Communications Question

create a one-page, infographic to demonstrate your learning of these eight principles. You can use technology such as Canva, PPT, or Google Slides to create a one-page expression of your learning. Creating our own patterns helps us to learn.  This one-pager connects to both the verbal and visual learning styles, connects to what you’ve read and experienced over these last few class periods, and connects words and images.  In short, this one-pager becomes a metaphor for the learning you’ve done.

I have included two sample one-pagers to help guide your work.

Examples are attached.

You will find the 8 principles in chapter 2 in the attached file as well.

Your one-page, illustration should:

Highlight each of the eight Principles of Intercultural Communication Flexibility (Chapter 2).

Make a personal statement about what you’ve read, viewed, or experienced.

Demonstrate understanding of these principles in a way that an audience will clearly understand.

https://www.si.edu/openaccess

  UNDERSTANDING
INTERCULTURAL COMMUNICATION
This page intentionally left blank
UNDERSTANDING
INTERCULTURAL
COMMUNICATION
S E C O N D E DITION
Stella Ting-Toomey
CALIFORNIA STATE UNIVERSITY AT FULLERTON
Leeva C. Chung
UNIVERSITY OF SAN DIEGO
NEW YORK
OXFORD
OXFORD UNIVERSITY PRESS
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Published by Oxford University Press, Inc.
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Oxford is a registered trademark of Oxford University Press
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise,
without the prior permission of Oxford University Press.
Library of Congress Cataloging-in-Publication Data
Ting-Toomey, Stella.
Understanding intercultural communication / Stella Ting-Toomey, Leeva C. Chung. —
2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-19-973979-0 (pbk. : alk. paper)
1. Culture shock. 2. Language and culture. 3. Cross-cultural orientation. I. Chung,
Leeva C., 1965- II. Title.
GN345.6.T57 2011
303.48’2—dc23
2011021033
987654321
Printed in the United States of America
on acid-free paper.
D E D I C AT I O N T O O U R B E L O V E D PA R E N T S
獻給我最親愛的父母親
To my loving parents: Ting Chun Yen and Wang Shu Chin, this book is dedicated to you. For all your love, sacrifices, resilient spirit, and a lifetime of hard work—I thank you for teaching me caring, considerateness, and
adaptability wherever I go. I love you and appreciate your “letting go” of me at a young age and letting me come
to America and study. Whatever I’ve acomplished, I’m an extension of your love and gentle grace.
丁允珠
—Stella Ting-Toomey Wun Chu
To my visionary parents: Chung Dai Tau and Pang Duk Wai, this book is dedicated to you—allowing me the
freedom to find my voice, inspiring me through your creative energy, and teaching me to trust intuition and flow,
despite life’s uncertainties. For all of your love—I thank you both.
程麗華
—Leeva Chung (Ching) Lai Wah
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BRIEF CONTENTS
PREFACE
xvii
CHAPTER
1
Why Study Intercultural Communication?
CHAPTER
2
What Is Intercultural Communication Flexibility?
3
CHAPTER
3
What Are the Essential Cultural Value Patterns?
CHAPTER
4
What Are the Keys to Understanding Cultural
and Ethnic Identities? 64
CHAPTER
5
What Is Culture Shock?
CHAPTER
6
What Is the Connection Between Verbal Communication
and Culture? 110
CHAPTER
7
What Are the Different Ways to Communicate Nonverbally
Across Cultures? 1 3 0
CHAPTER
8
What Causes Us to Hold Biases Against Outgroups?
157
CHAPTER
9
How Can We Manage Intercultural Conflict Flexibly?
179
CHAPTER
10
What Are the Challenges in Developing an
Intercultural-Intimate Relationship? 204
CHAPTER
11
What Are the Communication Issues Facing a Global Identity?
CHAPTER
12
How Can We Become Ethical Intercultural Communicators?
