Culture shock

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The encounter with the conquerors with steel and horses shocked the Aztecs, so they confused the Europeans with prophets from the east. Battle Spanish Otomies Metztitlan.jpg
The encounter with the conquerors with steel and horses shocked the Aztecs, so they confused the Europeans with prophets from the east.
Traveler from Australia visiting a small farm in Sierra Leone. Real African people working on their little farm in Freetown.jpg
Traveler from Australia visiting a small farm in Sierra Leone.

Culture shock is an experience a person may have when one moves to a cultural environment which is different from one's own; it is also the personal disorientation a person may feel when experiencing an unfamiliar way of life due to immigration or a visit to a new country, a move between social environments, or simply transition to another type of life. [1] One of the most common causes of culture shock involves individuals in a foreign environment. Culture shock can be described as consisting of at least one of four distinct phases: honeymoon, negotiation, adjustment, and adaptation.

Contents

Common problems include: information overload, language barrier, generation gap, technology gap, skill interdependence, formulation dependency, homesickness (cultural), boredom (job dependency), ethnicity, race, skin color, response ability (cultural skill set). [2] There is no true way to entirely prevent culture shock, as individuals in any society are personally affected by cultural contrasts differently. [3]

Culture shock is experienced by students who participate in study abroad programs and no one else, apparently. Research considering the study abroad experiences states that in-country support for students may assist them in overcoming the challenges and phases of culture shock. As stated in a study by Young et al., the distress experienced by culture shock has long-lasting effects therefore, universities with well-rounded programs that support students throughout the study abroad program, including preparation and post-program assistance, can alleviate challenges posed by culture shock, allow for global development and assist with the transition back into the home culture. [4]

Oberg's four phases model

According to acculturation model, people will initially have (1) a honeymoon period, followed by (2) a transition period, that is, cultural shock. Over time people will begin to (3) adapt (the dotted line depicted some people hated by new cultures instead ), before in some cases (4) returning to their own places and re-adapting to the old culture. Acculturation curve and culture shock.svg
According to acculturation model, people will initially have (1) a honeymoon period, followed by (2) a transition period, that is, cultural shock. Over time people will begin to (3) adapt (the dotted line depicted some people hated by new cultures instead ), before in some cases (4) returning to their own places and re-adapting to the old culture.

Kalervo Oberg first proposed his model of cultural adjustment in a talk to the Women's Club of Rio de Janeiro in 1954. [5] [6] [ self-published source ] [7]

Honeymoon

During this period, the differences between the old and new culture are seen in a romantic light. For example, in moving to a new country, an individual might love the new food, the pace of life, and the locals' habits. During the first few weeks, most people are fascinated by the new culture. They associate with nationals who speak their language, and who are polite to the foreigners. Like most honeymoon periods, this stage eventually ends. [8]

Negotiation

After some time (usually around three months, depending on the individual), differences between the old and new culture become apparent and may create anxiety. Excitement may eventually give way to unpleasant feelings of frustration and anger as one continues to experience unfavorable events that may be perceived as strange and offensive to one's cultural attitude. Language barriers, stark differences in public hygiene, traffic safety, food accessibility and quality may heighten the sense of disconnection from the surroundings. [9]

While being transferred into a different environment puts special pressure on communication skills, there are practical difficulties to overcome, such as circadian rhythm disruption that often leads to insomnia and daylight drowsiness; adaptation of gut flora to different bacteria levels and concentrations in food and water; difficulty in seeking treatment for illness, as medicines may have different names from the native country's and the same active ingredients might be hard to recognize.

Still, the most important change in the period is communication: People adjusting to a new culture often feel lonely and homesick because they are not yet used to the new environment and meet people with whom they are not familiar every day. The language barrier may become a major obstacle in creating new relationships: special attention must be paid to one's and others' culture-specific body language signs, linguistic faux pas, conversation tone, linguistic nuances and customs, and false friends.

In the case of students studying abroad, some develop additional symptoms of loneliness that ultimately affect their lifestyles as a whole. Due to the strain of living in a different country without parental support, international students often feel anxious and feel more pressure while adjusting to new cultures—even more so when the cultural distances are wide, as patterns of logic and speech are different and a special emphasis is put on rhetoric.

