Unit III study guide
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Columbia Southern University *
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3301
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Communications
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Nov 24, 2024
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HRM 3301, Human Relations and Development 1 Course Learning Outcomes for Unit III Upon completion of this unit, students should be able to: 3. Evaluate personality differences among people. 3.1 Identify the characteristics of gender. 3.2 Outline attributional complexity and its role on communication. 4. Formulate ways to overcome potential barriers to communication. 4.1 Define prejudice and when it can become hostile. 4.2 Define stereotype and when it can become prejudice. Required Unit Resources Chapter 5: Understanding Culture Chapter 6: Understanding Gender HHS Middleton (Producer). (2009). Farm manager (Segment 1 of 5) [Video]
. In Challenging gender stereotypes
. Films on Demand. https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=https://fod.infobase.com/PortalPl
aylists.aspx?wID=273866&xtid=117947&loid=430027 The transcripts for this video can be found by clicking on “Transcript” in the gray bar at the top of each video in the Films on Demand database. Unit Lesson Influence of Culture Whether it is in school, in the neighborhood, in our jobs, most of us realize how culture shapes how we think, feel, and behave. It can shape everything we do including things like what kinds of music we like, the movies we watch, what we find beautiful or interesting, and even how we use time. And, when others do not conform to our ways of thinking, we often see them as outliers and may be less likely to interact with them. We learn from a very early age how to interact and fit in to our worlds. Our parents, peers, teachers, religious leaders, and mass media, for example, teach us what it means to be a part of a society. When we become convinced that our own beliefs or ways of doing things are better than other people’s beliefs or ways of being in the world, we risk becoming ethnocentric, thinking our cultural ways are superior. Cultural Characteristics When a group shares a set of beliefs, values, and ideas, this is referred to as culture (McCornack & Morrison, 2022). UNIT III STUDY GUIDE Communication and Culture
HRM 3301, Human Relations and Development 2 UNIT x STUDY GUIDE Title What makes a culture feel like a “culture” is that it’s widely accepted? This happens due to the following characteristics: •
Learned.
From the time you are born, you are learning about your culture from those around you (McCornack & Morrison, 2022). •
Communicated.
All cultures have unique ways of sharing information (McCornack & Morrison, 2022). •
Layered.
Cultures can have sub-cultures. For example, your family may have its own culture. •
Lived.
Culture affects every aspect of your life. Take a moment to reflect on your own culture. How would you describe it? How did you learn your cultural characteristics? Co-Cultures As stated above, culture is layered, and some individuals may be a part of several cultures, or co-cultures. Co-cultures can be based on shared characteristics, such as gender and religion (McCornack & Morrison, 2022). Co-cultures can even have their own forms or media. Within a culture, some co-cultures may have more or less power than others, and at times, these groups will need to interact. The less dominant groups may use the following techniques to gain acceptance from the more dominant groups: •
Engaging in assimilation
—trying to fit in with the dominant culture. •
Using accommodation
—behaving in ways that authentically represent their co-culture to gain acceptance from the dominant culture. •
Practicing separation
—distancing themselves from the dominant culture through blatant challenges of the dominant culture’s legitimacy or through isolating themselves socially and interpersonally from the dominant group. As we discussed in the previous unit, ingroupers are those we see as similar, and outgroupers are those we feel are different
. If you assign people as ingroupers or outgroupers based on surface level differences, you may mistakenly perceive that you do not share anything in common and miss important similarities.
HRM 3301, Human Relations and Development 3 UNIT x STUDY GUIDE Title Making Relationship Choices: Parent–Child Culture Clash (adapted from pch.vector, n.d.) Cultural tensions can even arise in families, especially when older and younger generations have different values. For example, consider the following scenario. Imagine that you are a first-generation American, and your parents have deep ties to their home culture and traditions, which vastly differ from the American values you have grown accustomed to. Your mother seems to be more controlling than ever in terms of what she expects of you regarding your family obligations and your future career. You are feeling resentment that her ideas for you do not match with your new interests since going away to college. How do you communicate with your mother? Technology and Culture Younger and older generations use technology differently. Millennials and Generation Z (Gen Z) are more likely to use social media compared to older generations. The degree to which technology is integrated into people’s lives also creates a cultural divide. Younger generations are more likely to treat their devices as if they were a part of their physical body. Also, younger generations are more likely than older generations to say that technology connects family and friends, rather than creates isolation and distance. Research suggests that millennials and Gen Z are more susceptible to anxiety, depression, and social isolation compared to older generations who choose to interact face-to-face (McCornack & Morrison, 2022). The Role of Prejudice Prejudices Stereotypes occur when assumptions are made on a social group based on limited information on that group (McCornack & Morrison, 2022). They play a big part in the formation of impressions during the perceptual process. Prejudice results when stereotypes are combined with negative emotions surrounding that group (McCornack & Morrison, 2022). Prejudice can result in fear and anger towards that group that can be unethical.
