Characteristics of Societies with Weak and Strong Uncertainty Avoidance

 Uncertainty avoidance correlates to the amount of ambiguity tolerance of a society or the amount of stress experienced when faced with unknown situations.  

How might issues be resolved in each society structure? How can you teach a student to adapt to conflict resolution in an unfamiliar society structure?

How might the society structure of stakeholders affect school policy?

What sort of reactions to new situations would you expect from each society structure? How would this affect how you present new policy implementation to stakeholders?

What type of parent or community volunteerism might you expect from each society structure?

What are some strategies to receive the support you require or utilize the assistance provided?

How might each society structure affect questioning within the classroom? How can you help teachers ensure the needs of all students in diverse society structures?

How might each society structure react to a sudden influx of displaced immigrants? What can you do to ease the transition for all students?

How might language arts curriculum be influenced by the society structure?

Hofstede, G., Hofstede, G. & Minkov, M. (2010). Cultures and organizations : software 

of the mind : intercultural cooperation and its importance for survival. New 

York: McGraw Hill. 

Characteristics of Feminine and Masculine Societies

How might the society structure modify how teachers interact with parents?

Examine the differences between each society structure in regards to puberty, sexual relationships, and sexual orientation. How will you ensure that students value themselves and one another in the school setting?

How might the society structure change the classroom climate? How can teachers modify the climate?

What are the differences desired in an employee in each society structure? How can the school ensure that students are career ready in each society structure?

Hofstede, G., Hofstede, G. & Minkov, M. (2010). Cultures and organizations : software 

of the mind : intercultural cooperation and its importance for survival. New 

York: McGraw Hill. 

Collectivist and Individualistic Societies: School, Workplace, and Information and Communication Technologies

How do views on education differ in each society structure? How do these beliefs mold instructional practices?

Collectivist and Individualistic Societies: Language, Personality, and Behavior

How could you provide information or communicate effectively within each society structure? Across societies?

How might the acceptance of special services for students change in each society structure? What can you do to ensure that all student needs are met?

 

Collectivism and Individualism- Norms and Family

How might a school best serve each society structure when interacting with student families? 

Where might be the best place to socialize within the community to reach the most stakeholders?

Five Configurations of Organizations:

Mintzberg's Five Configurations of Organizations

This figure represents the link between Mintzberg’s five configurations and the quadrants of power distance – uncertainty avoidance with a typical country inserted for each configuration.  In looking at this and applying it to the education of future leaders, communication skills and cultural understanding are paramount to creating successful outcomes for organizations in the global setting. 

Competitive Advantages of Different Cultural Profiles in International Competition

This figure represents competitive advantages of different cultural profiles in international competition.  This also lends itself to developing communication and cultural awareness classes for secondary and post-secondary students.  It is essential to have the ability to function in the foreign subculture, even if the organizations function on their own set of ideals within.

Collectivist & Individualists in School & In the Workplace

The table below contrasts differences between collectivist and individualistic societies in school, in the workplace, and in the use of information and communication technologies.
Do you see these differences among your students?

Collectivist	Individualist
Group approval to speak in class	Individuals encouraged to speak up
Purpose of education: how to do	Purpose of education: learning how to learn
Entry into higher status group with a diploma	Increase in economic worth and self respect with diploma
Low occupational mobility	High occupational mobility
Employees pursue in-group interests	Employees pursue employer's interests, if they coincide with their own
Hiring and promotion based upon group interests	Hiring and promotion based upon skills and rules
Family like employee-employer link	Employee-employer contractual market relationship
Relationships prevail over tasks	Tasks prevail over relationships
Internet/ email infrequently utilized	Internet/ email frequently used

Differences between Collectivist and Individualistic Societies: School, Workplace, and Information and Communication Technologies (patterned after Table 4.4 Hofstede, et al., 2010) 

Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind. (3rd Ed.). New York, New York: McGraw-Hill. ISBN-978-0-07-166418-9

Collectivism vs. Individualism

Hofstede, Hofstede, and Minkov (2010) present two concepts: collectivism and individualism. In collectivist societies, the power or will of the group supersedes that of an individual. Collectivist cultures tend to reside with extended family and loyalty to the group is of utmost importance. Collectivist societies value the following work goals: training, physical skills, and use of skills. On the other hand, in individualistic societies, the interests of the individual outweigh that of the group. Individualist cultures reside with nuclear family only and highly value independence. Individualist societies value the following work goals: personal time, freedom, and challenge.  

How do these concepts impact our work as educators?  How do these viewpoints impact how students learn?

Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind. (3rd Ed.). New York, New York: McGraw-Hill. ISBN-978-0-07-166418-9

Power Distance

Power distance can be defined as the way inequality among people is handled or approached.  Power distance can impact how employees approach their bosses, how teachers approach their students, and visa versa.


The Power Distance Index (PDI) helps to quantify the power distance in various countries.  In countries with high power distance, a large amount of emotional distance exists between employees and supervisors in the workplace (Hofstede et. al, 2010).  Low power distance countries allow for a small amount of emotional distance.


According to Hofstede et. al (2010), Asian countries, Eastern European countries, Latin countries, Arabic-speaking countries, and African countries have high power distances while German-speaking countries, the Baltic States, the United States, and Great Britain have low power distances.


As an educator, what can you do when a student will not speak up in class?  How can you encourage students who come from high power distance cultures to ask for help if needed?


It's up to us to ensure that the doors of communication are open with all of our students.

Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind. (3rd Ed.). New York, New York: McGraw-Hill. ISBN-978-0-07-166418-9

Mental Programming?

Hofstede, Hofstede, and Minkov (2010), liken the acquisition of culture to mental programming.   "The sources of one's mental programs lie within the social environment in which one grew up and collected one's life experiences (Hofstede et. al, 2010).  Aspects of culture include symbols, heroes, rituals, and values.  Individuals may not realize how their culture impacts their worldview because this information was gathered so early in life.


How do our students' "mental programming" or culture influence their attitudes towards school?  What about their progress in school?  As educators, how can we become more aware of our own mental programming in order to better serve our students?

Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind. (3rd Ed.). New York, New York: McGraw-Hill. ISBN-978-0-07-166418-9

Welcome Educators!

We live in a global society.  As educators we must become proficient communicators in order to serve students of various cultures and backgrounds.  Check our blog regularly to learn about best practices in global communication for educators