Adjustment

Again, after some time (usually 6 to 12 months), one grows accustomed to the new culture and develops routines. One knows what to expect in most situations and the host country no longer feels all that new. One becomes concerned with basic living again, and things become more "normal". One starts to develop problem-solving skills for dealing with the culture and begins to accept the culture's ways with a positive attitude. The culture begins to make sense, and negative reactions and responses to the culture are reduced. [10]

Adaptation

In the mastery stage individuals are able to participate fully and comfortably in the host culture. Mastery does not mean total conversion; people often keep many traits from their earlier culture, such as accents and languages. It is often referred to as the bicultural stage.

Development

Gary R. Weaver wrote that culture shock has "three basic causal explanations": loss of familiar cues, the breakdown of interpersonal communications, and an identity crisis. [11] Peter S. Adler emphasized the psychological causes. [12] Tema Milstein wrote that it can have positive effects. [13]

Reverse culture shock

Reverse culture shock (also known as "re-entry shock" or "own culture shock" [14] ) may take place—returning to one's home culture after growing accustomed to a new one can produce the same effects as described above. [15] [16] These are results from the psychosomatic and psychological consequences of the readjustment process to the primary culture. [17] The affected person often finds this more surprising and difficult to deal with than the original culture shock. This phenomenon, the reactions that members of the re-entered culture exhibit toward the re-entrant, and the inevitability of the two are encapsulated in the following saying, also the title of a book by Thomas Wolfe: You Can't Go Home Again .

Reverse culture shock is generally made up of two parts: idealization and expectations. When an extended period of time is spent abroad we focus on the good from our past, cut out the bad, and create an idealized version of the past. Secondly, once removed from our familiar setting and placed in a foreign one we incorrectly assume that our previous world has not changed. We expect things to remain exactly the same as when we left them. The realization that life back home is now different, that the world has continued without us, and the process of readjusting to these new conditions as well as actualizing our new perceptions about the world with our old way of living causes discomfort and psychological anguish. [18] [ self-published source? ]

Outcomes

There are three basic outcomes of the adjustment phase: [19]

Culture shock has many different effects, time spans, and degrees of severity. [22] Many people are hampered by its presence and do not recognize why they are bothered. [23]

There is evidence to suggest that the psychological influence of culture shock might also have physiological implications. For example, the psycho-social stress experienced during these circumstances is correlated with an early onset of puberty. [24]

Transition shock

A local woman does a double-take at a foreigner during the evening rush hour in Japan Japanese woman does double-take at foreigner.jpg
A local woman does a double-take at a foreigner during the evening rush hour in Japan

Culture shock is a subcategory of a more universal construct called transition shock. Transition shock is a state of loss and disorientation predicated by a change in one's familiar environment that requires adjustment. There are many symptoms of transition shock, including: [25]

See also

Related Research Articles

Cross-cultural communication is a field of study investigating how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavor to communicate across cultures. Intercultural communication is a related field of study.

Acculturation is a process of social, psychological, and cultural change that stems from the balancing of two cultures while adapting to the prevailing culture of the society. Acculturation is a process in which an individual adopts, acquires and adjusts to a new cultural environment as a result of being placed into a new culture, or when another culture is brought to someone. Individuals of a differing culture try to incorporate themselves into the new more prevalent culture by participating in aspects of the more prevalent culture, such as their traditions, but still hold onto their original cultural values and traditions. The effects of acculturation can be seen at multiple levels in both the devotee of the prevailing culture and those who are assimilating into the culture.

<span class="mw-page-title-main">Cultural identity</span> Identity or feeling of belonging to a group

Cultural identity is a part of a person's identity, or their self-conception and self-perception, and is related to nationality, ethnicity, religion, social class, generation, locality, gender, or any kind of social group that has its own distinct culture. In this way, cultural identity is both characteristic of the individual but also of the culturally identical group of members sharing the same cultural identity or upbringing. Cultural identity is an unfixed process that is continually evolving within the discourses of social, cultural, and historical experiences. Some people undergo more cultural identity changes as opposed to others, those who change less often have a clear cultural identity. This means that they have a dynamic yet stable integration of their culture.

Cultural assimilation is the process in which a minority group or culture comes to resemble a society's majority group or assimilates the values, behaviors, and beliefs of another group whether fully or partially.

Interculturalism is a political movement that supports cross-cultural dialogue and challenging self-segregation tendencies within cultures. Interculturalism involves moving beyond mere passive acceptance of multiple cultures existing in a society and instead promotes dialogue and interaction between cultures. Interculturalism is often used to describe the set of relations between indigenous and western ideals, grounded in values of mutual respect.