22
38
91
267
297
AUTHOR INDEX
311
SUBJECT INDEX
317
REFERENCES
GLOSSARY
vii
228
250
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CONTENTS
PREFACE
xvii
ABOUT THE AUTHORS
ACKNOWLEDGMENTS
PA R T I
CHAPTER
1
xxii
xxiii
F U N D A M E N TA L C O N C E P T S I N I N T E R C U LT U R A L
C O M M U N I C AT I O N 1
Why Study Intercultural Communication? 3
Practical Reasons to Study Intercultural Communication
Adjusting to Global Workplace Heterogeneity
Adapting to Domestic Workforce Diversity
5
5
7
Engaging in Creative Multicultural Problem Solving
8
Comprehending the Role of Technology in Global Communication
Facilitating Better Multicultural Health Care Communication
Enhancing Intercultural Relationship Satisfaction
Fostering Global and Intrapersonal Peace
11
13
Deepening Self-Awareness and Other-Awareness
Culture: A Learned Meaning System
9
10
14
15
Surface-Level Culture: Popular Culture 16
Intermediate-Level Culture: Symbols, Meanings, and Norms
18
Deep-Level Culture: Traditions, Beliefs, and Values 19
Stamping Your Intercultural Passport
CHAPTER
2
21
What Is Intercultural Communication Flexibility?
Defining Intercultural Communication: A Process Model
ix
24
22
x
CONTENTS
Intercultural Communication Process: Overall
Characteristics 2 4
Intercultural Communication: Meaning Characteristics
Practicing Intercultural Communication Flexibility
27
28
Three Content Components: Knowledge, Attitude, and Skills
28
Three Criteria: Appropriateness, Effectiveness, and Adaptability
29
Developing Intercultural Communication Flexibility 30
A Staircase Model
30
An Essential Hook: A Mindful Perspective
Deepening Intercultural Process Thinking
32
33
Process Consciousness: Underlying Principles
33
Intercultural Reality Check: Do-Ables 37
CHAPTER
3
What Are the Essential Cultural
Value Patterns? 3 8
Functions of Cultural Values
40
Analyzing Cultural Values
40
Identity Meaning Function
40
Explanatory Function
41
Motivational Function
42
Ingroup–Outgroup Evaluative Function
Analyzing Cultural Value Dimensions
Discovering Cultural Values
42
43
43
Identity: Individualism–Collectivism Value Pattern
44
Power: Small–Large Power Distance Value Pattern
48
Uncertainty: Weak–Strong Uncertainty Avoidance Value Pattern
Sex Roles: Feminine–Masculine Value Pattern
Additional Value Orientation Patterns
52
Value Orientations: Background Information
Meaning: Activity Value Orientation
51
52
53
Destiny: People–Nature Value Orientation
Time: Temporal Value Orientation
56
Individual Socialization Development
57
54
Independent versus Interdependent Self-Construal
Horizontal versus Vertical Self-Construal
59
Internal versus External Locus of Control
59
Intercultural Reality Check: Do-Ables
62
58
50
Contents
CHAPTER
4
What Are the Keys to Understanding Cultural and
Ethnic Identities? 64
Family and Gender Socialization
66
Families Come in Different Shapes 66
Gender Socialization and Interaction Patterns
69
Group Membership: Intercultural Boundary Crossing
The Process of Acculturation and Enculturation
Systems-Level Factors
70
70
71
Individual-Level Factors
74
Interpersonal Face-to-Face and Network-Level Factors 75
Mass Media–Level Factors
76
Group Affiliation and Identity Formation
Cultural Identity Conceptualization
76
77
Ethnic Identity Conceptualization
79
Ethnic–Racial Identity Change Process
81
Cultural–Ethnic Identity Typological Model 82
Racial–Ethnic Identity Development Model
Multiracial and Biracial Identity
83
84
Intercultural Reality Check: Do-Ables 86
PA R T I I
CHAPTER
5
C R O S S I N G C U LT U R A L A N D C O M M U N I C AT I O N
B O U N D A R I E S A D A P T I V E LY 8 9
What Is Culture Shock? 91
Unpacking Culture Shock
93
Characteristics of Culture Shock
93
Pros and Cons of Culture Shock
95
Approaching Culture Shock: Underlying Factors
Initial Tips to Manage Culture Shock
98
Intercultural Adjustment: Developmental Patterns
The U-Curve Adjustment Model
Reentry Culture Shock
98
100
The Revised W-Shape Adjustment Model
Culture Shock: Peaks and Valleys
95
101
106
10 6
Reentry Culture Shock: Surprising Elements
107
Resocialization: Different Returnees’ Profiles
108
Intercultural Reality Check: Do-Ables
109
xi
xii
CONTENTS
CHAPTER
6
What Is the Connection Between Verbal
Communication and Culture? 110
Human Language: Distinctive Features and Rule Patterns
