DEPARTMENT OF THE AIR FORCE
Thomas N. Barnes Center for Enlisted Education (AETC)
Maxwell AFB, AL 36118
NONCOMMISSIONED OFFICER ACADEMY
STUDENT GUIDE
PART I
COVER SHEET
1 Oct 13
LESSON TITLE: OA03, CROSS CULTURAL AWARENESS
TIME: 2 Hours
METHOD: Guided Discussion
LESSON REFERENCES:
Air University Quality Enhancement Plan 2009-2014
Hall, E. (1976). Beyond Culture. Garden City, NJ: Anchor Books/Doubleday.
Saphiere D. (2005). Communication Highwire: Leveraging the Power of Diverse
Communication Styles. Portland, ME: Intercultural Press.
USAF Posture Statement, 2012, pp. 23, 24.
http://www.posturestatement.af.mil/shared/media/document/AFD-120321-055.pdf
STUDENT PREPARATION: Read this student guide, complete the homework activities
1 and 2 and be prepared to discuss lesson concepts in class. (6700 words, approximately
45 minutes).
PART IA
COURSE GOAL: Prepare NCOs to be professional war-fighting Airmen who can lead
and manage AF units employment of air, space, and cyberspace power.
STUDENT LEARNING OUTCOME: Upon completion of this lesson, students are
better prepared to operate in a Joint Environment.
SUPPORTS:
The Cross Cultural Awareness lesson supports the following AF Institutional
Competencies:
-
Enterprise perspective Global, Regional, and Cultural Awareness
The Cross Cultural Awareness lesson supports the following Basic EJPME Learning
Areas:
-
Service in a JIIM (Joint Interagency, Intergovernmental, and Multinational)
Environment
TERMINAL COGNITIVE OBJECTIVE: Comprehend the impact of cultural
adaptability and cross-cultural awareness on NCO, unit, and mission effectiveness.
TERMINAL COGNITIVE SAMPLES OF BEHAVIOR
1. Explain how cross-cultural awareness impacts NCO, unit, and mission
effectiveness.
2. Give examples of cross-cultural awareness impact on NCO, unit, and mission
effectiveness.
3. Predict the impact of cross-cultural awareness on NCO, unit, and mission
effectiveness.
AFFECTIVE OBJECTIVE: Value cross-cultural awareness and adaptability.
LESSON OUTLINE
CONTENT
INTRODUCTION: Attention, Motivation, and Overview
MP1. Cross Cultural Competence
MP2. Cultural Contrasts in Communication Styles and Interactions
MP3. 12 Domains of Culture
MP4. Culture Scenarios
MP5. Communication Project Assignments Q &A
CONCLUSION: Summary, Remotivation, and Closure
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STUDENT READING
INTRODUCTION
The projection of United States (US) influence around the world has traditionally meant
deployment of large numbers of US military forces into foreign lands. However, as the
physical presence of bases and military personnel in overseas locations has drastically
diminished, and ever-improving technology lessens the effectiveness of traditional military
power as a deterrent, the military must always continue to evolve. In the current security
environment, military personnel dealing with foreign cultures and societies require an
entirely new set of skills that are nuanced and adaptable. Cultural awareness and
adaptability are the foundation of cross-cultural competence, and all are important at
tactical, operational, and strategic levels. Not only is cultural adaptability essential to
overcome adversaries and to work successfully with allies, the self-awareness and openmindedness it requires will enhance the ability to operate more effectively in any
organizational or dynamic environment.
Cultural awareness can improve the militarys ability to accomplish its mission by
providing insight into the behavior, values, and intent of the various groups we will
encounter. The success of US military operations calls for American military members to
become knowledgeable in not only the culture of their adversaries, but also in the culture
of their allies, civilian counterparts, nongovernmental organizations (NGOs), international
organizations, and others.
Cultural awareness also supports each of the 12 Air Force (AF) Core Functions. Most
specifically, the function of Building Partnerships, which enables the U.S. to build the
capacity of partner governments and their security forces, and requires Airmen to
perform their duties effectively and achieve influence in culturally-complex environments
around the globe.1 Notice the word perform in that statement. The word perform
implies an action, and in cross-cultural environments, that action is adaptability.
Awareness without adaptability will not lead to performing effectively. As noncommissioned officers (NCOs), you play a crucial role in educating and leading our
enlisted forces toward the achievement of the AF Core Functions and in exerting
appropriate influence in culturally complex environments. Cross-cultural competence will
help you in this endeavor.