Intercultural communication is a discipline that studies communication across different cultures and social groups, or how culture affects communication. It describes the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. In this sense, it seeks to understand how people from different countries and cultures act, communicate, and perceive the world around them. Intercultural communication focuses on the recognition and respect of those with cultural differences. The goal is mutual adaptation between two or more distinct cultures which leads to biculturalism/multiculturalism rather than complete assimilation. It promotes the development of cultural sensitivity and allows for empathic understanding across different cultures.

<span class="mw-page-title-main">Student exchange program</span> Program in which secondary school or university students study abroad

A student exchange program is a program in which students from a secondary school or higher education study abroad at one of their institution's partner institutions. A student exchange program may involve international travel, but does not necessarily require the student to study outside their home country.

Missionary’s kids are the children of missionary parents, and thus born or raised abroad. They form a subset of third culture kids (TCKs). The term is more specifically applied when these children return to their "home" or passport country, and often experience various difficulties identifying with fellow citizens and integrating "back" into their "home" culture. The resulting feeling is described as "reverse culture shock".

<span class="mw-page-title-main">Homesickness</span> Distress caused by being away from home

Homesickness is the distress caused by being away from home. Its cognitive hallmark is preoccupying thoughts of home and attachment objects. Sufferers typically report a combination of depressive and anxious symptoms, withdrawn behavior and difficulty focusing on topics unrelated to home. Experienced by children and adults, the affected person may be taking a short trip to a nearby place, such as summer camp, or they may be taking a long trip or have moved to a different country.

In anthropology, high-context culture and low-context culture are ends of a continuum of how explicit the messages exchanged in a culture are and how important the context is in communication. The distinction between cultures with high and low contexts is intended to draw attention to variations in both spoken and non-spoken forms of communication. The continuum pictures how people communicate with others through their range of communication abilities: utilizing gestures, relations, body language, verbal messages, or non-verbal messages.

<span class="mw-page-title-main">Kalervo Oberg</span> Canadian anthropologist

Kalervo Oberg was a Canadian anthropologist. Oberg was dedicated to fieldwork, serving as a civil servant and a teacher. He travelled the world and wrote about these experiences so others could enjoy them as well. Oberg is perhaps best known for applying the term culture shock to all people who travel abroad into new cultures and for his doctoral dissertation, The Social Economy of the Tlingit Indians of Alaska.

Cultural competence, also known as intercultural competence, is a range of cognitive, affective, behavioural, and linguistic skills that lead to effective and appropriate communication with people of other cultures. Intercultural or cross-cultural education are terms used for the training to achieve cultural competence.

The Bennett scale, also called the Developmental Model of Intercultural Sensitivity (DMIS), was developed by Milton Bennett. The framework describes the different ways in which people can react to cultural differences. Bennett's initial idea was for trainers to utilize the model to evaluate trainees' intercultural awareness and help them improve intercultural sensitivity, also sometimes referred to as cultural sensitivity, which is the ability of accepting and adapting to a brand new and different culture.

Integrative communication theory is a theory of cross-cultural adaptation proposed by Young Yun Kim. The first widely published version of Kim's theory is found in the last three chapters of a textbook authored by William Gudykunst with Young Yun Kim as second author. See acculturation and assimilation.

Cultural schema theory is a cognitive theory that explains how people organize and process information about events and objects in their cultural environment. According to the theory, individuals rely on schemas, or mental frameworks, to understand and make sense of the world around them. These schemas are shaped by culture, and they help people to quickly and efficiently process information that is consistent with their cultural background. Cultural schemas can include knowledge about social roles, customs, and beliefs, as well as expectations about how people will behave in certain situations. The theory posits that cultural schemas are formed through repeated interactions and experiences within a particular cultural group, and that they guide behavior in familiar social situations. Cultural schemas are distinct from other schemas in that they are shared among members of a particular cultural group, as opposed to being unique to individuals.

<span class="mw-page-title-main">Cultural sensitivity</span> Knowledge, awareness, and acceptance of other cultures

Cultural sensitivity, also referred to as cross-cultural sensitivity or cultural awareness, is the knowledge, awareness, and acceptance of other cultures and others' cultural identities. It is related to cultural competence, and is sometimes regarded as the precursor to the achievement of cultural competence, but is a more commonly used term. On the individual level, cultural sensitivity is a state of mind regarding interactions with those different from oneself. Cultural sensitivity enables travelers, workers, and others to successfully navigate interactions with a culture other than their own.

