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Consider This
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1

Consider This 5.1

There is value to being patient and "going with the flow," and there is value to "making things happen." How do you think a group could potentially benefit from each worldview? How might a group’s decisions be affected positively from having both worldviews represented in the group?

2

Consider This 5.2

Brislin et al. provide an example of the collectivist versus individualistic cross-cultural theme.23 Native Hawaiian children come from a collective culture. A Caucasian teacher from the individualistic mainland found that her attempts to motivate the children by having them compete against each other for prizes were not working. How do you analyze this situation? What could you do to remedy it?

3

Consider This 5.3

Assume you are the only African American (or Caucasian American) in a group of white (or black) students. How do you think you would feel? What thoughts would run through your mind? How, if at all, do you think your behavior would change?

4

Consider This 5.4

Would you like to know how well a group you belong to is managing its diversity? Linda Larkey has developed a brief scale to assess individuals’ perception of their interactions in a culturally diverse environment. In Chapter 15, Figure 15.9, we present the four dimensions of this scale that specifically assess aspects of diversity: inclusion (whether everyone feels included), ideation (whether diverse ideas are welcomed), understanding (how well diverse members understand one another), and treatment (are members of co-cultural groupings treated the same as majority members). Have the members of your group answer the questions on this instrument and discuss the results.57






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