To help you situate your learning in your continuum of professional military education,
here are the key cultural competencies for enlisted personnel that are expected at Airman
Leadership School and at the NCO Academy.
Key competencies at the Airman level of cross-cultural awareness are:
understanding basic concepts of culture,
knowing forms of cultural bias,
recognizing how culture influences behavior,
recognizing how communication styles are influenced by culture, and
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being able to identify and respect other cultural perspectives and norms for
interaction.
Key competencies at the NCO level of cross-cultural awareness includes the items on the
previous page, plus:
understanding basic differences between US culture and other cultures,
interpreting others behavior using cultural knowledge,
predicting outcomes of decisions using cultural knowledge,
suggesting courses of action using cultural knowledge, and
transferring cultural skills and knowledge to other Airmen.
To aid you in attaining these competencies, we will first review and refresh you on some of
the concepts of cross-cultural competence, terms and strategies associated with crosscultural perspective-taking, and cross-cultural communication. Then well introduce the 12
domains of culture as a structural tool to assist your understanding and application of the
previous concepts. Finally, well have two scenarios with which to practice your skills.
These scenarios reveal the impact that culture has on people in everyday cross-cultural
circumstances.
MP 1. CROSS-CULTURAL COMPETENCE
Culture
Culture is a shared set of traditions, belief systems, and behaviors and is shaped by many
factors, including history, religion, politics, resources (financial, informational,
technological, material, energy, warfare, and human). Essentially, culture is the
mechanism people use to adapt to the world around them and interact with others. It is
maintained and transmitted across generations. It is also holistic, meaning it is integrated
into all aspects of human nature and daily life, including work, play, political systems,
economic exchanges, religious beliefs, etc. A change in one aspect of a culture (state
legalization of marijuana, for example) can have significant impact in other areas (crime
enforcement, incarceration levels, relationship with federal authorities, tax revenue, and
health or recreation options). When observing other cultures or part of another culture, the
idea of holism suggests that an action you take in one area might provoke a reaction in
something else you dont expect. Having a basic understanding of culture(s) can assist
you in building your cross-cultural competence.
Cross-Cultural Competence (3C)
Cross-Cultural Competence (3C)education and training as outlined by Air University, can
be viewed as two broad categories:
Culture-general: "The ability to quickly and accurately comprehend, and then
effectively act in a culturally complex environment to achieve the desired effect
without necessarily having prior exposure to a particular group, region, or
language."
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Culture-specific: An approach that emphasizes specific aspects of particular cultures,
affording individuals much of the knowledge and/or skills necessary to interact more
competently with individuals of other cultural backgrounds.2
The purpose of culture-general learning is to develop Airmen who are cross-culturally
competent. That means they can operate effectively in culturally complex environments by
exerting positive influence on themselves, their teams, partners, local inhabitants, and
adversaries. Airmen must be able to do this with no particular expertise in a specific
culture, region or language. The rest of this lesson then, and our discussion of the 3C
Model, is in the context of culture-general learning. Information about specific cultures
and regions can be obtained as needed and from any number of venues or sites.
Figure 1. Cross-Cultural Competence (3C) Model
The 3C Model
The Air Force cross-cultural competence, or 3C, model has three inter-related components
that provide the backdrop to effective communicating and relating, and they are
Knowledge, Motivation, and Learning approaches.
Knowledge held by a culturally competent Airman includes a clear understanding of their
own culture and how it influences their beliefs, values, thought processes, and behaviors.
They also have the ability to:
1. suspend judgments based on personal values, beliefs, etc.,
2. recognize their own and others patterns which point to values, assumptions, beliefs,
and expectations.
3. see reality through the eyes of members of other cultures, and
4. adjust their behavior to achieve positive influence and results.
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In other words, culturally competent Airmen work to overcome ethnocentrism, which is
the human tendency to negatively judge others (cultures, behaviors, values) against our
own values and beliefs. A key to overcoming ethnocentrism is employing relativism,
which means understanding (or attempting to understand) others beliefs and practices
from the point of view of the people from that culture. Relativism helps one temporarily
suspend judgment of another persons behavior. It does not mean you have to adopt,
understand, like, or agree with others beliefs or behaviors. You simply try to not to judge
and to respect that there is a valid source for the very different beliefs, values, and
behaviors you may encounter in other cultures.