Distinctive Language Features
Multiple Rule Patterns
112
112
115
Appreciating Diverse Language Functions 118
The Cultural Worldview Function
118
The Everyday Social Reality Function
119
The Cognitive Shaping Function 120
The Group Membership Identity Function
The Social Change Function
121
122
Verbal Communication Styles: A General Framework
123
Defining Low-Context and High-Context Interaction Patterns
Direct and Indirect Verbal Styles
125
Self-Enhancement and Self-Humbling Verbal Styles
Beliefs Expressed in Talk and Silence
127
Intercultural Reality Check: Do-Ables
CHAPTER
7
126
128
What Are the Different Ways to Communicate
Nonverbally Across Cultures? 130
The Impact of Nonverbal Communication
132
Making Sense of Nonverbal Communication
One Code, Countless Interpretations 134
Verbal and Nonverbal Comparisons
Forms of Nonverbal Communication
134
135
Physical Appearance 1 35
Paralanguage
137
Facial Expressions
Gestures
1 41
Haptics
144
Boundary Regulations
138
1 45
Regulating Interpersonal Boundaries
Environmental Boundaries
146
Psychological Boundaries
147
Regulating Time
146
148
Intercultural Reality Check: Do-Ables
152
133
123
Contents
PA R T I I I
CHAPTER
8
M A N A G I N G C H A L L E N G E S I N I N T E R C U LT U R A L
R E L AT I O N S H I P S F L E X I B LY 1 5 5
What Causes Us to Hold Biases Against
Outgroups? 1 5 7
Human Perception Tendencies: Some General Principles
Selective Attention
159
159
Selective Organization and Labeling
160
Selective Interpretation 160
Biased Intergroup Filters: Ethnocentrism and Stereotypes
Ethnocentrism and Communication
Stereotypes and Communication
161
161
165
Stereotypes: We Are What We Watch
167
Marking Ingroup–Outgroup Membership Boundaries
168
Us versus Them 1 6 8
Group Membership Struggles
169
Intergroup Attribution Biases
170
Shattered Lens: Prejudice, Discrimination, and Racism
Prejudice: Multiple Explanations and Functions
171
171
Prejudiced Remarks or Innocent Jokes? 172
Four Discriminatory Practices
Different Types of Racism
173
175
Reducing Prejudice and Discrimination
Intercultural Reality Check: Do-Ables
CHAPTER
9
177
178
How Can We Manage Intercultural Conflict
Flexibly? 1 7 9
Intercultural Conflict: Cultural Background Factors
Culture-Based Conflict Lenses
181
Intercultural Workplace Conflict Grid
182
Intercultural Conflict Perceptions
187
Intercultural Conflict Goal Issues
187
Perceived Scarce Resources
189
Intercultural Conflict Process Factors
Defining Conflict Styles
190
190
Cross-Cultural Conflict Styles
195
Cross-Ethnic Conflict Styles and Facework
196
181
xiii
xiv
CONTENTS
Flexible Intercultural Conflict Skills
Facework Management
Mindful Listening
199
Cultural Empathy
201
198
198
Mindful Reframing 201
Adaptive Code-Switching
202
Intercultural Reality Check: Do-Ables
CHAPTER
202
10 What Are the Challenges in Developing an
Intercultural-Intimate Relationship? 204
Developing Intercultural-Intimate Relationships:
Invisible Challenges
206
Cultural–Ethnic Membership Values
206
Love Expectations and Expressions
Autonomy–Connection Issues
207
208
Communication Decoding Issues
210
Intercultural-Intimate Relationship Attraction: Facilitating Factors 211
Perceived Physical Attractiveness
Perceived Similarity
211
212
Cross-Cultural Self-Disclosure Comparisons
Online Disclosure of Affection
213
216
Third-Party Matchmakers: Online and Mobile Dating
Intercultural–Interracial Romantic Relationship Development
218
Intercultural-Intimate Conflict: Obstacles and Stumbling Blocks
220
The Encounter: Prejudice and Racism
220
Countering Racism and Prejudice: Coping Strategies
Relational Transgressions and Terminations
Raising Secure Bicultural Children
Bicultural Identity Struggles
222
223
224
224
Cultivating a Secure, Multifaceted Identity
Intercultural Reality Check: Do-Ables
CHAPTER
216
225
226
11 What Are the Communication Issues Facing a Global
Identity? 2 2 8
Wired and On: The Roar of the Internet
230
The Internet as Our Central Station
230
Wired Communication
231
Contents
The Transformation of Local and Global Identities
The Lens of Television: Identity Imitation
Global Television Impact
232
233
235
Be Hip, Be Hot, and Pop Culture Impact
236
Outsourced Beats: You Are What You Can Dance To
You Are What You Wear: Pop Culture as Fashion
Who and What Are e.netizens?
