not meet his/her teacher’s eye when she is speaking to him, it does necessarily mean that the student is not paying intention; he/she may just be following the norm of showing respect as he/she has been taught. However, the teacher may instead interpret it as a sign of disinterest or incomprehension and thus dismiss the student’s

Stereotyping A phenomenon that contributes both to miscommunication, as well as to creating an uncomfortable environment for students, is stereotyping, and, unfortunately, it is commonly observed at schools. Stereotyping can be defined as categorizing individuals into groups and assigning certain qualities to them (Kassin, Fein, & Markus, 2008). The benefit of categorizing is that it allows for quick processing of information and efficient decision making. If, for instance, an individual attributes certain characteristics to people sharing physical appearances, it will allow them to instantaneously decide how to react to them during social encounters. However, if such cognitive functioning becomes instantaneous and moves beyond the individual’s control, it can result in him/her generalizing. Manifestations of this include expressions of racism, sexism, and xenophobia (Yankulova & Petrova, 2012). Research shows that when treated in a derogatory, discriminatory, and neglectful manner, stereotype-holders can suffer from serious drawbacks. Being thought of as less intelligent as less intelligent than their peers because of their ethnicity, or incapable of performing well because of their sex, can contribute towards feelings of anxiety and stress and be a source of distraction (Schmader, Johns, & Forbes,