<span class="mw-page-title-main">Identity management theory</span>

Identity management theory is an intercultural communication theory from the 1990s. It was developed by William R. Cupach and Tadasu Todd Imahori on the basis of Erving Goffman's Interaction ritual: Essays on face-to-face behavior (1967). Cupach and Imahori distinguish between intercultural communication and intracultural communication.

Third culture kids (TCK) or third culture individuals (TCI) are people who were raised in a culture other than their parents' or the culture of their country of nationality, and also live in a different environment during a significant part of their child development years. They typically are exposed to a greater volume and variety of cultural influences than those who grow up in one particular cultural setting. The term applies to both adults and children, as the term kid refers to the individual's formative or developmental years. However, for clarification, sometimes the term adult third culture kid (ATCK) is used.

Cultural communication is the practice and study of how different cultures communicate within their community by verbal and nonverbal means. Cultural communication can also be referred to as intercultural communication and cross-cultural communication. Cultures are grouped together by a set of similar beliefs, values, traditions, and expectations which call all contribute to differences in communication between individuals of different cultures. Cultural communication is a practice and a field of study for many psychologists, anthropologists, and scholars. The study of cultural communication is used to study the interactions of individuals between different cultures. Studies done on cultural communication are utilized in ways to improve communication between international exchanges, businesses, employees, and corporations. Two major scholars who have influenced cultural communication studies are Edward T. Hall and Geert Hofstede. Edward T. Hall, who was an American anthropologist, is considered to be the founder of cultural communication and the theory of proxemics. The theory of proxemics focuses on how individuals use space while communicating depending on cultural backgrounds or social settings. The space in between individuals can be identified in four different ranges. For example, 0 inches signifies intimate space while 12 feet signifies public space. Geert Hofstede was a social psychologist who founded the theory of cultural dimension. In his theory, there are five dimensions that aim to measure differences between different cultures. The five dimensions are power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity, and Chronemics.

International communication is the communication practice that occurs across international borders. The need for international communication was due to the increasing effects and influences of globalization. As a field of study, international communication is a branch of communication studies, concerned with the scope of "government-to-government", "business-to-business", and "people-to-people" interactions at a global level. Currently, international communication is being taught at colleges worldwide. Due to the increasingly globalized market, employees who possess the ability to effectively communicate across cultures are in high demand. International communication "encompasses political, economic, social, cultural and military concerns".

References

  1. ↑ Macionis, John, and Linda Gerber. "Chapter 3 - Culture." Sociology. 7th edition ed. Toronto, ON: Pearson Canada Inc., 2010. 54. Print.
  2. ↑ Pedersen, P. (1995). The Five Stages of Culture Shock: Critical Incidents Around the World. Contributions in Psychology, no. 25. Westport, Conn.: Greenwood Press. ISBN   978-0-313-03073-4. ISSN   0736-2714. LCCN   93-49711.
  3. ↑ Barna, LaRay M. (1976), How Culture Shock Affects Communication, ERIC   ED184909 NLA 5380387
  4. ↑ Young, Jennifer T.; Natrajan-Tyagi, Rajeswari; Platt, Jason J. (2014). "Identity in Flux: Negotiating Identity While Studying Abroad". Journal of Experiential Education. 38 (2): 175–188. doi:10.1177/1053825914531920. ISSN   1053-8259. S2CID   145667333.
  5. ↑ Four Common Stages of Cultural Adjustment (PDF) (Factsheet), n.d., archived from the original (PDF) on 2015-09-30
  6. ↑ Oberg, Kalervo (1954), Culture Shock, CiteSeerX   10.1.1.461.5459 Presented to the Women's Club of Rio de Janeiro, Brazil, 3 August 1954.
  7. ↑ Oberg, Kalervo (1960). "Cultural Shock: Adjustment to New Cultural Environments". Practical Anthropology. os-7 (4). SAGE Publications: 177–182. doi:10.1177/009182966000700405. ISSN   0032-633X. S2CID   140936758.
  8. ↑ Oberg, Kalervo. "Culture Shock and the problem of Adjustment to the new cultural environments". World Wide Classroom Consortium for International Education & Multicultural studies. 29 Sept 2009.
  9. ↑ Mavrides, Gregory PhD "Culture Shock and Clinical Depression". Foreign Teachers Guide to Living and Working in China. Middle Kingdom Life, 2009. Web. 29 Sept. 2009.
  10. ↑ Sarah (25 May 2016). "Adjust To New Cultures Like A Pro". thewanderlanders.com. Archived from the original on 4 October 2017. Retrieved 19 March 2018.
  11. ↑ Weaver, G.R. (1994). "Understanding and coping with cross-cultural adjustment stress". In Weaver, G.R. (ed.). Culture, Communication, and Conflict: Readings in Intercultural Relations. Needham Heights, MA: Ginn Press. pp. 169–189. ISBN   978-0-536-58482-3.
  12. ↑ Adler, P.S. (1975). "The Transitional Experience: an Alternative View of Culture Shock". Journal of Humanistic Psychology. 15 (4). SAGE Publications: 13–23. doi:10.1177/002216787501500403. ISSN   0022-1678. S2CID   142937260.
  13. ↑ Milstein, Tema (2005). "Transformation abroad: Sojourning and the perceived enhancement of self-efficacy". International Journal of Intercultural Relations. 29 (2). Elsevier BV: 217–238. doi:10.1016/j.ijintrel.2005.05.005. ISSN   0147-1767.
  14. ↑ Woesler, M. (2006). A New Model of Cross Cultural Communication: Critically Reviewing, Combining and Further Developing the Basic Models of Permutter, Yoshikawa, Hall, Hofstede, Thomas, Hallpike, and the Social Constructivism. Comparative cultural science. Vol. 1. Bochum/Berlin: European University Press. ISBN   978-3-89966-188-0. OCLC   180723503.
  15. ↑ Clarke, Laura (6 November 2016). "How expats cope with losing their identity". BBC Capital. British Broadcasting Corporation. Retrieved 5 December 2017.
  16. ↑ Garone, Elizabeth (3 November 2014). "Expat culture shock boomerangs in the office". BBC Capital. British Broadcasting Corporation. Retrieved 5 December 2017.
  17. ↑ Huff, Jennifer L. (2001). "Parental attachment, reverse culture shock, perceived social support, and college adjustment of missionary children". Journal of Psychology & Theology. 9 (3): 246–264. doi:10.1177/009164710102900307. S2CID   142635674.
  18. ↑ Martin, Hank. "Dealing with Reverse Culture Shock". Breaking Trail Online. Archived from the original on 2016-02-24.
  19. ↑ Winkelman, Michael (1994). "Cultural Shock and Adaptation". Journal of Counseling & Development. 73 (2): 121–126. doi:10.1002/j.1556-6676.1994.tb01723.x.
  20. 1 2 3 "Culture Shock". Archived from the original on 2019-08-08. Retrieved 2019-08-08.
  21. ↑ Winant, Howard (2001). The World Is A Ghetto . New York, NY: Basic Books. p.  258. ISBN   0-465-04341-0.
  22. ↑ Christofi, Victoria; Thompson, Charles L. (2007). "You Cannot Go Home Again: A Phenomenological Investigation of Returning to the Sojourn Country After Studying Abroad" (PDF). Journal of Counseling & Development. 85 (1). Wiley: 53–63. doi:10.1002/j.1556-6678.2007.tb00444.x. ISSN   0748-9633.[ dead link ]
  23. ↑ Christofi, Victoria; Thompson, Charles L. (January 2007). "You Cannot Go Home Again: A Phenomenological Investigation of Returning to the Sojourn Country After Studying Abroad". Journal of Counseling & Development. 85 (1): 53–63. doi: 10.1002/j.1556-6678.2007.tb00444.x .
  24. ↑ Houghton, Lauren C.; Troisi, Rebecca; Sommer, Marni; Katki, Hormuzd A.; Booth, Mark; Choudhury, Osul A.; Hampshire, Kate R. (2020). ""I'm not a freshi": Culture shock, puberty and growing up as British-Bangladeshi girls". Social Science & Medicine. 258: 113058. doi:10.1016/j.socscimed.2020.113058. ISSN   1873-5347. PMC   7369632 . PMID   32504913.
  25. ↑ CESA. "Dealing with culture shock". Management Entity: Office of International Research, Education, and Development. Archived from the original on 28 August 2009. Retrieved 29 September 2009.
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