236
237
238
Defining the Background of e.netizens
240
Characteristics of an e.netizen Identity
240
The Dialectical Pulls of an e.netizen 241
Spatial Zone Dialectics
Temporal Dialectics
242
2 43
The Tipping Point: Communication Pattern Changes 244
Gadget Communication Patterns: Fast and Furious 244
Sharing Intimate Partners with a Gadget
Language Styles: Text, Tweet, Talk
245
245
Communicating to Be Social Change Agents
Present but Virtual
247
Personal Identities in Flux: The Global Face
Intercultural Reality Check: Do-Ables
CHAPTER
246
247
248
12 How Can We Become Ethical Intercultural
Communicators? 250
Intercultural Communication Ethics: Contemporary Issues
252
Global Standard Procedure and Local Justice Issues 252
Corporate Responsibility and Local Customary Practice
Cultural Value Clash and Communication Preference
Multiple Ethical Positions: Assessing Pros and Cons
Ethical Absolutism Position
256
Ethical Relativism Position
257
Ethical Universalism Position
254
255
255
257
Meta-Ethics Contextualism Position
258
Becoming Ethical Intercultural Communicators: Questions to
Consider
259
Becoming Flexible: Final Passport Do-Ables
In Conclusion . . . 2 6 5
261
xv
xvi
CONTENTS
267
GLOSSARY
297
AUTHOR INDEX
311
SUBJECT INDEX
317
REFERENCES
PREFACE
T
his text, Understanding Intercultural Communication, Second Edition, is written for you to
increase your appreciation, knowledge, and skills about intercultural communication.
With increased globalization and demographic changes in the United States, it is inevitable
that you will be communicating with people who are culturally different. Developing constructive, quality intercultural relationships can make life enriching and exciting to ourselves
and to people around us.
This book is an introductory text designed for undergraduate students, teachers, and
practitioners who are searching for a user-friendly text on the fundamentals of intercultural
communication. With the lens of flexible intercultural communication, we thread through
an abundance of intercultural material with a very practical theme.
This book emphasizes a strong value-orientation perspective and its effect on intercultural encounters. It also addresses the complex role of cultural–ethnic identity and global–
local identity and their relationship to intercultural contacts in our increasingly pluralistic
U.S. society.
This text is distinctive because of its well-balanced emphasis on both international
intercultural communication issues and U.S. domestic diversity issues. Our pedagogical approach to this book emphasizes a student-empowering philosophy via a tight
integration of culture-sensitive knowledge, attitude checkpoints, and pragmatic communication skills necessary to develop intercultural communication flexibility in diverse
contexts.
SPECIAL FEATURES
The second edition of Understanding Intercultural Communication is a book with many special
hooks and original features. For example, it offers first-time students the following:
•
A comprehensive introduction to all the important concepts of intercultural
communication.
xvii
xviii
PREFACE
A sound knowledge base of contemporary intercultural communication research areas
that reflect multiple theoretical viewpoints.
• A wide-angle lens to learn about intercultural and interethnic communication concepts
drawn from diverse disciplines.
• A theory-practice emphasis via the use of timely, real-life news stories and case studies to
connect with key concepts in each chapter—starting from Chapter 2 and ending with
Chapter 12.
• A text with accessible language so that students, teachers, and practitioners of intercultural communication can enjoy reading the book in an interactive manner.
• Simple tables and figures to highlight various important intercultural and intergroup
communication ideas.
• An intercultural “do-able” checklist at the end of each chapter to remind students to practice flexible intercultural communication skills in everyday interactions.
•
We have also updated many of the favorite features from the first edition and added several
new special features in this second edition:
Beginning with Chapter 2, each chapter opens with a real-life news event or personal case
story to motivate students to reflect on and explore the connection between the story and
chapter concepts.
• Top Five Jeopardy boxes throughout the text to increase students’ global, pop culture, and
domestic diversity literacy.
• Blog Post personal narratives, stories, and poems throughout the text to connect abstract
intercultural concepts and principles with meaningful understanding.
• my.blog enjoyable mini-assessments that promote self-awareness and self-empowerment
and also encourage interaction with classmates through deeper dialog.
