Intracultural communication rules and outcomes within three domestic cultures

Collier, Mary Jane; Ribeau, Sidney A.; Hecht, Michael L.

doi:10.1016/0147-1767(86)90044-1

Cited by 65 publications

(40 citation statements)

References 7 publications

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“…What is clear from past research is that Mehrabian's (1971) concept of immediacy, Andersen's (1979) further delineation of nonverbal immediacy, and Gorham's (1988) extension of immediacy to verbal immediacy are important since substantial research indicates that nonverbal and verbal immediacy positively relate to teacher effectiveness as well as student learning outcomes for domestic and international students (Collier & Powell, 1986;Collier, Ribeau & Hecht, 1986;Johnson & Miller, 2002;Powell & Harville, 1990;Sanders & Wiseman, 1990).…”

Section: The Concept Of An Effective Instructormentioning

confidence: 99%

Teacher Effectiveness Examined as a System: Interpretive Structural Modeling and Facilitation Sessions with U.S. and Japanese Students

Georgakopoulos¹

2009

IES

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This study challenges narrow definitions of teacher effectiveness and uses a systems approach to investigate teacher effectiveness as a multi-dimensional, holistic phenomenon. The methods of Nominal Group Technique and Interpretive Structural Modeling were used to assist U.S. and Japanese students separately construct influence structures during facilitation sessions. The influence structures represent maps for understanding teacher effectiveness as a system. The influence maps indicate that there are a number of teacher behaviors and characteristics that promote, support and influence one another within the overall system; however, the plurality of teacher elements, which are structured with priority, concerns teacher knowledge characteristics and verbal teacher immediacy behaviors for both cultural groups. The findings of the study were explored from thematic perspectives in intercultural communication such as power distance, identity and contact orientation. Given the qualitative nature of the study, participants' own theories-in-use were important in the study. Also, Confucianism principles were significant in the Japanese assessment of teacher effectiveness. The study has implications for professors across fields since the majority of professors are educators who have not been formally trained in the education field. The study points to the importance of ongoing faculty development in teacher effectiveness.

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Section: The Concept Of An Effective Instructormentioning

confidence: 99%

Teacher Effectiveness Examined as a System: Interpretive Structural Modeling and Facilitation Sessions with U.S. and Japanese Students

Georgakopoulos¹

2009

IES

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“…Moreover, scholars increasingly agree that ethnicity endures for many generations (cf. Collier et al, 1986). Thus, we believe cross-cultural data provide a valid basis for drawing inferences about the communicative practices of Asian-Americans.…”

Section: Asian-a Mericansmentioning

confidence: 99%

“…Obviously, the larger cultural context in which Asian-Americans find themselvcs may wcll inlluence the extent to which traditional Eastern values are upheld. However, ethnic groups consist of individuals who are racially and linguistically distinct from the larger culture, but who share similar communicative rituals and routines among themselves (e.g., Collier, Ribeau, & Hecht, 1986;Hecht & Ribeau, 1984;Hoopes, 1979); clearly, AsianAmericans fit these criteria. Moreover, scholars increasingly agree that ethnicity endures for many generations (cf.…”

Section: Asian-a Mericansmentioning

confidence: 99%

Ethnicity and emotional support in same‐sex friendship: A comparison of Asian‐Americans, African‐Americans, and Euro‐Americans

Samter

Whaley²,

Mortenson

et al. 1997

Personal Relationships

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Emotional support is a central feature around which white, middle-class adults organizc their same-sex friendships. The purpose of this study was to examine whether emotional support is accorded the same significance in the friendships of Asian-and African-Americans. Participants included 199 students (60 Euro-American men and women, 80 Asian-American men and womeh and 59 African-American men and women) attending either a state or private university in California. Each participant completed three different questionnaires designed to assess perceptions of (a) the importance of comforting skill in same-sex friendship; (b) the significance of emotion-focused versus problem-focused goals in situations requiring emotional support; and (c) the sensitivity and effectiveness of various comforting strategies. Several significant differences due to ethnicity were found in participants' perceptions of emotional support and its attendant behaviors. These and related findings are discussed in terms of their implifations for the conduct of same-sex friendship among individuals from different ethnic backgrounds.

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“…Gilbert and Cervantes (1986) suggested that various ethnic groups bring their alcohol norms to the U.S. when they immigrate, thereby influencing their actual consumption. These individuals hold many different norms of social behavior from those of the dominant groups (Collier et al 1986), and normative influences on ATOD use may be particularly salient in this culture (Elek et al 2006). As a result, the explanatory power of the theory among youth of Mexican heritage may be inhibited by the TPB's unitary conceptualization of norms that may not be elaborate enough for members of this culture.…”

mentioning

confidence: 97%

Extending the Theory of Planned Behavior to Predict Alcohol, Tobacco, and Marijuana Use Among Youth of Mexican Heritage

et al. 2008

Self Cite

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This study examined the applicability of extending the theory of planned behavior to explain the normative processes in substance use among Mexican-heritage youth. The theory identifies norms, attitudes, and perceived behavioral control as predictors of intentions, which in turn, predict behaviors. To date, the theory had a limited conceptualization of norms and had not been extended to youth of Mexican descent, one of the fastest growing segments of the U.S. population and one at particular risk for alcohol, tobacco, and marijuana use. Based on norm focus theory, it was hypothesized that norms are multidimensional, consisting of parental injunctive, peer injunctive, descriptive, and personal substance use norms. Second, it was hypothesized that parental injunctive, peer injunctive, and descriptive norms indirectly affect substance use intentions through attitudes, personal norms, and perceived behavioral control. The third hypothesis postulated that the model would operate differently based on Mexican-heritage youths' country of origin. Mexican-heritage youth (N = 1,499) from 30 elementary schools in Phoenix, AZ completed questionnaires in three waves over 18 months as part of a larger study. The findings supported the first hypothesis, showing the multidimensionality of norms. The second hypothesis was partially supported by findings from a multi-group multilevel path analysis using Mplus. Descriptive norms' association with intentions was partially mediated by attitudes, personal norms, and perceived behavioral control, while parental and peer injunctive norms were fully mediated, partially supporting the second hypothesis. Contrary to the third hypothesis, the mediation model did not differ based on Mexican-heritage youths' country of origin.

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Intracultural communication rules and outcomes within three domestic cultures

Cited by 65 publications

References 7 publications

Teacher Effectiveness Examined as a System: Interpretive Structural Modeling and Facilitation Sessions with U.S. and Japanese Students

Teacher Effectiveness Examined as a System: Interpretive Structural Modeling and Facilitation Sessions with U.S. and Japanese Students

Ethnicity and emotional support in same‐sex friendship: A comparison of Asian‐Americans, African‐Americans, and Euro‐Americans

Extending the Theory of Planned Behavior to Predict Alcohol, Tobacco, and Marijuana Use Among Youth of Mexican Heritage

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