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

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