• Live-Chat or L-Chat realistic workplace or interpersonal scenes to illustrate the dynamic,
pulsating intercultural message exchange process.
• Hit-or-Miss mini-quizzes and mix-and-match questions on current global, international,
online, and intercultural issues.
• Blog Pic photos to transport students to globally and culturally different communities
where they will experience culture shock or cultural ambiguity.
• A well-designed Instructor’s Manual with many active learning exercises and activities
plus instructional tips for managing challenging topics in the intercultural classroom.
• A captivating Interactive Student Study Guide that encourages students to read the actual
text, reflect on and dialog about the interactive discussion questions, and, on their own,
continue their intercultural learning journey by checking out the suggested Web sites,
movies, books, and many other global and intercultural resource treasures.
•
WRITING THIS SECOND EDITION: ASSUMPTIONS AND CHANGES
Five initial assumptions guided the development of the second edition of this text. First, we
patiently waited to work on the second edition to harvest the continually maturing insights
of the intercultural–interethnic research field and the booming contemporary trends related
Preface
to intercultural communication. We believe that the time is ripe now (theoretically and practically, for example, updating all Jeopardy Boxes on top five trends in the domestic, intercultural, and international arenas), after a five-year interval, to update this book with fresh
research ideas, new perspectives, and the latest global trends and statistics (see, for example,
Chapter 11). Second, we wanted students to enjoy learning about the various concepts of
intercultural communication. Thus, we have intentionally integrated a carefully chosen set
of current, international news cases and real-life personal stories to highlight various intercultural concepts. Third, we wanted to signal to students that there is no one right way to
practice competent intercultural communication in the twenty-first century—instead, there
are many adventures awaiting them and exciting opportunities to connect with globally and
culturally different others. Thus, the recurrent theme in this text is intercultural communication flexibility. Fourth, we would like our students to develop a strong global and cultural
consciousness via a self-empowered learning process—internalizing the inspiring individual
stories and accounts and developing their own personal narratives, explaining them with
the aid of the text’s concepts. Fifth, we wanted to have fun writing this book together—as a
way of celebrating our friendship on a continuous and light-hearted basis. As we approach
the ending journey of writing this text, we believe that we have realized our goals with joy
and exhilaration!
What are the changes or “news” in this Understanding Intercultural Communication,
Second Edition? Based on the thoughtful feedback of students, instructors, reviewers,
researchers, and practitioners using this text, and in conjunction with our own teaching
and training experiences using this text in the United States, Mexico, Canada, France, Germany, Portugal, Switzerland, South Africa, China, Hong Kong, Japan, and South Korea,
we now identify the top twenty changes or selected highlights. In this innovative second
edition, we’ve:
Throughout the entire text, called attention to the important role of technology in impacting the intercultural communication message exchange process;
• Updated reasons for studying intercultural communication in Chapter 1;
• Introduced the vital concept of “culture” more quickly by moving its definition from
Chapter 2 to Chapter 1;
• Rearranged the “intercultural communication flexibility” theme from Chapter 1 to
Chapter 2 and discussed the theme with more depth;
• Included the “motivational” value function in Chapter 3 and updated some of the value
dimensions with the GLOBE project research results (see Chapter 3);
• Updated the complex discussion on “multiracial and biracial identity” in Chapter 4;
• Integrated more culture shock stories in Chapter 5 and eliminated some secondary concepts concerning the culture shock “hostility” stage;
• Combined Chapters 6 and 7 into one coherent chapter: Chapter 6 on What Is the Connection Between Verbal Communication and Culture?;
• Illustrated the nonverbal chapter (Chapter 7) with many fascinating global nonverbal
examples and new facial nonverbal photos;
•
xix
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PREFACE
Throughout the entire book, updated all photos taken from various countries and reflected individuals from different walks of life, which we now call the Blog Pic special
feature;
• Updated many of the poignant personal stories and illuminating examples throughout
various chapters, which we now label as the Blog Post special feature;
• Introduced a popular training model, the Developmental Model of Intercultural Sensitivity (DMIS) in Chapter 8, on the “biases against outgroups” motif and provided a wealth
of current news examples on “E.S.P.” (ethnocentrism, stereotypes, and prejudice);
• Explained a new intercultural workplace conflict model in Chapter 9 and also emphasized the importance of adaptive code-switching in managing conflict flexibly via lively
dialog examples in the Live-Chat, or L-Chat,a special boxed feature;
• Inserted sections on online and mobile dating and “relational transgressions and terminations” in Chapter 10 on “intercultural-intimate relationship” challenges and emphasized the bicultural/biracial identity struggles of multiracial kids;
• Updated the entire Chapter 11 on the theme of “global–local dialectical identity” and its
impact on intercultural communication and the accompanying communication change
patterns in various nations or cultures;
• Revitalized the final chapter, Chapter 12, on the motif of “becoming flexible and ethical
intercultural communicators” via the introduction of new concepts, and streamlined a
set of ethical guidelines and questions to guide students to formulate their own principled ethical stance;
• Throughout the text, updated the popular Jeopardy Boxes (plus also changed from the
top ten trends to the top five trends so that students can digest the information more enjoyably) and included intercultural and global statistics up to May 2011;
• Retained the favorite self-assessment know thyself feature and renamed it as my.blog special feature in this edition;
• Created a new special feature called Hit-or-Miss to invite interactive learning through fun
global knowledge quizzes and mix-and-match questions; and
• Added more than 250 new references and deleted some outdated ones.
