Cultural Background and Classroom Interaction: Perceptions from American and Brazilian Students.Reportar como inadecuado




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Positing that an optimal way to make expectations and reality match may lie in helping university faculty learn about cultural traits and perceptions of their foreign students, a study used G. Hofstede's dimensions of national culture to assess cross-cultural differences in classroom interaction. The research sample was formed by 2 subsamples: 15 Brazilian graduate students and 15 American graduate students attending Penn State University. It was expected that culture background would influence an individual's style of interaction when relating both to classmates and instructors. The assessment of differences in students' perceptions was made by comparing the two groups of students. Except for Hofstede's individualism-collectivism dimension, results indicated that these two groups did not differ significantly. These results contribute to intercultural communication theory and communication education theory. It can help in providing cultural sensitivity and awareness of American educators and teaching assistants regarding behaviors of their students from collectivistic or low context cultures. (Contains 4 tables of data, questionnaire interview sample, and 21 references.) (Author/NKA)

Descriptors: Classroom Communication, College Faculty, Communication Research, Comparative Analysis, Cross Cultural Studies, Cultural Awareness, Cultural Background, Cultural Differences, Foreign Students, Graduate Students, Higher Education, Intercultural Communication, Teacher Student Relationship











Autor: Ladeira-McCalman, Claudia

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12388&id=ED410613







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