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HRM 3301, Human Relations and Development 4 UNIT x STUDY GUIDE Title Overcoming Prejudice No matter the form, prejudice is destructive and unethical. Benevolent prejudice leads to condescending and disrespectful communication, while
hostile prejudice
is results in fear and hatred (McCornack & Morrison, 2022). If you think you have prejudiced beliefs, your communication skills can help you confront them and permanently overcome them through the following: •
Using perception-checking and empathy. •
Learning about the cultures and groups you have prejudiced beliefs about. •
Being open to new experiences and interacting with different people If you have been on the receiving end of prejudice, try not to generalize your experience with one person to all members of the same group. Understanding Gender Whether you believe that women and men are more alike or different in their verbal communication depends on your personal experiences, along with what you have been socialized to believe about gender. When we focus on the science of gender and verbal communication, rather than what people think about differences, we learn that there is a lack of gender differences in verbal communication. Nonverbal communication also shapes how we “do gender,” such as body language and facial expressions (McCornack & Morrison, 2022). The ways we use our bodies, voices, facial expressiveness, and personal space; how we choose our clothing, accessories, and personal objects; and how we convey our emotions are all key aspects of how we “do” gender. For example, a woman may smile more often, wear more accessories, and appear friendly, while a man may be quieter and stiffer (McCornack & Morrison, 2022). Additionally, certain professions are considered inherently male and female. You might ask, “Why is this the case?” For example, in the Farm Manager video segment
, you will see a woman doing a traditional male job of a farmer. Our circle of friends, and eventually our romantic partners, play a key role in helping us do gender as well. Our choice of same-sex friends is connected to the many institutional structures with which we interact daily, such as school systems, workplaces, and family homes. Institutions such as school settings are replete with instances of sex segregation, such that girls interact together in places and spaces separate from boys, leading us to believe that boys and girls are fundamentally different (McCornack & Morrison, 2022). Focusing on these differences, however, can lead to overlooking similarities. Research shows that both men and women desire intimacy and communicate it in a variety of ways in their same-sex friendships. Additionally, both men and women desire similar things from their same-sex friends, such as friends who are genuine, trustworthy, and loyal. Research also shows that men’s same-sex friendships “are becoming more emotionally nuanced and intimate,” evidencing a shift in masculine socialization (McCornack & Morrison, 2022). Gender assumptions also underlie our beliefs and choices about romantic relationships. We often adhere to gender assumptions regarding romantic relationships, such as men prefer to be the pursuers in romantic relationships, and women should wait to be pursued. A heterosexual bias also permeates much of our culture regarding sexual orientation and romantic relationships (McCornack & Morrison, 2022). That is, we assume that boys and girls are romantically and/or sexually attracted only to opposite-sex partners, rather than same-
sex (lesbian and gay relationships) or both opposite- and same-sex partners (bisexual relationships). Current research, however, reveals more similarities than differences in same-sex and opposite-sex romantic relationships, especially regarding overall perceptions of relationship quality and satisfaction (McCornack & Morrison, 2022). Both scientific data on current gender roles and popular culture messages match earlier
HRM 3301, Human Relations and Development 5 UNIT x STUDY GUIDE Title gender assumptions regarding romantic relationships dating back to 1949. That is, boys are still expected to demonstrate dominance while girls are expected to be gentile and polite (McCornack & Morrison, 2022). To move beyond restrictive gender roles and promote gender equity, we can examine our attitudes and beliefs we have about women and men and gender differences. People with more sexist beliefs also believed there were larger differences between males and females (McCornack & Morrison, 2022). Also, we can reflect on the social support received from family and friends. Supportive networks can help through times of stress. Additionally, we can reflect outward for gender stereotypes and overcome them by considering which resources we use or choose not to use when “doing” gender. For example, we can take a critical look at the ways in which gender is portrayed in the media we consume. For example, you might ask yourself what advertisements are saying about gender. Are they displaying male/female stereotypes? What about relationship advice books? What about parenting books? References McCornack, S., & Morrison, K. (2022). Reflect & relate: An introduction to interpersonal communication
(6th ed.). Bedford/St. Martin’s. https://online.vitalsource.com/#/books/9781319395827 pch.vector. (n.d.). Girls bullying Muslim classmate. cartoon illustration
[Illustration]. Freepik. https://www.freepik.com/free-vector/girls-bullying-muslim-classmate-cartoon-
illustration_12699093.htm#&position=1&from_view=undefined Suggested Unit Resources In order to access the following resources, click the links below. Reviewing the below chapter presentations will reinforce the unit topics: Chapter 5 Presentation PDF of Chapter 5 Presentation Chapter 6 Presentation PDF of Chapter 6 Presentation In the unit, we discuss the role of gender and how it affects communication. The below article investigates how women interact in traditionally male-dominated fields: Wright, T. (2016, May 3). Women’s experience of workplace interactions in male-dominated work: The intersections of gender, sexuality and occupational group
. Gender, Work & Organization,
23
(3), 348–
362. https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=asn&AN=114490646&site=ehost-live&scope=site Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. SHRM Credentialling Preparation HR professionals recognize success in the field is based on several factors, including certification, access to research and legal and regulatory updates, and networking. The premier organization to help fulfill these aspects is the Society for Human Resource Management (SHRM). Further credentialing by SHRM, either the PHR or SPHR, is recognized as the gold standard for HR professionals.
HRM 3301, Human Relations and Development 6 UNIT x STUDY GUIDE Title CSU is providing a series of self-grading questions in each unit of this course to prepare you for SHRM credentialling examinations. While these questions do not encompass the full aspects of the PHR examination, they will give you an opportunity to test your knowledge on many HR areas as you prepare for the exam and your career in Human Resource Management. There is a quiz in this unit to allow you to self-check your knowledge. The quiz is not mandatory and does not contribute to your grade in this course. You will have the option to review your answers and print the quiz for your own future study purposes. If you have any questions, do not hesitate to contact your professor.
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