•
BOOK DESIGN AND ORGANIZATION
This book is organized in three sections. The first section (Chapters 1–4) lays the foundational framework and concepts of intercultural communication. The reasons for studying intercultural communication and practicing flexible intercultural skills are articulated.
Major research areas, such as cultural value patterns (e.g., individualism–collectivism) and
cultural–ethnic identity, are explored—especially through the reflections of many cultural
voices and personal stories.
The second section (Chapters 5–7) emphasizes the process of crossing cultural boundaries and the dynamic process of intercultural verbal and nonverbal exchange encounters.
Topics such as developmental culture shock, language functions, and diverse cultural verbal
Preface
styles, as well as fun topics such as nonverbal space violations and cross-cultural hand gestures are discussed and accompanied by lively intercultural examples.
The third section (Chapters 8–12) focuses on intercultural–interpersonal relationship
development contexts. Important factors such as E.S.P. (i.e., ethnocentrism, stereotypes, and
prejudice) are discussed in depth. Practical knowledge and skills to manage intercultural
conflict flexibly are proposed. Many animated conflict Live-Chat dialogs and interpersonal
examples are used to illustrate the development of intimate intercultural relationships. The
contemporary topic of the development of a morphing global–local identity is addressed
through a new concept we coined the “e.netizen” individual. We discuss the impact of technology and pop culture and its effect on our shifting value patterns. Finally, a cornerstone
theme, becoming an ethical and flexible intercultural communicator, rounds out the book.
Throughout this book, personal stories, poems, news cases, blog pics, fun quizzes, global trend statistics, ethical dilemmas, and practical skill “do-ables” are offered to empower
students to engage in active learning and to master the foundational concepts of intercultural communication. At the same time, we strive to give first-time students an accurate and
enjoyable basic text to learn about intercultural communication. We want students to come
away with a special appreciation for the mindful efforts and the artful skills it takes to communicate across cultures adaptively and flexibly. We want them to also resonate with the
identity struggles in various forms as expressed by the diverse voices of multiple individuals
in many of the special feature stories.
As we and you begin traversing the landscape of this book, we hope we have succeeded in
motivating students and teachers to discover and to explore together: the unfamiliar worlds
and some unfamiliar words, the slippery slopes and the diverse terrains, and the vulnerable
faces and the amazing voices that struggle to be affirmed and listened to—from within and
beyond the classroom instructional setting.
xxi
ABOUT THE AUTHORS
Dr. Stella Ting-Toomey is a professor of human communication
at California State University at Fullerton (CSUF). She received
her Ph.D. at the University of Washington in 1981. She teaches
courses in intercultural communication, intercultural conflict theory and practice, and intercultural communication training applications. Stella is the 2008 recipient of the 23-campus wide CSU
Wang Family Excellence Award, and the 2007–08 recipient of the
CSU-Fullerton Outstanding Professor Award. Stella has published
numerous books and over 100 articles/chapters on the topics of
intercultural conflict competence and cultural and ethnic identity
negotiation process. Her publications have appeared in the International Journal of Intercultural Relations, Communication Monographs, Human Communication Research,The International
Journal of Conflict Management, and Communication Research, among others. Two recent book titles are The Sage Handbook of Conflict Communication (with John G. Oetzel) and Managing Intercultural Conflict Effectively (Sage; with John
G. Oetzel). Stella has held major leadership roles in international communication associations and has served on
numerous editorial boards. She has lectured widely throughout the United States, Asia, and Europe on the theme of
mindful intercultural communication practice. She has also designed and conducted over 150 intercultural training
programs for corporations, universities, and social service organizations. Understanding Intercultural Communication,
Second Edition, (coauthored with Leeva C. Chung) is her sixteenth book. Stella is an ardent Lakers basketball fan and
she plays the piano for fun. She also enjoys walking through the quiet morning campus with her iPod Shuffle blasting beautiful classical music in her ears. Those are her blissful moments.