Motivation, in the 3C model, could also be thought of as attitude. This attitude is not
simply having an open mind and reserving judgment, it is an active thought process that
doesnt always come naturally. An essential component of cross-cultural competence is
having a positive attitude toward understanding and appreciating cultural differences.
Consciously and actively practicing relativism, recognizing and muting your
ethnocentrism, and accepting a degree of ambiguity will enhance the motivation aspect of
the 3C model.
Finally, competence is not an end stateyou build skills through experience, but should
always be in learning mode, especially in cultures that are new to you. The Learning
Approaches aspect of the model requires Airmen to continually build upon prior
knowledge, and have the ability to apply foundational concepts to new situations and
environments.
For example, Airmen who deploy to foreign regions often initially feel exuberance and
idealism when they arrive. However, limited ability to understand foreign perspectives
based on cultural factors often leaves some feeling disappointed and confused. Without
prior understanding of key cultural factors, people tend to initially draw conclusions about
a new culture based on their own cultural frame of reference, which is, assuming that
attitudes, expectations, needs, and behavioral patterns are similar to those of Americans.
This process is called mirror imaging and is a common syndrome among people working
outside their own familiar environment. The frustration and anger that result from false
expectations and culture shock can contribute to mission failure.
Perspective-taking
Perspective-taking is at the very core of successful cross-cultural relations and interactions.
It recognizes the needs and values of individuals from other cultures and considers the
local norms before acting in a cross-cultural environment. Some of the key concepts to
understand in building our perspective-taking skills are ethnocentrism and relativism,
biases, schema, worldview, and how to put your perspective-taking into action.
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Biases come in various forms and we typically recognize them as stereotypes, prejudices,
and discrimination.
A stereotype is a fixed or distorted generalization - it can be positive or negative about ALL members of a particular group. Relying exclusively on stereotypes to judge
people or interpret their behavior creates prejudicial attitudes and fuels the us and
them mentality.
Prejudice is an adverse or unreasonable opinion about a person or group without all
the facts - similar to a stereotype, but always negative.
Discrimination is an actual act or action applied to an individual or group that is based
on a stereotype or prejudice towards that group.
Schema A schema is a cognitive shortcut that helps us organize and interpret the vast
amount of information that exists in our environment. It is a complex mental diagram or
framework for any concept that expands and builds whenever we encounter a new aspect
of that concept. We build schemas about everything we know and understand about our
world.
Our American schema for driving a car includes understanding of speed limits, using
seat belts, and, most recently, NOT texting while driving. If you visit a culture where
cars are few and paved roads even fewer, the schema for driving a car may include
sharing the road with livestock or remembering to complete travel on unpaved roads
before a heavy rain storm. It is important to exercise our schemas without excluding
pertinent information in favor of things that confirm our pre-existing beliefs and ideas.
In the example of car driving, an American in a rural region with few paved roads may fail
to take impending weather into account when planning a drive, and could get stuck in the
mud or flash flood rather than reaching his/her destination safely.
Worldview
Worldview encompasses biases and schema, along with infinite other cultural factors, both
seen and unseen, that influence what people believe, value and how they behave and
interact. It is the sum of beliefs and values that people use to define and interpret the world
and their place in it. Worldview lies at the deepest level of cultures. It is central to our
thinking; therefore, we rarely question it. Instead, we think of it as common sense. It
includes things such as:
1. Sources of authority/nature of truth how do we know something is true or not?
How is truth conveyed to others?
2. Nature of beauty, good, evil, and deviance--what makes a neighborhood good or
bad and how do we act on this information? Why do most Americans like to
create beautiful lawns in front of their houses but hold parties in back of their
houses?
3. Meaning and value of human lifedo you highly value visiting someone before
they pass away, or would you rather think of them in the prime of life?
4. Peoples relations to their Creator and the cosmoscan anyone talk to the
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Christian God? Has it always been this way? Is superstition the same as religious
belief? Why or why not?
5. Power, prestige and legitimacy who has the right to lead? How are they selected?
6. Degree of human agency and potential how much control do we have over our
own lives? What defines violence? How about coercion?
7. Causality the belief that certain actions or situations cause other events what
causes accidents? Illness? Promotions? What causes certain days to be
considered sacred? What can you expect when you break a mirror? What
constitutes the good life? How do you know when youve achieved it?
8. Role of individual versus collective which is more important, the individuals
choice or the decisions of the larger group?
9. Relative importance of rules and relationships are rules flexible? Are they bent
to guarantee good relationships between people, or does the structure of rules help
shape the relationships?
10. Experience with systems and structures such as schools, banks, local and central
government, transportation systems, employment, etc.can we question the
authority of these institutions? Do we believe we can change them? Can we trust
or rely on them?
Homework Activity 1:
1. Choose two of the 10 questions from the explanation of Worldview (see above) and
on a separate sheet of paper answer the questions in essay format (1 paragraph per
question).
2. Next, based on personal experience(s) with another culture, give an example of
how a person with a different worldview might respond to your chosen questions
(1-2 paragraphs per example).
3. Bring your work to class and be prepared to discuss/defend your answers.
Perspective-Taking in Action
1) Focus your attention on the cultural environment and gather information through all
five senses. Remember to observe objectively with as little bias as possible.
2) Categorize (Organize) the data you observe in a practical way that is useful to you.
This is where schemas take over, since you compare what you see to what is
familiar to you in your own culture, past experiences, traditions, values, etc.
Remember to minimize ethnocentrism, practice relativism, and think of holism
when orienting yourself to the cultural environment.
3) Develop a course or courses of action and choose an option to act upon. Do you
decide to offer assistance to woman with carrying a large pot of water as she enters
a village? Or do you decide to do nothing, because it is not culturally acceptable to
interact with the women of this particular culture? When you develop a course of
action based on your observations and orientation to the culture, you may have to
decide to do nothing. Think about the below questions before developing your
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course(s) of action.
Make focused decisions:
Before deciding on a course of action, question your own assumptions.
Consider these questions:
Have I made the best judgment?
Am I relying on my observations or my opinions?
Do I have enough information?
What other information might help me make this decision?
How is culture affecting my decision, or how might culture affect
others reception of my actions?
4) Act according to cultural norms/accepted behaviors. You can do this by reviewing
what you have decided to do, taking action, and then reflecting on how you
executed your decision. Dont forget to reflect on the outcome and the response
your actions triggered in others (did you upset or anger anyone? Is the situation
better or worse?)
MP 2. CULTURAL CONTRASTS IN COMMUNICATION STYLES AND
INTERACTIONS
Cross-cultural communication
If we look back to the Air Force model for developing 3C, we see that it is centered on the
ultimate goal of achieving decisive influence through communicating, relating, and
negotiating. Our cultures influence every aspect of life, and this includes communication
patterns and norms. Unfamiliarity with cultural communication differences can lead to
misinterpretation, misunderstanding, and unintentional insult. When communicating, the
message we intend to relate does not always align with the message received, and we find
that difficult enough in our own culture! When you add the weight of cultural and
language differences, it becomes even more critical to have the cultural awareness and
communication skills to ensure your message is interpreted correctly.
High and Low Context Communication Styles
High- and low-context communication styles are patterns of verbal and nonverbal
communication that make up our preferred ways of giving and receiving information in a
specific situation.3 High-context and low-context cultural traits can be placed along a
continuum, and no culture is completely high-context or completely low-context.4
Societies or groups who use more high-context communication styles tend to have close
connections over a long period of time. Cultures who use more high-context
communication styles (Arabic and Spanish language systems, for example) tend to focus
more on status and context (social roles or positions) as well as the nonverbal channels
(pauses, silence, tone of voice, etc.) of the verbal message. Many aspects of cultural
OA03SG - 9
behavior are not made explicit because most members know what to do and what to think
from years of interaction with each other. The message is not necessarily conveyed in the
words and it is incumbent upon the receiver to interpret correctly. This is something many
Airmen who have been to some overseas environments have found frustrating when
dealing with the locals. Airmen are listening for the words, and are not always attuned to
important contextual factors.
Societies or groups who use more low-context communication styles tend to have many
connections but of shorter duration or for some specific reason. Cultures that rely more on
low-context communication styles (English and German language systems, for example)
tend toward a more direct, explicit expression of verbal message. The meaning of the
message is in the words we use and it is incumbent upon the sender to clearly
communicate.
It is important to illustrate how good intentions can result in unintentional acts of
disrespect especially when it comes to nonverbal messages. The following is an example
of a well-meaning, but inappropriate cultural display.
In 2004, China banned a Nike television commercial showing Cleveland Cavaliers star
LeBron James in a battle with an animated cartoon kung fu master, saying the ad
insulted Chinese national dignity. The ad showed James, the Cleveland Cavaliers'
reigning NBA rookie of the year, in a video game-style setting defeating the kung fu
master, two women in traditional Chinese attire and a pair of dragons, considered a
sacred symbol in traditional Chinese culture. The advertisement "violates regulations
that mandate that all advertisements in China should uphold national dignity and
interest and respect the motherland's culture," stated the State Administration for
Radio, Film and Television. "It also goes against rules that require ads not to contain
content that blasphemes national practices and cultures." James, a fan of martial arts
icon Bruce Lee, had based the ads on Lees films. James said he was sorry that some
found the ads offensive. "It was never intended to hurt anybody or any culture or
anything like that James said. We put the ads together basically for kids."
Although it is highly unlikely you will ever be showcased on national television, even at
your level of interactions with cultural others it is important to be aware of factors that
communicate respect. Context is extremely important - be aware of where you are and the
status of your opposite. If in Rome, do as the Romans do - and, oh by the way, if in
Rome, THEIR status hierarchy will trump yours!
If you are involved in communications with locals, the rank and status of your military
cadre may have to be treated as secondary to the people you are relating to. In addition,
there are (at least) 4 ways respect and disrespect are conveyed during interaction:
The words that are chosen (Verbal)
The way that the message is said (Paralanguage)
The way the body is used to convey a message (Nonverbal)
The way the individuals begin, end and take turns in conversation
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(Interaction Management)
Consider this framework as you prepare to take part in any kind of cross-cultural
discussion.
Figure 3. Communication of Respect Framework
Collectivism and Individualism: Another feature of cultures that influences our
interactions is the continuum between collectivism and individualism.
Toward the collectivist end of the continuum, the group is more important than the
individual. People tend to defer to those in positions of hierarchy, and put their personal
needs second to the needs of the group. In more collectivist cultures, relationships and
status are paramount, and people can be very reluctant, if not outright resistant, to give a
straightforward yes or no, or to commit to certain actions or agreements. They may be
speaking for (representing) more than just themselves and must wait to defer to the group.
People in collectivistic cultures tend toward high-context communication, since they are
usually around their group members for their whole lives and can interpret messages
without a lot of extra information.
Toward the individualistic end of the continuum, the individual is more important than the
group. People tend to value the needs and rights of individuals very highly, and deference
to people in power is less important. People in individualistic cultures tend toward
low-context communication, since people often leave their family home when they become
adults, and become members of many cultural (micro-cultures) groups.
The collectivism-individualism continuum also affects how people divide up responsibility
for their actions (does one person assume accountability, or does the failure of one person
mean a failure for the entire group?).
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Examples:
Read the examples below and guess which represent more collectivistic or more
individualistic cultural tendencies:
1. A young Japanese man gives up his dream of attending college in the U.S. in order
to follow his fathers request to take over as head chef at the family restaurant in
Osaka.
2. A U.S. Airman takes the blame for losing the maintenance tool on the flight line.
3. The supervisor of the Airman in #2 makes the whole unit stay late to search for the
lost tool.
4. A Romanian woman in a professional position forwards up the chain her cousins
job application to the same firm.
5. A young man from the Philippines agrees with his familys opinions on whom he
should date, because to disagree would cause disharmony in the group.
6. A lawyer from China hesitates to raise her voice in anger because it would bring
shame on her law firm.
The chart below gives some additional distinctions between more individualistic and more
collectivistic cultures:
Individualistic Cultures
Collectivistic Cultures
Most meaningful definition of
the family is the nuclear family,
consisting of parent(s) and
child(ren)
Individuals separate from their
family of orientation (the one
they were born into) after basic
education is finished (even
before, because many
Americans go away to college
but maintain their permanent
The most meaningful definition of the
family is the extended family, consisting
of:
o
blood relatives of multiple
generations and on both parents'
sides of the family (parents,
grandparents, uncles, aunts,
children, siblings, nephews,
nieces, cousins, etc.)
in-laws, relatives by marriage
These are all considered close
relatives and are more involved in
an individual's life than they
generally are in the U.S.
An individual usually lives with the
family of orientation until marriage, and
even may live in the same household,
building, or neighborhood as one's
family of orientation after marriage.
However, a wife usually moves to her
husband's family household.
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residence with their family);
later, individuals initiate their
own family of procreation (the
one where they produce
children or live together as
adults)
As a child grows into
adolescence, he/she becomes
less dependent on parents and
turns more to affiliations with
other groups (sports, political,
religious, and so forth) for
identity. These are called microcultures.
The family maintains importance through
adolescence and adulthood as a source of
group affiliation, and influences factors
such as where one lives, what political
candidates and parties one supports, etc.
for example, one's family group may be
more important than sectarian (religious),
ethnic or economic associations.
Economic (and legal)
independence from family of
orientation
Instead of turning to the government,
businesses, or institutions to borrow
money buy a house, find a job, or find
someone to do home repair (as
Americans tend to do), individuals in
other cultures tend to turn first to their
extended family network.
MP 3. THE 12 DOMAINS OF CULTURE
Another tool to help you interpret cultural information is knowledge about universal
elements of culture. We call these domains and weve divided them into twelve broad
categories. These are categories that represent every aspect of human culture, including
beliefs, values, behaviors, communication styles, etc. There are general aspects that every
culture shares, such as the fact that each culture organizes people first by their family
group and then by other social groups. Using that general information, you can then find
out how specific cultures go about organizing the family and what other social groups are
most important for them. Furthermore, these twelve cultural domains are not mutually
exclusive. One social group might be a church volleyball team for females in their 20s and
30s, for example. The activity within that group can pertain to religion and spirituality, sex
and gender, political and social relations, aesthetics and recreation, and many other
domains as seen in the diagram that follows.
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Figure 4. 12 Domains of Culture
The domains help you organize (Orient to) what you see and experience (Observe) by
allowing you to compare general information about culture to your experience, and by
enabling you to use that information to understand others cultural perspectives. Here are
brief descriptions of each domain.
1. Family & Kinship: This domain refers to the ways people recognize relatives and the
rights and status accorded to those relatives. The domain covers cultural practices,
structures and beliefs and values related to marriage, children, family size & structure,
mating, descent, inheritance, residence, relations, etc. It also includes the relationships
with people we treat like family regardless of our actual genetic relationship to them.
The family and kin groups are the first social group in a persons life; it helps to define
what is culturally acceptable and unacceptable, who are friends and enemies, how
a persons identity develops, who a person or group will turn to in times of trouble and
the ways the culture will be transmitted to future generations. Beliefs about family and
kinship also influence ideas and practices regarding origins, descent, residence,
inheritance, etc.
2. Religion & Spirituality: This domain refers to a cultures way of defining and relating
to the sacred and supernatural. Spirituality refers to the practices, beliefs and values
related to the sacred and supernatural. Religion, on the other hand, means an organized
system of practices, structures and beliefs/values related to the sacred and supernatural.
The domain covers cultural practices, structures and beliefs/values related to origin
stories, deities, ways of worshipping, religious communities, birth/death/life/afterlife,
rules, rituals, etc. Religion provides people a sense of identity and peace of mind; it
can contribute to belief in control over certain aspects of life; and it can help to
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preserve or structure the social order.
3. Sex & Gender: This domain pertains to ways different cultures acknowledge
biological differences between men and women (sex); the ways they assign roles,
responsibilities and status to masculine, feminine or other identities (gender); and their
beliefs and values that support gender differences. Peoples sex and their gender often
influence or even fully determine their relationship to parts of every other cultural
domain, such as their access to resources, their work, the kinds of social and political
relations they can enter and how they can worship. The domain also covers the social
structures, beliefs and values related to sex and gender differences, such as gendered
division of labor, reproductive rights, etc.
4. Political & Social Relations: This domain refers to the cultural practices, structures
and beliefs and values related to human organization and governance. Understanding
of activity in this domain gives you broader information about how people interact with
each other, how they transmit culture, how they enforce laws and standards, how they
collect and distribute food, etc. Political relations (or organization) refer to a cultures
patterns of dividing power among people, exercising that power and governing groups
of people. The term usually includes some form of governmental or legal structure in
society. This term implies a much broader set of activities and relationships than the
American concept of politics. Social relations (or organization) refer more generally
to a cultures patterns of relationships among people, usually outside of the governance
or legal structure. Examples include the wide variety of groups we form and how we
use those groups to get things done, whether that means dividing up food, celebrating
traditions, educating children, practicing religion, or any other human activity. The
domain also covers community organization, ethnic groups, regional identities,
national governments, ideas about status/leadership, passing of laws, etc. Examples
drawn from U.S. public schools represent both political and social relations: the
student-teacher relationship of respect; the organization of children by classroom,
grade and learning level; the cliques and friendships that students form among
themselves; and the beliefs about how students should be punished.
5. Economics & Resources: This domain pertains to the ways people allocate, produce,
distribute and consume goods and services. Among other topics, it includes attention
to the variety of practices, structures, beliefs and values related to raw natural
materials, human labor, careers, means of production and methods of exchange
(monetary, gift-giving, reciprocal, etc). Information about economics and resources
can help one understand: the importance assigned to different resources, jobs and
forms of exchange; and others goals, interests and expectations in many situations.
6. Time & Space: This domain refers to the practices, structures, beliefs and values that
people of a culture apply to the concept of time and the use of space. It includes
attention to differences in measurement of time and space (calendars, idioms, physical
measures, passage of time); a cultures focus on the future, present or past; the
meanings of time and space in communication (pauses, standing distance, etc.); and the
division of living space into functional units. Attention to time and space helps a
culture order its world and interact with its natural surroundings.
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7. Language & Communication: This domain pertains to the means and methods people
have of exchanging information. Language refers to the biological capability of
speech, to the existence of different languages throughout the world and to culturallyinfluenced designations for languages, such as standard/nonstandard,
official/unofficial, creole, and dialect. Communication is the result of exchanges
of information, whether verbal or non-verbal. Both language and communication are
crucial to establishing and maintaining relationships; and to transmitting culture. We
often speak of communication styles, such as direct/indirect styles or high/low
context styles. Each style or variant of language and communication is the result of the
practices, structures, beliefs and values of a particular culture.
8. Technology & Material: This domain refers to the resources to which a culture has
access and the items the culture produces (both of these are material); and the raw
materials, equipment, knowledge and skills (these constitute technology) that people
use to transform the natural environment into items necessary for cultural and
biological survival. Each culture maintains practices, structures, beliefs and values
concerning its technology and material. These may range from practices of how to use
tools, beliefs about who can use certain tools and who cannot and the structural
hierarchy of people who receive the products of such work. The domain also
incorporates both artistic and practical uses of technology and material, such as
churches, museums, libraries, archaeological sites, architectural landmarks and their
contents (i.e., cultural property).
9. History & Myth: This domain pertains to a cultures treatment of the past (its own
and others). It can include the study of history through evidence (ranging from
material culture to documents to fictional stories), ideas concerning what is
important/unimportant about the past, ways to maintain knowledge and a groups
identity as supported by historical or mythical events. The practices, structures, beliefs
and values that relate to history and myth may also incorporate a groups origins or its
predicted end, as well as an individuals roles within the group.
10. Sustenance & Health: This domain covers the ways humans feed themselves and treat
their bodies. More specifically, a focus on sustenance leads to discussion of the
patterns of subsistence (what people produce and eat at different times); the ways food
is produced, collected and distributed; values placed on food rituals; food taboos;
beliefs about properties of certain foods and the like. A focus on health includes
discussion about what constitutes a healthy lifestyle, how to be or get healthy when one
is sick, how illness is defined, the causes of illness, medical rituals, people who can
treat illness, etc.
11. Aesthetics & Recreation: This domain refers to peoples expressions of beauty and
style (aesthetics) as well as peoples methods of having fun (recreation); in all, this
domain incorporates a variety of creative human activity. Aesthetic and recreational
practices, structures, beliefs and values may surpass what is needed for physical
survival, but they may also be an integral part of everyday life. These aspects of
culture are often what people think of when one mentions culture, since they are very
observable in classical or folk art, clothing, music, games and sports. The underlying
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meaning of the activities and art may be interpreted quite differently across cultures,
from good/bad to moral/immoral to beautiful/ugly (and everything in between).
12. Learning & Knowledge: This domain pertains to the means and methods through
which a culture transmits knowledge and the kinds of knowledge that are valued. The
means and methods of learning and teaching may range from informal, as in a parent
tutoring a child, to formal, as in an apprenticeship or college education. Learning may
also take place in a number of ways, such as through experience, via a book, in a
group, one-on-one, etc. Each culture values these to different extents. The kinds of
knowledge that are valued depend on the socioeconomic, resource and technological
context of the culture. Learning and knowledge are a human necessity for biological
and cultural survival.
Important points about the domains of culture:
Each domain is related to all the others;
Each domain deals with change over time;
Each domain is influenced by power variables (wealth, status, influence, etc.);
Items in one naturally appear and influence in another (holistic nature of culture);
and
The activities incorporated in the domains exist in every culture.
Homework Activity 2: Using Cultural Domains
Read the following scenarios and respond to the questions using a separate piece of paper.
Be prepared to discuss the scenario and your answers in class.
SCENARIO 1
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MSgt Herrington is leading a joint team tasked to build a water treatment plant in a nonindustrialized village in Africa. Today, a village elder approaches MSgt Herrington angrily
and demands, Where is the clean water you promised to our village? Herrington responds in
a low polite voice, Sir, weve been working to build the water treatment plant, but the
villagers refuse to stop bathing in the river near our worksite. The village elder responds
sharply, You are building next to our most sacred river and only the village healer can give
permission. Herrington nods to show understanding, and asks, When can I meet with the
village healer to seek permission? The elder pats the back of MSgt Herringtons hand and
says, We shall go now to visit the healer at his hut. You can seek his blessing for the
project. The elder leads Herrington into the hut and introduces him to the village healer.
The village healer immediately begins chanting and waving his hands in circles over MSgt
Herringtons forehead. Sit here the healer says while gesturing to a place on an ornate rug
near the door. The village elder nods to Herrington gesturing him to begin speaking to the
healer. Sir, we want to bring your people clean water for daily needs. Your most sacred
river is heavily poisoned from the people who live miles upriver and we must keep the
villagers away from the poisoned water. May we have your permission to finish our
project? The healer nods to show approval and pats the back of Herringtons hand as he
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says, I will call a gathering of my people to bless your worksite and I will ask them to stay
away from the poisoned water. Herrington pats the healers hand and nods to show
appreciation. Herrington and the elder depart the hut and head back to the worksite.
Questions:
1. Which domains of culture are present in this scenario?
2. Where the actions of MSgt Herrington effective or ineffective? Why?
3. What can you predict will happen as a result of MSgt Herringtons interactions with the
village elder and healer?
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SCENARIO 2
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SrA Parker and TSgt Jackson are TDY to a country in Asia and are working alongside
several other American military members in various AFSCs. TSgt Jackson is working in his
compound when his phone rings. Jackson answers the phone, Good Afternoon, JTF 19,
complex Bravo, unsecure line how... Abruptly, Jackson is cut off by an angry voice on the
other end of the line. Sergeant Jackson! I will not work with this ill-mannered and
disrespectful Airman! He disgraced my honor and my place of business! Jackson calmly
speaks, Mr. Arisohn your business is important to our mission, please tell me what
happened today. Mr. Arisohn calms down and explains, SrA Parker, your newest pay
agent disrespected me in front of my customers and my wife by wearing distasteful clothing.
Furthermore, he demanded that I count the payment four times in public where everyone
could see. Finally, when I asked him to come inside the store to have tea to complete the
transaction, he insulted my wife by saying I dont get served by others! Jackson responds
apologetically, Mr. Arisohn, I assure you this will never happen again and I will make sure
that SrA Parker learns how to properly conduct business exchanges while respecting your
culture. I offer my sincere apologies to you and your wife. Can I send another one of my
Airmen to finish the transaction today? Mr. Arisohn responds, Sergeant Jackson, I trust
you and I think we can finish our business. I will have your supplies ready as long as you
send your best Airman. TSgt Jackson sighs in relief and assigns SSgt Mendo to the task.
Questions:
1. Which domains of culture are evident in the scenario?
2. Where the actions of SrA Parker appropriate or inappropriate? Why?
3. How should SrA Parker have behaved in order to effectively achieve his assigned task?
CONCLUSION
Cross-cultural competence is only possible when you start with a base of awareness, and
have the willingness to adapt. The knowledge and skills inherent in becoming crossculturally adaptable and competent are valuable at all ranks, in all environments. In the
present-day world environment of technology, communications, and the rise and fall and
evolvement of nation-states, cross-cultural competence has urgent relevance to our national
and military strategies. As NCOs who are charged with implementing military strategy,
building partnerships, and training Airmen to follow in your footsteps, you are invaluable in
helping the Air Force lead in cross-cultural interactions.
As you become aware of the existence of different worldviews, you will stop expecting
others to make sense of the way Americans perceive the world, and realize instead that
people make sense of problems and generate solutions based on their own worldviews.
Understanding different communication and interaction styles along with perceptive, focused
Observing and Orienting, will lead to smarter decisions and actions, and ultimately, better
cross-cultural relations and mission results.
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NOTES
1
USAF Posture Statement, 2012, pp. 23, 24.
http://www.posturestatement.af.mil/shared/media/document/AFD-120321-055.pdf
2
Air University Quality Enhancement Plan 2009 - 2014: Cross-Culturally Competent Airmen.
3
Saphiere et al, 2005, p. 50
4
See Hall 1976, p. 91