Dr. Leeva C. Chung is a professor at the University of San Diego
(USD). She received her Ph.D. at the University of Oklahoma
in 1998. At USD, she teaches in both the Department of Communication Studies and the Department of Ethnic Studies and
has won numerous teaching and mentoring awards on campus,
most recently the 2011 Davies Award of Teaching Excellence. In
addition to teaching abroad, Leeva teaches courses in intercultural communication, ethnic identity, global teams, among others.
Her research interests include cultural, ethnic and global identity, aging across cultures, and pop culture. Her recent publications
include book chapters in Cross-Cultural Psychology: A Contemporary
Reader and Best Practices in Experiential and Service Learning. Leeva
has also published articles in the Global Media Journal, Journal for
Intercultural Communication Research, International Journal of Intercultural Relations, Communication Research Reports,
and Communication Reports. In the San Diego community, she serves as a founding member of the San Diego Asian
Film Foundation Festival. Leeva is proud to be a native San Franciscan and Giants fan.
xxii
ACKNOWLEDGMENTS
I
f it takes a village to write a book and an entire symphony to make beautiful music, then
crafting Understanding Intercultural Communication, Second Edition, has been an orchestrated celebration. We are grateful to the many individuals who encouraged and motivated us
to bring this work to fruition. First and foremost, we want to thank our many students who
have contributed their voices and shared their intercultural experiences with us. Without
their unique voices, this book would have been quite abstract. We also want to thank our
colleagues and our respective departments at the California State University at Fullerton
(CSUF) and the University of San Diego (USD) for providing a supportive environment in
which to conduct our writing.
Second, we want to thank John Challice, Vice President and Publisher at Oxford University Press, for his enormous patience and good humor in waiting for the birth of this second
edition. Thank you to Mark Haynes, Caitlin Kaufman, Kate McClaskey, Theresa Stockton,
and the entire production staff at Oxford for their professional help and their determination
to make this book the “shining star” in the intercultural market. We also want to thank our
anonymous reviewers for their astute comments and thoughtful suggestions in preparation
for the second edition of this text.
We are also indebted to the reviewers who reviewed the previous first edition book:
Myrna Cornett-DeVito, Emporia State University; Robbin D. Crabtree, Fairfield University;
Fernando Delgado, University of Wisconsin–River Falls; Tina M. Harris, University of Georgia; Armeda C. Reitzel, Humboldt State University; Diana Rios, University of Connecticut;
Arvind Singhal, Ohio University; and Candice Thomas-Maddox, Ohio University, Lancaster.
We are also thankful for the informal feedback and random conversations from intercultural scholars, instructors, practitioners, and students who contributed many useful insights
that guided this revision.
On an individual level, our deepest gratitude and appreciation goes to ALEX FLECKY:
your unflappable demeanor when all things go chaotic, your razor-sharp eye in reviewing
and proofreading each chapter, and your exceptional organizational skills in keeping track
of all the special features in the text are astonishing to behold. We appreciate your poised
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ACKNOWLEDGMENTS
friendship, sweet kindness, and your grace in moving us forward with faith that we will see
the light at the end of the tunnel.
We also extend our special appreciation to Peter Lee, who helped us in preparing the
tables and figures in the first edition and additional figures in the second edition. We also
thank Ngao for his assistance and feedback with our new figures in this edition. A big thank
you to Noorie Baig for all her diligent research assistant help in tasks small and big as we get
to the finish line. In addition, we extend our heartfelt thanks to Janet Bennett, the Executive
Director of the Intercultural Communication Institute, and all the Portland-Summer Institute of Intercultural Communication Workshop faculty, students, and staff for providing us
with a nurturing environment in which to dialog and actively engage ourselves in all things
intercultural.
As we wrap up this second edition, foremost in our mind are the late Dr. William (Bill)
Gudykunst and the late Dr. Richard (Rich) Wiseman of CSUF—two top-tier intercultural
scholars and dedicated teachers with their own distinctive instructional styles in the teaching of intercultural communication effectiveness. We hope to pass on some of their spirit
and legacy through the various chapters of this text. We miss them sorely every day as we
walk through life without hearing their encouraging words or seeing their familiar, supportive faces.
We would also like to take this opportunity to acknowledge the warm support of many
of our splendid students, friends, and families.
F R O M S T E L L A : I extend my special appreciation to many of my undergraduate and graduate students, who let me experiment and test many of the ideas in this book and so embrace
“zig-zag learning” as a playful teaching perspective. Your thirst for learning and your hunger for creative teaching tools prompted me to become more risk-taking with each step or
dance I performed in the classroom setting. In discovering your passion, commitment, and
awakening, I’ve also uncovered my own joy, passion, and enthrallment for creativity in the
intercultural teaching arena. On an everyday basis, your positive energy for learning and
your willingness to stretch make me a better teacher every step of the way.
I also want to thank the following individuals for their delightful support and rays of
light at different phases of the development of this book: Jennifer Acosta-Licea, Noorie Baig,
Andrew Bottom, Annette Bow, Maria Chan-Sew, Jeanine K. Congalton, Tenzin Dorjee, Ge
Gao, Jean Hotta, Angela Hoppe-Nagao, Michelle Hu, Atsuko Kurogi, Peter Lee, Shelly Lee,
Hiromi Motozuka-Ladino, John Oetzel, HyeKyeung Seung, Miki Yamashita, and Ruifang
Zhang. To Annette Bow, your warm and radiant smiles brighten my day every time I step
into the main office. To Tenzin Dorjee, I treasure your peaceful friendship and having you as
my next-door office neighbor. You’ve provided me with a serene space to just hang out and
sit. To Jean Hotta, our “lonely tree” Monterey conference trip and your always caring friendship mean tons to me. To Peter Lee, I value your long-time friendship, considerate gestures,
and steadfast companionship.
I also want to mention the special men in my life: my husband, Charles, and my son,
Adrian. To Charles, your kindhearted caring and Irish humor provide me with a safe hammock to take a restful nap. To Adrian, I’m proud that you’re making good progress in CSUF
Acknowledgments
graduate school and am enchanted that you continue in my footsteps by majoring in the
intercultural communication field. You’re my premium joy and bliss in my life. Thank you
for being you—with lots of hugs and love.
I also want to mention my three special brothers—Tom, Henry, and Victor—to all three
of you, I treasure your support in good times and bad. To Big Brother Tom (BBT), thank you
for all the coaching advice you’ve given me to deal with the various life issues these past few
years. To Second Brother Henry, I appreciate your fighting spirit and your tenacity to hold
on with fortitude. To Youngest Brother Victor, I value your thoughtful attentiveness on many
celebratory holidays and birthdays—thank you for remembering all the special occasions
and more. Although we are spread out in different corners of the world, you are all constantly in my warm soul and heart.
F R O M L E E V A : First and foremost, this book could not have been completed without the
thoughtful reflection and feedback from my students, both here and abroad. I extend the
biggest shout out and MAHALO—for challenging me, laughing with me, embracing the organized chaos, all of which allowed me to be me. You all have been the x-factor that gives
me the passion to teach. (~.~)
I extend the warmest thanks to the following individuals for their unique and exceptional contributions to this book at various developmental and psychological phases: aLx + Min,
Alex Bryan, Noorie Baig, Richard Brislin, Joyce Chan, Ling Chen, Adriana Rios-Collins, Chris
and Brenna, Kira Espiritu, Eduardo Espinoza, Minh-Ha Hoang, Daniel Jaimes, Leeann Kim,
Young Yun Kim, Eveyln Kirkley, Nancy Kuehnel, Gina Lew, Jon Nussbaum, Patricia Plovanich, Mrs. Sutter, Thiagi, Paul Turounet, Joe Whitecotton, and of course, A. Rafik Mohamed.
A special thanks to Dean Mary Boyd and the IOG Committee for the time and monetary
support that enabled me to find time to finish the book project. To my advocates, Carole
and Kristin, thank you for pushing me to fly higher than I thought possible. A special thanks
to Catanzaro, for the space and eyes you provided me to get this manuscript done. To MEL,
your gifts of Southern etiquette, vicissitude, and real friendship mean the world to me. To O|
for your perspective and addicting kpop music—ya!
Grounding me and offering me humor and wit at each turning point of this journey were
my friends and ohana, both close and far: