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=Chapter 6=

Communication Research
f you have traveled on planes before, you have likely encountered some of the frustrations that go along with airline travel. Have you ever considered flying first class without paying for it? One of the authors did and succeeded. While waiting for flight they hypothesized that there were certain communicative actions they could perform to achieve this goal. When the day of their flight arrived, they showed up nicely dressed for their flight, spoke with kindness to the ticket agents (remember, they deal with irritated people throughout the day), stated their preference to sit toward the front of the plane in an aisle seat, and simply asked if any free upgrades were available. To their amazement, they got a free upgrade to first class! They flew first class on many other flights after the day of the initial experiment. While they do not get to fly first-class every time, this ongoing experiment indicates that there might be certain communicative actions that will result in a free upgrade. This is an example of informal Communication research that most of us do on a regular basis.

It’s likely you have engaged in basic levels of Communication research. Remember our discussion in the last chapter that theory is, “a way of framing an experience or event—an effort to understand and account for something and the way it functions in the world” (Foss, Foss & Griffin, 1999, p. 8). Well, we generally don’t understand how something functions in the world unless we’ve had some level of experience with it, and evaluate the outcome of that experience. Have you ever planned out what you would say and do to persuade your parents to give you money? Have you ever intentionally violated the communicative expectations (such as arriving late or forgetting to do a favor) of a friend, “just to see what would happen?” While we do not consider these to be examples of formal Communication research, they do reveal what Communication research is about. Remember our discussion in Chapter 1, those of us who study Communication are interested in researching “who says what, through what channels (media) of communication, to whom, [and] what will be the results?” (Smith, Lasswell & Casey, 1946, p. 121). The term “research” often conjures up visions of a mad scientist dressed in a white lab coat working through the night with chemicals, beakers, and gases on their latest scientific experiment. But how does this measure up with the realities of researching human communication? Researching communication presents its own set of challenges and circumstances that must be understood to better conceptualize how we can further our understanding of the ways we communicate with one another.

Doing Communication Research
tudents often believe that researchers are well organized, meticulous, and academic as they pursue their research projects. The reality of research is that much of it is a hit-and-miss endeavor. Albert Einstein provided wonderful insight to the messy nature of research when he said, “If we knew what it was we were doing, it would not be called research, would it?” Because a great deal of Communication research is still exploratory, we are continually developing new and more sophisticated methods to better understand how and why we communicate.

Researching something as complex as human communication can be an exercise in creativity, patience, and failure. Communication research, while relatively new in many respects, should follow several basic principles to be effective. Similar to other types of research, Communication research should be systematic, rational, self-correcting, self-reflexive, and creative to be of use (Babbie, 1973; Bronowski, 1965; Buddenbaum & Novak, 2001; Copi, 1968; Peirce, 1957; Reichenbach, 1938; Smith, 1988).

Seven Basic Steps of Research
While research can be messy, there are steps we can follow to avoid some of the pitfalls inherent with any research project. Research does not always work out right, but we use the following guidelines as a way to keep research focused. Let’s look at seven basic steps that help us conduct effective research.


 * Identify a focus of research.To conduct research, the first thing you must do is identify what aspect of human communication interests you and make that the focus of inquiry. Most Communication researchers examine things that interest them; such as communication phenomena that they have questions about and want answered. For example, you may be interested in studying conflict between romantic partners. When using a deductive approach to research, one begins by identifying a focus of research and then examining theories and previous research to begin developing and narrowing down a research question.


 * Develop a research question(s). Simply having a focus of study is still too broad to conduct research, and would ultimately end up being an endless process of trial and error. Thus, it is essential to develop very specific research questions. Using our example above, what specific things would you want to know about conflict in romantic relationships? If you simply said you wanted to study conflict in romantic relationships, you would not have a solid focus and would spend a long time conducting your research with no results. However, you could ask, “Do couples use different types of conflict management strategies when they are first dating versus after being in a relationship for a while? It is essential to develop specific questions that guide what you research. It is also important to decide if an answer to your research question already exists somewhere in the plethora of research already conducted. A review of the literature available at your local library may help you decide if others have already asked and answered a similar question.


 * Define key terms. Using our example, how would you define the terms conflict, romantic relationship, dating, and long-term relationship? While these terms may seem like common sense, you would be surprised how many ways people can interpret the same terms and how particular definitions shape the research. Take the term long-term relationship, for example, what are all of the ways this can be defined? People married for 10 or more years? People living together for five or more years? Those who identify as being monogamous? Important to consider are populations who would be included and excluded from your study based on a particular definition and the resulting generalizability of your findings. Therefore, it is important to identify and set the parameters of what it is you are researching by defining what the key terms mean to you and your research. A research project must be fully operationalized or specifically describe how a variable will be observed and measured. This will allow other researchers an opportunity to repeat the process in an attempt to replicate the results.

A methodology is the actual step-by-step process of conducting research. There are various methodologies available for researching communication. Some tend to work better than others for examining particular types of communication phenomena. In our example, would you interview couples, give them a survey, observe them, or conduct some type of experiment? Depending on what you wish to study, you will have to pick a process, or methodology, in order to study it. We will discuss examples of methodologies later in this chapter.
 * Select an appropriate research methodology.


 * Establish a sample population or data set. It is important to decide who and what you want to study. One criticism of current Communication research is that it often relies on college students enrolled in Communication classes as the sample population. Charles Teddlie and Fen Yu write, “Convenience sampling involves drawing samples that are both easily accessible and willing to participate in a study” (78). One joke in our Field is that we know more about college students than anyone else. In all seriousness, it is important that you pick samples that are truly representative of what/who you want to research. If you are concerned about how long-term romantic couples engage in conflict, (remember what we said about definitions) college students may not be the best sample population. Instead, college students might be a good population for examining how romantic couples engage in conflict in the early stages of dating.


 * Gather and analyze data. Once you have a research focus, research question(s), key terms, a method, and a sample population, you are ready to gather the actual data that will show you what it is you want to answer in your research question(s). If you have ever filled out a survey in one of your classes, you have helped a researcher gather data to be analyzed in order to answer research questions. The actual “doing” of your methodology will allow you to collect the data you need to know about how romantic couples engage in conflict. One approach to using a survey to collect data is to consider adapting a questionnaire that is already developed. Communication Research Measures II: A Sourcebook is a good resource to find valid instruments for measuring many different aspects of human communication (Rubin et al.).


 * Interpret and share results. Simply collecting data does not mean that your research project is complete. Remember, our research leads us to develop and refine theories so we have more sophisticated representations about how our world works. Thus, researchers must interpret the data to see if it tells us anything of significance about how we communicate. If so, we share our research findings to further the body of knowledge we have about human communication. Imagine you completed your study about conflict and romantic couples. Others who are interested in this topic would probably want to see what you discovered in order to help them in their research. Likewise, couples might want to know what you have found in order to help themselves deal with conflict better.

Although these seven steps seem pretty clear on paper, research is rarely that simple. For example, one of your authors conducted research for his Master’s thesis on issues of privacy, ownership and free speech as it relates to email at work. He had reached the step of sharing his results with a committee of professors, the last step before obtaining his Master’s degree. The professors began debating the merits of the research findings. Two of the three professors felt that the research had not actually answered the research questions and suggested that your author re-write his two chapters of conclusions. The other professor argued that your author HAD actually answered his research questions, and suggested that an alternative to re-writing two chapters would be to re-write the research questions to more accurately reflect the original focus of the study. It was your author’s first exposure to the reality that, despite trying to account for everything by following the basic steps of research, research is always open to change and modification, even toward the end of the process.

Here is communication in action by Thomas Bradbury, Ph.D regarding the study of conflict between romantic partners. Which Conflicts Consume Couples the Most http://www.pbs.org/thisemotionallife/blogs/which-conflicts-consume-couples-most

Motivational Factors for Research
e think it is important to discuss the fact that human nature influences all research. While some researchers might argue that their research is objective, realistically, no research is completely objective. What does this mean? Research is conducted by deciding what topics to research, how they will conduct their research, who will pay for their research, and how they will present their research conclusions to others. These four factors of research are all interconnected and equally significant to the research process. If one area is biased or altered, the other three areas will be biased and altered as well. Many of these decisions are determined by the motives and material resources of researchers. The most obvious case of this in the physical sciences is research sponsored by the tobacco industry that downplays the health hazards associated with smoking (Muggll, Forster, Hurt & Repace, 2001). In 2006, the tobacco industry funded research that examined infertility. Their goal was to convince smokers that taking vitamin supplements would improve their chances of having children. The study failed to mention that any positive gains in fertility would be nullified by smoking. Intuitively, we know that certain motivations influence this line of research. Realistically though, all researchers are motivated by certain factors that influence their research.

We will highlight three factors that motivate the choices we make when conducting communication research: 1) The intended outcomes, 2) theoretical preferences, and 3) methodological preferences.

Intended Outcomes
One question researchers ask while doing their research project is, “What do I want to accomplish with this research?” The answer to this question is as varied as the people who ask it. We represent possible answers to this question in what we call the Continuum of Intended Outcomes. A great deal of Communication research seeks understanding as the intended outcome of the research. As we gain greater understanding of human communication we are able to develop more sophisticated theories to help us understand how and why people communicate. For example, one of the authors researches the communication of registered nurses to understand how they use language to define and enact their professional responsibilities. He discovered that nurses routinely refer to themselves as “patient advocates” and state that their profession is unique, valuable, and distinct from being an assistant to physicians. One way to enact change with this research is to educate physicians and nurses about the impacts of their language choices in health care. A second intended outcome of Communication research is prediction and control. Ideas of prediction and control are taken from the physical sciences (remember our discussion of Empirical Laws theories in the last chapter?). Many Communication researchers want to use the results of their research to predict and control communication in certain contexts. This type of research can help us make effective communicative choices from an informed perspective. In fact, when you communicate, you often do so with the intention of prediction and control. Imagine walking on campus and seeing an acquaintance approach. You predict that if you say “hi” to them, they will respond back with a greeting. As a result of your prediction, you decide to say “hi” in order to control the exchange at some level. This same idea motivates many Communication researchers to approach their research with the intention of being able to predict and control communication contexts. For example, research into those who are scared to give public speeches often has as its intended outcome the ability to predict when and how people get scared in order to develop (control) ways to help them cope with that (Harris, Sawyer & Behnke, 2006). A third intended outcome of Communication research is positive critical/cultural change in the world. Scholars often perform research in order to challenge communicative norms and affect cultural and societal change. For example, research that examines health communication campaigns seeks to understand how effective campaigns are changing our health behaviors such as using condoms to prevent sexually transmitted infections or avoiding high fat foods. When it is determined that health campaigns are ineffective, researchers often suggest changes to health communication campaigns to increase their efficacy in reaching the people who need access to the information (Stephenson & Southwell, 2006).

As humans, researchers have particular goals in mind. Having an understanding of what they want to accomplish with their research helps them formulate questions and develop appropriate methodologies for conducting research that will help them achieve their intended outcomes.

Theoretical Preferences
Remember that theoretical paradigms offer different ways to understand communication. While it is possible to examine communication from multiple theoretical perspectives, it has been our experience that our colleagues tend to favor certain theoretical paradigms over others. Put another way, we all understand the world in ways that make sense to us. Which theoretical paradigm(s) do you most align yourself with? How would this influence what you would want to accomplish if you were researching human communication? What types of communication phenomena grab your attention? Why? These are questions that researchers wrestle with as they put together their research projects.

Methodological Preferences
As you’ve learned, the actual process of doing research is called the methodology. While most researchers have preferences for certain theoretical paradigms, most researchers also have “favorite” methodologies for conducting research. As with theories, there are a large number of methodologies available for conducting research. As we did with theories, we believe it is easier for you to understand methodologies by categorizing them into paradigms. Most Communication researchers have a preference for one research paradigm over the others. For our purposes, we have divided methodological paradigms into rhetorical methodologies, quantitative methodologies, and qualitative methodologies.

Rhetorical Methodologies
e encode and decode messages everyday. As we take in messages, we use a number of criteria to evaluate them. We may ask, “Was the message good, bad, or both?” “Was it effective or ineffective?” “Did it achieve its intended outcome?” “How should I respond to the message?” Think about the last movie you watched. Did you have a conversation about the movie with others? Did that conversation include commentary on various parts of the film such as the set design, dialogue, plot, and character development? If so, you already have a taste of the variety of elements that go into rhetorical research. Simply stated, rhetorical methods of research are sophisticated and refined ways to evaluate messages. Foss (2004) explains that we use rhetorical approaches as a way “of systematically investigating and explaining symbolic acts and artifacts for the purpose of understanding rhetorical processes” (p. 6).

Types of Rhetorical Methods
What do rhetorical methods actually look like? How are they done? While each rhetorical methodology acts as a unique lens for understanding messages, no one is more correct over another. Instead, each allows us a different way for understanding messages and their effects. Let’s examine a few of the more common rhetorical methodologies including, 1) Neo-Aristotelian, 2) Fantasy-Theme, 3) Narrative, 4) Pentadic, 5) Feminist, and 6) Ideological.




 * Neo-Aristotelian. In Chapter 2, you learned quite a bit about the rhetorical roots of our field, including a few of the contributions of Aristotle. The neo-Aristotelian method uses Aristotle’s ideas to evaluate rhetorical acts. First, a researcher recreates the context for others by describing the historical period of the message being studied. Messages are typically speeches or other forms of oral rhetoric as this was the primary focus of rhetoric during the Classical Period. Second, the researcher evaluates the message using the canons of rhetoric. For example, the researcher may examine what types of logic are offered in a speech or how its delivery enhances or detracts from the ethos of the speaker. Finally, the researcher assesses the effectiveness of the message given its context and its use of the canons.


 * Fantasy Theme. Fantasy Theme analysis is a more contemporary rhetorical method credited to Ernest G. Bormann (1972; 1985; 1990). The focus of this methodology is on groups rather than individuals and is particularly well-suited for analyzing group messages that come from social movements, political campaigns, or organizational communication. Essentially, a fantasy is a playful way of interpreting an experience (Foss, 2004). Fantasy theme research looks for words or phrases that characterize the shared vision of a group in order to explain how the group characterizes or understands events around them. Fantasy theme analysis offers names and meaning to a group’s experience and presents outsiders with a frame for interpreting the group’s rhetorical response.


 * Narrative. Much of what you learned as a child was probably conveyed to you through stories (bedtime stories, fables, and fairy tales) that taught you about gender roles, social roles, ethics, etc. For example, fairy tales teach us that women are valued for their youth and beauty and that men are valued when they are strong, handsome, smart, and riding a white horse! Other stories you remember may be more personal, as in the telling of your family’s immigration to the United States and the values learned from that experience. Whatever the case, narrative rhetorical research contends that people learn through the sharing of stories. A researcher using this method examines narratives and their component parts—the plot, characters, and settings—to better understand the people (culture, groups, etc.) telling these stories. This research approach also focuses on the effects of repeating narratives. Think about Hollywood romantic comedies such as When Harry Met Sally, You’ve Got Mail, Pretty Woman, and Maid In Manhattan. When you see one of these movies, does it feel like you’ve seen it before? For example, the movie Maid In Manhattan contains similar plot and social-class themes as the earlier released movie, Pretty Woman. Why does Hollywood do this? What is the purpose and/or effect of retelling these story lines over and over again? These are some of the concerns of researchers who use narrative analysis to research rhetorical acts.

https://www.youtube.com/watch?v=iYjpjVDG6zs#t=15
 * Pentadic. Kenneth Burke (1966; 1969; 1974) developed the idea of the pentad using the metaphor of drama. As in a dramatic play, the pentad contains five elements—the act, agent, agency, scene, and purpose. The act tells what happened, the agent is who performed the act, agency includes the tools/means the agent used to perform the act, the scene provides the context for the act, and the purpose explains why the act occurred. By using the elements of the pentad to answer questions of who, what, when, where, and why, a rhetorical researcher may uncover a communicator’s motives for their rhetorical actions.Click the link below to watch a visual representation of Kenneth Burke’s dramatistic pentad.


 * Feminist. Most feminist perspectives share the basic assumptions that women are routinely oppressed by patriarchy, women’s experiences are different than men’s, and women’s perspectives are not equally incorporated into our culture (Foss, 1996). We can use feminist rhetorical research to help us determine the degree to which women’s perspectives are both absent and/or discredited in rhetorical acts. Thus, feminist rhetorical research, “is the analysis of rhetoric to discover how the rhetorical construction of gender is used as a means for oppression and how that process can be challenged and resisted” (Foss, p. 168). Although many think of “women” in reference to feminism, it is important to note that many men consider themselves feminists and that feminism is concerned with oppression of all forms—race, class, ethnicity, age, sexual orientation, and gender.


 * Ideological.Ideology is a collection of values, beliefs, or ethics that influence modes of behavior for a group or culture. Rhetorical scholars interested in understanding a culture’s values often use ideological methods. Ideologies are complex and multifaceted, and ideological methods draw from diverse schools of thought such as Marxism, feminism, structuralism, deconstructionism, and postmodernism. This research often uncovers assumptions and biases in our language that provide insight into how dominant groups and systems are maintained rhetorically, and how they can be challenged and transformed through rhetoric. Artifacts of popular culture such as movies, television shows, etc. are often the focus of this research as they are the sites at which struggles about meanings occur in the popular culture.

Outcomes of Rhetorical Methodologies
What is the value of researching acts of communication from a rhetorical perspective? The systematic research of messages tells us a great deal about the ways people communicate, the contexts in which they communicate, the effects of communication in particular contexts, and potential areas to challenge and change messages to make society better. Rhetorical research methodologies help us better determine how and why messages are effective or ineffective, as well as the outcomes of messages on audiences. Think about advertising campaigns. Advertising agencies spend millions of dollars evaluating the effectiveness of their messages on audiences. The purpose of advertising is to persuade us to act in some way, usually the purchasing of products or services. Advertisers not only evaluate the effectiveness of their messages by determining the amount of products sold, they also evaluate effectiveness by looking at audience response to the messages within the current cultural and social contexts.

Quantitative Methods
The term quantitative refers to research in which we can quantify, or count, communication phenomena. Quantitative methodologies draw heavily from research methods in the physical sciences, exploring human communication phenomena through the collection and analysis of numerical data. Let’s take a simple example from the physical sciences before applying it to communication. If we wanted to know how often gravity worked when we let go of a pen, we could set up an experiment where we would let go of a pen repeatedly until we determined that it falls 100% of the time. While this example is ridiculously simple, imagine applying this same methodology to researching human communicative behavior. What communicative acts do we count? How do we go about counting them? Is there any human communicative behavior that would return a 100% response rate like the falling pen? What can we learn by counting acts of human communication?

Suppose you want to determine what communicative actions elicit negative responses from your professors. How would you go about researching this? What data would you count? In what ways would you count them? Who would you study? How would you know if you discovered anything of significance that would tell us something important about this? These are tough questions for researchers to answer, particularly in light of the fact that, unlike laws in the physical sciences, human communication is varied and unpredictable. Nevertheless, there are several quantitative methods researchers use to study communication in order to reveal patterns that help us predict and control our communication. Think about polls that provide feedback for politicians. While people do not all think the same, this type of research provides patterns of thought to politicians who can use this information to make policy decisions that impact our lives. Let’s look at a few of the more frequent quantitative methods of communication research.

Types of Quantitative Methods
There are many ways researchers can quantify human communication. Not all communication is easily quantified, but much of what we know about human communication comes from quantitative research.


 * Experimental Research is the most well-established quantitative methodology in both the physical and social sciences. This approach uses the principles of research in the physical sciences to conduct experiments that explore human behavior. Researchers choose whether they will conduct their experiments in lab settings or real-world settings. Experimental research generally includes a control group (the group where variables are not altered) and the experimental group(s) (the group in which variables are altered). The groups are then carefully monitored to see if they enact different reactions to different variables.

Dr. Timmy was involved in a study that sought to determine if students are more motivated to learn by participating in a classroom game versus attending a classroom lecture. Our hypothesis was that students would actually be more motivated to learn from the game, but we wanted to be able to “prove” it. Our next question was, “do students actually learn more by participating in games?” We conducted an experiment to find out the answers to these questions. In a number of classes we had instructors give their normal lecture over certain content (control group), and in a number of other classes we had instructors use a game we developed to teach the same content (experimental group). We tested the students at the end of the semester to see which group did better in retaining information, and to find out which method most motivated students to want to learn the material. We determined that students were more motivated to learn by participating in the game, which proved our hypothesis. The other thing we learned was that students who participated in the game actually remembered more of the content at the end of the semester than those who listened to a lecture. While this was a simple study, it used an experiment to find out a little more about how college students learn (Hunt, Lippert & Paynton, 1998).


 * Survey Research is used to ask people a number of questions about particular topics. Surveys can be mailed, handed out, or conducted in interview format. After researchers have collected survey data, they represent participants’ responses in numerical form using tables, graphs, charts, and/or percentages. On our campus, anonymous survey research was done to determine the drinking and drug habits of our students. This research demonstrated that the percentage of students who frequently use alcohol or drugs is actually much lower than what most students think. The results of this research are now used to educate students that not everyone engages in heavy drinking or drug use, and to encourage students to more closely align their behaviors with what actually occurs on campus, not with what students perceive happens on campus. It is important to remember that there is a possibility that people do not always tell the truth when they answer survey questions. We won’t go into great detail here due to time, but there are sophisticated statistical analyses that can account for this to develop an accurate representation of survey responses.


 * Content Analysis. Researchers use content analysis to count the number of occurrences of their particular focus of inquiry. Communication researchers often conduct content analyses of movies, commercials, television shows, magazines, etc. They then count the number of occurrences of particular phenomena in these contexts to explore potential effects. For example, Harwood and Anderson (2002) used content analysis to show that minorities were largely underrepresented, while middle-aged, male, and white characters were overrepresented by comparison in prime-time dramas and comedies of the major networks. Fink and Kensicki (2002) did a content analysis to demonstrate that women are underrepresented, in comparison to men, in both Sports Illustrated and Sports Illustrated for Women. Content analysis is extremely effective for demonstrating patterns and trends in various communication contexts. If you would like to do a simple content analysis, count the number of times different people are represented in photos in your textbooks. Are there more men than women? Are there more Caucasians represented than other groups? What do the numbers tell you about how we represent different people?


 * Meta-Analysis. Do you ever get frustrated when you hear about one research project that says a particular food is good for your health, and then some time later, you hear about another research project that says the opposite? Meta-analysis analyzes existing statistics found in a collection of quantitative research to demonstrate patterns in a particular line of research over time. Meta-analysis is research that seeks to combine the results of a series of past studies to see if their results are similar, or to determine if they show us any new information when they are looked at in totality. Kamhawi and Weaver (2003) performed a meta-analysis of the quantitative research done in mass communication to determine trends over a twenty-year period. In 2001, Sherry examined quantitative studies that examined the relationship between violent behavior and video games. This meta-analysis determined that violent video games have less impact on violent behavior than viewing violence on television. These studies highlight general patterns and trends of past research that may remain unnoticed to scholars who only read individual studies.

Outcomes of Quantitative Methodologies
Because it is unlikely that Communication research will yield 100% certainty regarding communicative behavior, why do Communication researchers use quantitative approaches? First, the broader U.S. culture values the ideals of quantitative science as a means of learning about and representing our world. To this end, many Communication researchers emulate research methodologies of the physical sciences to study human communication phenomena. Second, you’ll recall that researchers have certain theoretical and methodological preferences that motivate their research choices. Those who understand the world from an Empirical Laws and/or Human Rules Paradigm tend to favor research methods that test communicative laws and rules in quantitative ways.

Even though Communication research cannot produce results with 100% accuracy, quantitative research demonstrates patterns of human communication. In fact, many of your own interactions are based on a loose system of quantifying behavior. Think about how you and your classmates sit in your classrooms. Most students sit in the same seats every class meeting, even if there is not assigned seating. In this context, it would be easy for you to count how many students sit in the same seat, and what percentage of the time they do this. You probably already recognize this pattern without having to do a formal study. However, if you wanted to truly demonstrate that students communicatively manifest territoriality to their peers, it would be relatively simple to conduct a quantitative study of this phenomenon. After completing your research, you could report that X% of students sat in particular seats X% of times. This research would not only provide us with an understanding of a particular communicative pattern of students, it would also give us the ability to predict, to a certain degree, their future behaviors surrounding space issues in the classroom.

Quantitative research is also valuable for helping us determine similarities and/or differences among groups of people or communicative events. Representative examples of research in the areas of gender and communication (Berger, 2003; Slater, 2003), culture and communication (McCann, Ota, Giles, & Caraker, 2003; Hylmo & Buzzanell, 2002), as well as ethnicity and communication (Jiang Bresnahan, Ohashi, Nebashi, Wen Ying, Shearman, 2002; Murray-Johnson, 2001) use quantitative methodologies to determine trends and patterns of communicative behavior for various groups. While these trends and patterns cannot be applied to all people, in all contexts, at all times, they help us understand what variables play a role in influencing the ways we communicate. While quantitative methods can show us numerical patterns, what about our personal lived experiences? How do we go about researching them, and what can they tell us about the ways we communicate? Qualitative methods have been established to get at the “essence” of our lived experiences, as we subjectively understand them.

Qualitative Methods
ualitative research methodologies draw much of their approach from the social sciences, particularly the fields of Anthropology, Sociology, and Social-Psychology. If you’ve ever wished you could truly capture and describe the essence of an experience you have had, you understand the goal of qualitative research methods. Rather than statistically analyzing data, or evaluating and critiquing messages, qualitative researchers are interested in understanding the subjective lived-experience of those they study. In other words, how can we come to a more rich understanding of how people communicate? In an attempt to define qualitative methods Thomas Lindlof (1995) states that qualitative research examines the “form and content of human behavior…to analyze its qualities, rather than subject it to mathematical or other formal transformations” (p. 21). Anderson and Meyer (1988) state that qualitative methods, “do not rest their evidence on the logic of mathematics, the principle of numbers, or the methods of statistical analysis” (p. 247). Dabbs (1982) says that qualitative research looks at the quality of phenomena while quantitative methods measure quantities and/or amounts. In qualitative research researchers are interested in the, “what, how, when, and where of a thing….[looking for] the meanings, concepts, definitions, characteristics, metaphors, symbols, and descriptions of things” (Berg, 2004, p. 2-3). Data collection comes in the form of words or pictures (Newman, 1994, p. 28). As Kaplan (1964) provides a very simple way of defining qualitative research when he says, “if you can measure it, that ain’t it” (p. 206).

Types of Qualitative Methods
While qualitative research sounds simple, it can be a “messy” process because things do not always go as planned. One way to make qualitative research “cleaner” is to be familiar with, and follow, the various established qualitative methods available for studying human communication.


 * Ethnography. Ethnography is arguably the most recognized and common method of qualitative research in Communication. Ethnography “places researchers in the midst of whatever it is they study. From this vantage, researchers can examine various phenomena as perceived by participants and represent these observations” to others (Berg, 2004, p. 148). Ethnographers try to understand the communicative acts of people as they occur in their actual communicative environments. One way to think of this is the idea of learning about a new culture by immersing oneself in that culture. While there are many strategies for conducting ethnography, the idea is that a researcher must enter the environment of those under study to observe and understand their communication.


 * Focus Group Interviewing. Researchers who use focus group interviewing meet with groups of people to understand their communication characteristics. (Berg, 2004). These interviews foster an environment for participants to discuss particular topics of interest to the group and/or researcher. While we are all familiar with the numbers that we encounter in political polls, every so often television news organizations will conduct focus group interviews to find out how particular groups actually feel about, and experience, the political process as a citizen. This is an applied version of focus group research techniques and provides insight into the ways various groups understand and enact their realities.
 * Action Research. A qualitative method whose intended outcome is social change is action research. Action research seeks to create positive social change through “a highly reflective, experiential, and participatory mode of research in which all individuals involved in the study, researcher and subject alike, are deliberate and contributing actors in the research enterprise” (Berg, 2004, p. 196; Wadsworth, 1998). The goal of action research is to provide information that is useful to a particular group of people that will empower the members of that group to create change as a result of the research (Berg). An example of action research might be when researchers study the teaching strategies of teachers in the classroom. Typically, teachers involve themselves in the research and then use the findings to improve their teaching methods. If you’ve ever had a professor who had unique styles of teaching, it is likely that he/she may have been involved in research that examined new approaches to teaching students.


 * Unobtrusive Research. Another method for conducting qualitative research is unobtrusive research. As Berg (2004) points out, “to some extent, all the unobtrusive strategies amount to examining and assessing human traces” (p. 209). We can learn a great deal about the behavior of others by examining the traces humans leave behind as they live their lives. For instance, in a research class offered at our university, students investigated the content of graffiti written in university bathrooms. Because our campus has an environmentally conscious culture, much of the graffiti in bathrooms reflects this culture with slogans written on paper towel dispensers that read, “Paper towels=trees.” The students who conducted this research were using unobtrusive strategies to determine dimensions of student culture in the graffiti that was left behind in bathrooms.


 * Historiography. Historiography is a method of qualitative research “for discovering, from records and accounts, what happened during some past period” (Berg, 2004, p. 233). Rather than simply putting together a series of facts, research from this perspective seeks to gain an understanding of the communication in a past social group or context. For example, the timelines in the history chapter of this text are an attempt to chronologically put together the story of the discipline of Communication. While there is no “true” story,the authors have tried to piece together, from their own research, the important pieces that make up what we believe is the story of the formation of Communication study.


 * Case Studies. Case studies involve gathering significant information about particular people, contexts, or phenomena to understand a particular case under investigation. This approach uses many methods for data collection but focuses on a particular case to gain “holistic description and explanation” (Berg, 2004, p. 251). Those who use case study approaches may look at organizations, groups within those organizations, specific people, etc. The idea is to gain a broad understanding of the phenomena and draw conclusions from them. For example, a case study may examine a specific teaching method as a possible solution to increase graduation rates while improving student information retention (Foss et al.). Examining specific cases may help some teachers rethink their current teaching method and offer some alternatives to the standardized teaching paradigms.

While there are other qualitative research methodologies, the methods one chooses to examine communication are most often decided by the researcher’s intended outcomes, resources available, and the research question(s) of focus. There are no hard rules for qualitative research. Instead, researchers must make many choices as they engage in this process.

Outcomes of Qualitative Methodologies
What can we learn by using qualitative research methods for studying communication? Qualitative Communication researchers often believe that quantitative methods do not capture the essence of our lived experience. In other words, it is difficult to quantify everything about our lives and therefore, we need different strategies for understanding our world. Think of the various ways you experience and communicate in your relationships? It’s highly unlikely that you spend the bulk of your communication quantifying your daily experiences. However, through methods like observation, interviewing, journaling, etc., we might be able to get a better understanding of the ways people experience and communicate their feelings.

Another value of qualitative research is that it resonates with readers who are able to identify with the lived-experiences represented in the research (Neuman, 1994). Statistical studies often seem detached from how we experience life. However, qualitative studies contain “rich description, colorful detail, and unusual characters; they give the reader a feel for social settings (Neuman, p. 317, emphasis added). It is this rich description that allows us to identify with the communication experiences of others, and learn through this identification.

Over the years, women scholars have demonstrated a greater frequency in the use of qualitative approaches (Grant, Ward & Rong, 1987; Ward & Grant, 1985), producing significant contributions to our understanding of human communication using these methods. From understanding to social change, feminist scholars demonstrate the importance of qualitative inquiry for strengthening the body of scholarship in our discipline. While researchers who use quantitative approaches tend to value prediction and control as potential outcomes of their research, those who use qualitative approaches seek greater understanding of human communication phenomena, or evaluate current pragmatic uses of human communication to help identify and change oppressive power structures.

Summary
ommunication research is important because it focuses on a common goal—to enhance our interactions with others. In this chapter we highlighted how research is done and the basic steps that guide most research projects—identify the topic, write a research question, define key terms, select a methodology, establish a sample, gather and analyze the data, and finally, interpret and share the results. When conducting research, three factors motivate the choices we make: our intended outcomes, theoretical preferences, and methodological preferences. Depending on these factors, research may lead us to greater understanding, allow us to predict or control a communication situation, or create cultural change. Conceptualizing Communication research can be done more easily by understanding the three broad methodological approaches/paradigms for conducting Communication research: Rhetorical Methodologies, Quantitative Methodologies, and Qualitative Methodologies. The rhetorical approach evaluates messages in various contexts such as political discourse, art, and popular culture. A variety of methods are available such as neo-aristotelian, fantasy theme, narrative, pentadic, feminist, and ideological criticism. Quantitative methods are characterized by counting phenomena and are useful for predicting communication outcomes or comparing cultures and populations. They include experimental research, surveys, content analysis, and meta-analysis. Qualitative methods offer the opportunity to understand human communication as it occurs in a “natural” context rather than a laboratory setting. This is accomplished through ethnography, focus groups, action research, unobtrusive research, historiography, and case studies. While these approaches share similarities, their focus and specific methods are quite different and produce different outcomes. No research methodology or method is better than another. Instead, approaches to Communication research simply reveal different aspects of human communication in action.

Discussion Questions

 * 1) If you were going to conduct communication research, what topic(s) would be most interesting to you? What specific questions would you want to ask and answer? How would you go about doing this?
 * 2) Of the three broad research methodologies, do you find yourself having a preference for one of them? If so, what specific type of research method would you want to use within the area you have a preference for?
 * 3) If you were going to conduct research, what outcome would you want to gain from your research? Are you more interested in understanding, prediction/control, or creating social change? What is the value of each of these approaches?

Key Terms

 * action research
 * case studies
 * content analysis
 * continuum of intended outcomes
 * control group
 * critical/cultural change
 * ethnography
 * data
 * experimental group
 * experimental research
 * fantasy theme
 * feminist
 * focus group interviewing
 * historiography
 * ideological
 * key terms
 * meta-analysis
 * methodological preferences
 * methodology
 * narrative
 * neo-Aristotelian
 * pentadic
 * prediction/control
 * qualitative methodologies
 * quantitative methodologies
 * research
 * research focus
 * research questions
 * rhetorical methodologies
 * sample
 * survey research
 * theoretical preferences
 * understanding
 * unobtrusive research

Intercultural Communication
n efforts to explain the world’s population to young children, David J. Smith asks children to imagine the world as a small village so they can understand the vast population figures in a more comprehensible way. In 2012, the world’s population was 7,050,000,000 (Smith 7). Instead of talking about numbers of this magnitude he represents the world as 100 people; where 1 imaginary person represents 70,500,000 people from the real world. Using Smith’s model, we can more easily examine what nationalities make up the world’s population, what languages they speak, how old they are, and how statistics regarding wealth and education. Here are some interesting facts from Smith’s global village (8). Of the 100 people living in the village:
 * 60 are from Asia
 * 15 are from Africa
 * 11 are from Europe
 * 8 are from South and Central America (including Mexico) and the Caribbean
 * 5 are from the United States and Canada
 * 1 is from Oceania

So, how do these 100 people talk with one another? While there are nearly 6,000 languages spoken in this village, more than 50% of the villagers speak one of these eight (10):
 * 27 speak a Chinese dialect (16 speak Mandarin)
 * 9 speak Hindi
 * 9 speak English
 * 7 speak Spanish
 * 4 speak Bengali
 * 4 speak Arabic
 * 3 speak Portuguese
 * 3 speak Russian

Although there are 36 school-aged villagers (5-24 years), only 30 of them go to school, and there is only one teacher. Of the people old enough to read, 14 cannot read at all. Male villagers are taught to read more than females (Smith 21). 68 villagers breathe clean air, because of pollution 32 breathe unhealthy air (Smith 18). If each villager earned a similar annual income, each one would have $10,300 per year. Instead, the richest 10 people in the village earn more than $87,500 a year, the poorest 10 villagers earn less than $2 a day, while the remaining 80 earn somewhere in between. As the average annual cost of food and shelter in the village is more than $5,000, many people go without these basic necessities (Smith 22)

Moreover, it probably does not surprise you that the people with less money are also likely not to have electricity and education. Besides simple cultural differences such as what language one speaks or the foods they prefer; cultural identity impacts individuals’ accessibility to certain resources such as shelter, electricity, running water, health care, education, and political and legal systems.

Think about culture and communication as a reciprocal process: culture affects communication and communication affects culture. Both work together to shape how we identify as belonging to one culture or another, how we feel about belonging to a particular cultural group, how we communicate with other cultural groups, and how that group is regarded in the larger social system. In other words, what is the value and level of power afforded to various cultural groups? As you will see, this is often a reflection of the language used to refer to a particular group of people, or the relative value placed on their communication practices.

To see a large scale of diversity around the world check out World Diversity Patterns: http://anthro.palomar.edu/ethnicity/ethnic_5.htm

What Do We Mean by Culture?
efore going any further, let us spend some time discussing what we mean by culture. When you began reading this chapter what did you think we meant by the word culture? Your answer probably had something to do with people from different countries or of different racial and ethnic backgrounds. You are right—to a point. Culture does include race, nationality, and ethnicity, but goes beyond those identity markers as well. The following are various aspects of our individual identity that we use to create membership with others to form shared cultural identity: race, ethnicity, nationality, gender, sexual orientation, and class. In addition to explaining the above identities, we will also discuss ethnocentrism, privilege, advantage, disadvantage, power, whiteness, co-culture and political correctness as these terms are relevant to understanding the interplay between communication and culture.

When we talk about culture we are referring to belief systems, values, and behaviors that support a particular ideology or social arrangement. Culture guides language use, appropriate forms of dress, and views of the world. The concept is broad and encompasses many areas of our lives such as the role of the family, individual, educational systems, employment, and gender.

Understanding Race
Race is often difficult to talk about, not because of the inherent complexity of the term itself, but because of the role that race plays in society. Race is what we call a loaded word because it can bring up strong emotions and connotations. Understandings of race fall into two camps: a biological versus a sociopolitical construction of what it means to belong to a particular racial group. A biological construction of race claims that “pure” races existed and could be distinguished by such physical features as eye color and shape, skin color, and hair. Moreover, these differences could be traced back to genetic differences. This theory has been debunked by numerous scientists and been replaced with the understanding that there are greater genetic differences within racial groups, not between them. In addition, there is no scientific connection with racial identity and cultural traits or behaviors. Instead of biology, we draw on a sociopolitical understanding of what it means to be of a particular race. This simply means that it is not a person’s DNA that places them into a particular racial grouping, but all of the other factors that create social relations—politics, geography, or migration. We can also examine the reality that the meanings of race have changed across time and space. As dramatized in the 2002 film, “Gangs of New York,” the Irish were once considered a minority with little social or political status. Now, being Irish in America is considered part of the general majority group, white or Caucasian. Noting the change from the biological to the sociopolitical understanding, we refer to race as “a largely social—yet powerful— construction of human difference that has been used to classify human beings into separate value-based categories” (Orbe and Harris 9).

Related to race are three other distinct concepts: racial prejudice, racial discrimination, and racism. Racial prejudice refers to the practice of holding false or negative beliefs of one racial group for the purpose of making another racial group (usually one’s own) appear superior or normative. Racial discrimination is the outward manifestation of racial prejudice: it is when people act upon their negative beliefs about other races when communicating or setting policy. Note, it is possible to be prejudiced without acting upon those beliefs and that all races can discriminate against other races. The final concept, racism, combines racial prejudice with social power. Racism is institutional, rather than individual, meaning it occurs in large institutional contexts such as the representations of particular groups within media or the fact that racial minorities do not have equal access to educational or legal opportunities (Orbe and Harris 10). Racism often involves the unequal accessibility to resources and power.

For additional information check out http://www.understandingrace.org/home.html. The website “look[s] through the eyes of history, science and lived experience, the RACE Project explains differences among people and reveals the reality – and unreality – of race”

Where Do You Come From?
Two other concepts that are often confused with race are ethnicity and nationality. Ethnicity refers to a person’s or people’s heritage and history, and involves shared cultural traditions and beliefs. A person may identify as Asian-American racially while their ethnicity is Chinese. Nationality refers to a person’s nation-state of residence or where he/she holds citizenship. Most often nationality is derived from the country where one was born, but on occasion people give up their citizenship by birth and migrate to a new country where they claim national identity. For example, one of the author’s father was born and raised in Canada, but migrated to the United States and is now a U.S. citizen.

Gender and Sexual Orientation
Are you male or female? Do you identify as heterosexual, gay, lesbian, bi-sexual, or transgendered? One’s gender and sexual orientation are two additional ways to think about culture. Gender is discussed in more detail in Chapter 13, but for now think of it as the recognition that one is male, female, or androgynous. Gender is part of culture in that every society has particular gender roles and expectations for males and females. For example, in the United States, it is considered normal for the female gender to wear makeup, while it is often considered inappropriate for a male to do so.

Sexual orientation refers to a person’s preference for sexual or romantic relationships; one may prefer a partner of the same sex, the opposite sex, or both. Sexual orientation influences one’s worldview or politics because while all societies include members who identify as gay or lesbian, these members do not always receive the same benefits as heterosexual couples. However this is slowly changing. As of 2014, CNN reported that, more than 30 states allow same sex couples to obtain a legal marriage in the United States. Those in states that ban same-sex marriage, are denied many of the benefits that come with a marriage license such as income tax breaks, eligibility for health care benefits, and the legal right to make medical decisions for their partner. See a full report of states that allow same-sex marriage http://www.cnn.com/interactive/us/map-same-sex-marriage/. On top of these specific benefits, those with a nondominant sexual orientation must also contend on a daily basis that in the eyes of mainstream culture, they are deviant or somehow less than heterosexual people and couples. This may result in strained family relationships or discrimination in the workplace.
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The Role of Money
You are probably familiar with the concept of class—what do the labels working class, middle-class, upper-class bring to mind? Money? Economic standing is only one variable that influences class or socioeconomic standing. As the label suggests, one’s socioeconomic status is influenced by monetary and social factors. In essence, socioeconomic standing is “your understanding of the world and where you fit in; it’s composed of ideas, behaviors, attitudes, values, and language; class is how you think, feel, act, look, dress, talk, move, walk” (Langston 101). For example, one of the authors grew up in middle-class homes where it was expected the children would go to college just as their parents and grandparents had done. Also expected was that the children would attend reasonably priced state colleges and universities as opposed to Ivy League Universities as may be the norm in upper-class families. Once in college and living on our own however, our earnings fell below the poverty line and in purely economic terms we had lost our middle-class standing. But because socioeconomic status goes beyond dollars, and our lifestyles, clothing preferences, goals, and worldview did not change drastically; we could still be labeled part of the middle-class. By now you are probably able to think of some other identity markers that shape a person’s culture or worldview. How about spirituality or religion, profession, hobbies, political persuasion, age, abilities? These too are aspects of cultural identity. Spend some time thinking about how these aspects would influence a person’s culture as we have done above

How America's Obsession With Money Deadens Us http://www.alternet.org/story/154469/how_america's_obsession_with_money_deadens_us The article raises the question, Have We Become More Money-Centric?

Facilitating Discussions about Intercultural Communication Issues
erhaps you may have noticed the theme of inequality as we have as we have discussed topics like “unequal access to resources and benefits,” racial discrimination, and racism. You may have also thought, “oh, my, this is going to be a touchy chapter to read and discuss in class” or “this is interesting and relevant, but I feel uncomfortable talking about this as I don’t want to offend anyone.” These are very common and understandable reactions and ones we hear when we teach this subject matter. Hopefully, your instructor has set up a safe, open, and respectful classroom environment to facilitate such discussions. The fact that you are self-reflective of your feelings and how to express them to others is a great start! We too want you to be able to discuss this material both in and out of your class in a productive and self-reflective manner. To facilitate that goal we have included some additional concepts— privilege, ethnocentrism, whiteness, and political correctness—that are useful when considering your own cultural identity, your place in society, and your communication with others.

Privilege
Hopefully, you have been thinking about your own cultural identity as you have been reading this chapter. If so, then you have been thinking about labels that define you culturally. Maybe you have defined yourself as female, Latina, and heterosexual. Or maybe you have labeled yourself as gay, white, working-class, and male. When we give ourselves labels such as these, often we ask ourselves, “Where do I fit in?” This is a good question to ask and demonstrates a recognition of the fact that you belong to more than one culture and that your cultures intersect in various ways. The most significant manifestation of these intersections is power—the ability to influence others and control our lives. From the statistics given earlier in the chapter and from your own experiences, you should realize that some groups have more power than others. These people are what we refer to as the dominant group: white, male, Christian, middle-class, able-bodied, educated, and heterosexual. People whose cultural identities do not conform to this model are the non-dominant groups and have less sociopolitical and economic power.

Peggy McIntosh uses the term privilege to refer to the power of dominant groups. She defines privilege as an invisible knapsack of advantages that some people carry around. They are invisible because they are often not recognized, seen as normative (i.e., “that’s just the way things are”), seen as universal (i.e., “everyone has them”), or used unconsciously. Below is a list of some of the privileges McIntosh identifies. Can you think of others?

McIntosh admits, “My perception is that colleges and universities are the main institutions that are raising awareness of the relationship between privilege and oppression, but that this awareness is needed throughout all public and private sectors of the United States; the ability to see privilege should be in the minds of all citizens” (195). As you think about privilege and the resulting advantages that some groups have over others, you should also keep in mind two facts. One, privilege is a relative concept that varies according to context. In some situations we may be more privileged than others, and in order to access some of that privilege one may decide to highlight or conceal parts of their identity. For example, unless a person tells you, you have no way of knowing their sexual orientation. Thus, a gay man might decide to “pass” as straight at a family reunion to avoid conflict from a heterosexist family. The fact that he can choose to pass and a black man cannot make the choice to pass as white is another example of privilege. Two, we may have aspects of our identities that are simultaneously advantaged and disadvantaged. The gay, white, working-class, male above is advantaged by the fact that he has light skin and is male, and is disadvantaged by the fact that he is gay and working-class. Another example is from Nathan Pyle, a BuzzFeed staff member who wrote an article entitled, 10 Privileges I Have Complained About. http://www.buzzfeed.com/nathanwpyle/privileges-i-have-complained-about Read the article and think about privileges you have complained about. Pyle states, “becoming self-aware of my privilege is a journey I’m still on.” Perhaps we should all start becoming self-aware of our privileges in America.

Ethnocentrism
One of the first steps to communicating sensitively and productively about cultural identity is to be able to name and recognize one’s identity and the relative privilege that it affords. Similarly important, is a recognition that one’s cultural standpoint is not everyone’s standpoint. Our views of the world, what we consider right and wrong, normal or weird, are largely influenced by our cultural position or standpoint: the intersections of all aspects of our identity. One common mistake that people from all cultures are guilty of is ethnocentrism—placing one’s own culture and the corresponding beliefs, values, and behaviors in the center; in a position where it is seen as normal and right, and evaluating all other cultural systems against it.

Ethnocentrism shows up in small and large ways: the WWII Nazi’s elevation of the Aryan race and the corresponding killing of Jews, Gypsies, gays and lesbians, and other non Aryan groups is one of the most horrific ethnocentric acts in history. However, ethnocentrism shows up in small and seemingly unconscious ways as well. In American culture, if you decided to serve dog meat as appetizers at your cocktail party you would probable disgust many of your guests and the police might even arrest you because the consumption of dog meat is not culturally acceptable. In the Czech Republic, the traditional Christmas dinner is carp and potato salad. Imagine how your family might react if you told them you were serving carp and potato salad for Christmas. In the Czech Republic, it is a beautiful tradition, but in America, it might not receive a warm welcome. Our cultural background influences every aspect of our lives from the food we consume to the classroom. Ethnocentrism is likely to show up in Literature classes as well. Cultural bias dictates which “great works” students are going to read and study in the classroom. More often than not, these works represent the given culture (i.e., reading French authors in France and Korean authors in Korea). This ethnocentric bias has received some challenge in United States’ schools as teachers make efforts to create a multicultural classroom by incorporating books, short stories, and traditions from non-dominant groups.

In the field of geography there has been an ongoing debate about the use of a Mercater map versus a Peter’s Projection map. The arguments reveal cultural biases toward the Northern, industrialized nations.

Whiteness
If you are White, how would you describe your culture? When we ask this question to our students we find that White students are often uncomfortable with the question, feel guilty about self-identifying as White, or claim that White people do not have a culture. Gordon Alley-Young says, “The invisibility of whiteness and white privilege for many people is what makes it difficult to name and thus to disrupt” (312). These sentiments have lead an increasing amount of scholars in a variety of disciplines such as Sociology, Women’s Studies, Anthropology, English, as well as Communication to study the concept of Whiteness. Orbe and Harris explain why exploring this concept is important. ''First, studying Whiteness fosters an increased awareness of how race and racism shape the lives of European Americans (Frankenberg, 1993). It helps all of us to view communication as a racialized process—meaning that our communication is structured by larger societal racial dynamics. Second, understanding Whiteness sharpens our awareness of how racial categorization is used to reinforce old hierarchies in which in which some races are more superior than others. It also helps us recognize how Whiteness signals dominance, normalcy, and privilege (rather than subordination, deviancy, and disadvantage) in the United States (Frankenberg, 1993). Finally, Whiteness studies also assign each person a role in race relations. No longer can European Americans sit by the sidelines in discussions of race and racism (82-83).'' Overall, it removes the White race from the often-unidentified “normative” group and provides a context for studying, talking about, and hopefully improving race relations.

The above discussion about privilege and Whiteness is not meant to suggest that those people with sociopolitical privilege should feel ashamed or guilty. This is often a trap that people fall into and it can shut down important thinking and conversations about intercultural communication. We want everyone to realize that they have a racial identity and thus are an important part of improving race relations. Race relations is not just a subject that concerns minorities—it concerns everyone as we all play a part and benefit whether consciously or unconsciously.

Political Correctness
Another claim or label that may be used to discount such difficult discussions is Political Correctness, or “PC” as it has been dubbed in the popular press. Opponents of multiculturalism and diversity studies try and dismiss such topics as “that’s just PC.” Luckily, some of the heated debate about PC have quieted in recent years but the history lingers. In short, political correctness refers to “the elimination of speech that often works to exclude, oppress, demean, or harass certain groups” (Orbe and Harris 58, Remar). The debate largely focused around competing interpretations of the First Amendment right to free speech and the Fourteenth Amendment’s right to equal access to education. No matter what your position on this issue, we want to simply recognize two facts. One, that much of the PC debate and fury was largely misrepresented and hyped in the mainstream media by the use of extreme examples and a slippery-slope argument. Rush Limbaugh, for example, became famous for claiming that an awareness and sensitivity of language choice would lead to the “thought Police” or “PC police.” Two, that words and labels have great power to create perceptions, realities and identities. Toward that aim, we will discuss the power of language in greater detail in the following section.

Knowing Where We Belong
At this point, you are probably aware of the cultural groups to which you belong (i.e., “I am a white, middle-class, (almost) college-educated male”). Do you remember the process of coming to awareness of your cultural identity—when did you know you were white and what that meant? Was it during childhood, as a teenager, or reading this chapter? Has your understanding, or acceptance, of your racial heritage changed during the course of your lifetime? For most people it does. Just as Piaget organized the growth of children according to various stages of development, cultural scholars have similarly organized racial awareness along models and stages. Before explaining the various models, let us make a couple general comments about models. One, a model is not the thing it represents. Is the model car you played with as a child the same as the actual automobile? What were the differences? Size, time, maneuverability, details? These same kinds of differences exist between the model of racial identity development and the actual personal process. But just like the car model gives a fairly accurate picture of the actual automobile so do the racial identity models. Two, these models are general and not meant to fit perfectly to every individual’s experience. With that said, let us examine the process of coming to an understanding of our racial identity.

To better understand this complex process, and in recognition of the above discussion regarding the distinctions in experiences for various cultural groups, we will present four racial identity models—Minority, Majority, Bi-racial, and Global Nomads.

Minority Identity Development
Because people who identify as members of a minority group in the United States tend to stand out or get noticed as “other” or “different,” they also tend to become aware of their identity sooner than individuals who are part of the majority group. Since White is considered normative in the United States, White people may take their identity (and the corresponding privilege for granted). While we are using the following four stages of development to refer to racial and ethnic identity development, they may also be useful when considering other minority aspects of our identity such as gender, class, or sexual orientation (Ponterotto and Pendersen 1993). Moreover, there is no set age or time period that a person reaches or spends in a particular stage, and not everyone will reach the final stage.


 * Stage 1: Unexamined Identity. As the name of this stage suggests, the person in stage 1 of Phinney’s model has little or no concern with ethnicity (1993). They may be too young to pay attention to such matters or just not see the relationship between racial identity and their own life. One may accept the values and beliefs of the majority culture even if they work against their own cultural group.


 * Stage 2: Conformity. In stage two the individual moves from a passive acceptance of the dominant culture’s value system to a more active one. They consciously make choices to assimilate or fit in with the dominant culture even if this means putting down or denying their own heritage. They may remain at this stage until a precipitating event forces them to question their belief system.
 * Stage 3: Resistance and Separation. The move from stage two to stage three can be a difficult process as it necessitates a certain level of critical thinking and self-reflexiveness. If you have ever tried to wrestle with aspects of your own belief system then you can imagine the struggle. The move may be triggered by a national event such as the beating of Rodney King and the corresponding L.A. riots. Or, it may be fostered on a more individual scale such as enrolling in a Women’s Studies class and learning about the specifics of women’s history in America. Martin Luther King Jr. moved to this stage around age six after the mother of King’s White neighborhood friends told them that he could not play with her children anymore because he was Black. A person in this stage may simply reject all of their previously held beliefs and positive feelings about the dominant culture with those of their own group, or they may learn how to critically examine and hold beliefs from a variety of cultural perspectives, which leads to stage four.


 * Stage 4: Integration. The final stage is one where the individual reaches an achieved identity. They learn to value diversity, seeing race, gender, class, and ethnic relations as a complex process instead of an either/or dichotomy. Their aim is to end oppression against all groups, not just their own.

Majority Identity Development
The following model was developed by Rita Hardiman in 1994 and contains some similarities with Phinney’s minority identity development model.




 * Stage 1: Unexamined Identity. This stage is the same for both minority and majority individuals. While children may notice that some of their playmates have different colored skin, they do not fear or feel superior to them.
 * Stage 2: Acceptance. The move to stage two signals a passive or active acceptance of the dominant ideology—either way the individual does not recognize that he or she has been socialized into accepting it. When a White person goes the route of passive acceptance they have no conscious awareness of being White although they may hold some subtly racist assumptions such as “[p]eople of color are culturally different, whereas Whites are individuals with no group identity, culture, or shared experience of racial privilege.” Or, White art forms are “classical” whereas works of art by people of color are considered “ethnic art,” “folk art,” or “crafts” (Martin and Nakayama 132). People in this stage may minimize contact with minorities or act in a “let me help you” fashion toward them. If a White person in this stage follows the active acceptance path then they are conscious of their White identity and may act in ways that highlight it. Refusing to eat food from other cultures or watch foreign films are examples of the active acceptance path of this stage.
 * Stage 3: Resistance. Just as the move from stage two to stage three in the minority development model required a great deal of critical thought, so does this juncture. Here the members of the majority group cease blaming the members of minority groups for their conditions and see socioeconomic realities as a result of an unjust and biased sociopolitical system. There is an overall move from seeing one’s station in life as a purely individual event or responsibility to a more systemic issue. Here, people may feel guilty about being White and ashamed of some historical actions taken by some White people, they may try to associate with only people of color, or they may attempt to exorcise aspects of White privilege from their daily lives.
 * Stage 4: Redefinition. In this stage, people attempt to redefine what it means to be White without the racist baggage. They are able to move beyond White guilt and recognize that White people and people of all cultures contain both racist and nonracist elements and that there are many historical and cultural events of which White people can be proud.
 * Stage 5: Integration. In the last phase individuals are able to accept their Whiteness or other majority aspects of their identity and integrate it into other parts of their lives. There is a simultaneous self-acceptance and acceptance of others.

Bi- or Multiracial Identity Development
Originally, people thought that bi-racial individuals followed the development model of minority individuals, but given that we now know that race and the meanings about race are socially constructed, it makes sense to realize that a person of mixed racial ancestry is likely to be viewed differently (from both the dominant culture and the individual’s own culture) than a minority individual. Thus, they are likely to experience a social reality unique to their experience. The following five-stage model is derived from the work of W.S. Carlos Poston (1990).
 * Stage 1: Personal Identity. Poston’s first stage is much like the unexamined identity stage in the previous two models. Again, children are not aware of race as a value-based social category and derive their personal identity from individual personality features instead of cultural ones.
 * Stage 2: Group Categorization. In the move from stage one to two, the person goes from no racial or cultural awareness to having to choose between one or the other. In a family where the father is Black and the mother is Japanese, the child may be asked by members of both families to decide if he or she is Black or Japanese. Choosing both is not an option in this stage.
 * Stage 3: Enmeshment/Denial. Following the choice made in stage two, the individual attempts to immerse themselves in one culture while denying ties to the other. This process may result in guilt or feelings of distance from the parent and family whose culture was rejected in stage two. If these feelings are resolved then the child moves to the next stage. If not, they remain here.
 * Stage 4: Appreciation. When feelings of guilt and anger are resolved the person can work to appreciate all of the cultures that shape their identity. While there is an attempt to learn about the diversity of their heritage, they will still identify primarily with the culture chosen in stage two.
 * Stage 5: Integration. In the fifth and final stage the once fragmented parts of the person’s identity are brought together to create a unique whole. There is integration of cultures throughout all facets of the person’s life—dress, food, holidays, spirituality, language, and communication.

Global Nomads
People who move around a lot may develop a multicultural identity as a result of their extensive international travel. International teachers, business people, and military personnel are examples of global nomads (Martin and Nakayama 138). One of the earlier theories to describe this model of development was called the U-curve theory because the stages were thought to follow the pattern of the letter U. This model has since been revised in the form of a W, or a series of ups and downs; this pattern is thought to better represent the up and down nature of this process.


 * Stage 1: Anticipation and Excitement. If you have ever planned for an international trip, what were some of the things you did to prepare? Did you do something like buy a guide book to learn some of the native customs, figure out the local diet to see if you would need to make any special accommodations, learn the language, or at least some handy phrases perhaps? All of these acts characterize stage one in which people are filled with positive feelings about their upcoming journey and try to ready themselves.
 * Stage 2: Culture Shock. Once the excitement has worn off or you are confronted with an unexpected or unpleasant event you may experience culture shock. This is the move from the top of the U or W to the bottom. Culture shock can result from physical, psychological, or emotional causes often correlating with an unpleasant and unfamiliar event. When one of the authors was teaching in Beijing for the first time, she had planned her syllabus and class to begin on the day that she was told was the start of the semester. Upon arrival, she was told that the start of the semester was pushed back a few days for reasons that were unclear to her. Never having experienced the delay of a semester in the United States and not knowing why such an event would occur on top of feeling a little anxious about teaching in a new country caused her to move from stage one into stage two.
 * Stage 3: Adaptation. The final stage at the top of the U and W is a feeling of comfortableness: of being somewhat familiar with new cultural patterns and beliefs. Upon her second excursion to Beijing, for example, the author was fully prepared for a delay in the semester both logistically and mentally. When it did occur a second time she looked upon the event not as anxiety provoking, but as a gift of time to sight-see.

After exploring the identity development models for minority, majority, bi-racial individuals, and global nomads, we hope you have some understanding that a person’s identity development is a process, occurs in stages, and is specific to the individual and cultural groups. We also hope you noticed that identity development is a social process—it occurs within our relationships with other people and the larger society. Not surprisingly, language is a key factor in shaping our own self-perception as well as the attitudes and beliefs we hold about other cultural groups. In the next section, we will explore the role that language plays in intercultural communication.

Language Shapes Cultural Perception
Saying that language plays a vital role in intercultural communication and relationships probably seems obvious to you at this point. But do you know how and why? Let us now turn to a more detailed explanation of the power of language. Specifically, we will discuss ascription and avowal, the Sapir-Wharf hypothesis, labels and stereotypes, and reclaiming. As you have been reflecting on your own identity, do you think it matches up with how others see you? The way a person presents their is referred to as the avowal process. The opposite of that is ascription, how others see us: the qualities or attributes that are ascribed to us. Part of your avowed identity is probably that of a college student and you hope that others see you this way too. Perhaps one of your hobbies is fashion and you enjoy paying attention to your clothes. You may then see yourself as fashionable and stylish. But do others? Might some of your classmates think you trendy, superficial, or fiscally irresponsible? The qualities that others may ascribe to you based on your fashion sense may in turn affect how you see yourself. This is yet another way that identity is shaped through communication in a social context. In Part I of this book you were introduced to the idea that language shapes reality; the vocabulary we use to discuss an idea or person influences how we think about our subject. Likewise, if we have no words for a phenomenon then we are discouraged from talking about it or bringing it into our reality. Edward Sapir and Benjamin Whorf believed that the structure of language was a necessary component for producing thought. You have probably heard that Eskimos have numerous words for snow. How many do you have? Snow. Ice. If you ski or snowboard then you probably have a few more. Powder. Moguls. Depending on the extent of your snow vocabulary you can look at the frozen water and perceive it in numerous ways. However, if your vocabulary is limited, the way you can think and talk about snow are limited as well. If you have studied languages such as Spanish or French then you are familiar with the concepts of a formal and informal “you.” Depending on the relationship between you and your audience you will use a different word for “you” and consequently conjugate your verbs accordingly. If you are talking with a child, for example, you would use the informal version, but if you were speaking with someone of higher social status such as your Professor you would use the formal “you.” As you speak and write, this language structure demands that you be consciously aware of social relations. This awareness then becomes part of your social reality.

If you have ever been on the receiving end of a stereotype or derogatory label in reference to your culture, religion, race, gender, sexual orientation, or other aspect of your identity, then you are acutely aware of the power of language. You know that such language is not a neutral conveyor of ideas, but is designed to alter and shape the way the audience thinks about a particular person or group. Think about the list of terms that historically have been used to refer to persons of African dissent—African, Colored, Negro, Black, Afro-American, African American, and the harshest, Nigger. When you read each term, what are the different images or connotations connected with them? Do they bring up different historical periods, varying degrees of sociopolitical power, a variety of relationships to the dominant group? The range of emotions and images that each of these terms produces is further testament to the subjectivity of language as well as its temporal nature.

A more recent linguistic strategy among historically oppressed groups is called reclaiming. When a group reclaims a word they are attempting to take it back from the dominant group. If the dominant group has used a word or phrase as an insult then the oppressed group reclaims it for their own, positive meaning. Can you think of some examples? How about “bitch,” “queer,” “nigga,” or “cunt”? Hopefully, you are thinking, “hey, those words may still be insulting to some people; they’re not necessarily positive.” True. Part of the process in reclaiming is that only certain people can use them in a reclaimed fashion, most simply, the members of the oppressed groups at which the term was designed to hurt. If a woman is walking down the street and a man yells out, “Hey Bitch, watch where you’re going!” that is not reclaiming as the term is used as an insult. However, the magazine, BITCH: A Feminist Response to Popular Culture, is reclaiming this term. Here is a link to hear Bitch Media’s co-founder Andi Zeisler talk about the the word “bitch.”

https://www.youtube.com/watch?feature=player_embedded&v=1q-jWBgkNU8

Also visit the website to learn more www.bitchmedia.org Can all words be reclaimed? Here is one perspective about the word “slut” from Feministing, “an online community run by and for young feminists” www.feministing.com.

“A Few Words About Reclaiming ‘Slut’” http://feministing.com/2011/05/16/a-few-words-about-reclaiming-“slut”/

How Scholars Study Intercultural Communication: Theoretical Approaches and Concepts
y now you should be familiar with the three general research approaches—social science, interpretive, and critical. Thus, this chapter will highlight a few specific approaches within these three general categories that have particular relevance to the study of intercultural communication.

Social Science
Describe and predict behavior. These are the goals of the social scientist. One particular theory useful for this kind of research is communication accommodation theory (CAT) that was developed by colleagues of Gile. This model focuses on the 'ways in which individuals adjust their communication with others. When you tell the story of a college party to a friend or to a parent do you tell it the same way? Do you leave out or highlight certain details? The kinds of decisions you make when telling a story reflect the ways in which you accommodate your communication to your specific audience. In general, there are two types of accommodation: convergence and divergence. When we converge our communication we make it more like the person or persons with whom we are speaking. We attempt to show our similarity with them through our speech patterns. When we diverge, we attempt to create distance between our audience and ourselves. Here, we want to stress our difference from others or our uniqueness. Using social scientific approaches as applied to communication accommodation theory, researchers may attempt to define, describe and predict what sorts of verbal and nonverbal acts can produce the desired convergent or divergent effects.

Interpretive
Like the social scientists, interpretive scholars want to describe behavior, but because of the importance of the individual context, they do not assume accurate and generalizeable predictions can be made. As they are particularly relevant to intercultural communication research, we will discuss the following two methodologies in this section—ethnography and co-cultural research.

Since interpretivists believe in the subjective experience of each cultural group, it makes sense that they would select to study intercultural communication as used in particular speech communities. A speech community, according to Hymes is a “community sharing rules for the conduct and interpretation of speech, and rules for the interpretation of at least one linguistic variety” (54). This method is also referred to ethnography. A prolific ethnographer, Gerry Philipsen has identified four assumptions of this method:
 * 1) Members of speech communities create meanings.
 * 2) Each distinct culture possesses a unique speech code.
 * 3) The rules for interpreting actions and meanings are limited to a given culture and cannot be universally applied.
 * 4) Within each speech community there are specific procedures and sources for assigning meaning.

Using ethnography guided by these four assumptions, researchers are able to understand the culture, its participants, and its communication on its own terms.

Critical Cultural
Originating in the legal arena, Critical Race Theory explores the role of race in questions of justice, equal access, and opportunity. Borrowing from the work of Matsuda et.al, Orbe and Harris summarize six key assumptions helpful for understanding critical race theory (125-6).
 * Critical race theory recognizes that racism is an integral part of the United States.
 * Critical race theory rejects dominant legal and social claims of neutrality, objectivity, and color blindness.
 * Critical race theory rejects a purely historical approach for studying race for a contextual/historical one to study interracial communication.
 * Critical race theory recognizes the importance of perspectives that arise from co-cultural standpoints.
 * Critical race theory is interdisciplinary and borrows from Marxism, feminism, critical/cultural studies, and postmodernism.
 * Critical race theory is actively focused on the elimination of the interlocking nature of oppression based on race, gender, class, and sexual orientation.

As this methodology is inherently complex and multifaceted it lends itself to producing a rich understanding of interracial and intercultural communication.

A method focused solely on the interests of Africans is referred to as Afrocentricity. The foremost scholar in this field is Molefi Kete Asante and this functions as an interdisciplinary approach to questions of race relations. Instead of assuming a Eurocentric frame as normative for understanding the world and its people, this perspective embraces “African ways of knowing and interpreting the world” (Orbe and Harris 156). Similarly, there are also Asiacentric frameworks for understanding intercultural communication.

Important Concepts for Understanding Intercultural Communication
f you decide to take a class on intercultural communication you will learn a great deal about the similarities and differences across cultural groups. Since this chapter is meant to give you an overview or taste of this exciting field of study we will discuss four important concepts for understanding communication practices among cultures.

High and Low context
Think about someone you are very close to—a best friend, romantic partner, or sibling. Have there been times when you began a sentence and the other person knew exactly what you were going to say before you said it? For example, in a situation between two sisters, the sister exclaims, “Get off!” (which is short for “get off my wavelength”). This phenomenon of being on someone’s wavelength is similar to what Hall describes as high context. In high context communication the meaning is in the people, or more specifically, the relationship between the people as opposed to just the words. When we have to rely on the translation of the words to decipher a person’s meaning then this is said to be low context communication. The American legal system, for example, relies on low context communication.

While some cultures are low or high context, in general terms, there can also be individual or contextual differences within cultures. In the example above between the two sisters, they are using high context communication, however, America is considered a low context culture. Countries such as Germany and Sweden are also low context while Japan and China are high context.

Speech Styles
Other variations in communication can be described using Gudykunst and Ting-Toomey’s four communication styles. We find it is helpful to think about these descriptors as a continuum rather than polar opposites because it allows us to imagine more communicative options for speakers. They are not fixed into one style or another but instead, people can make choices about where to be on the continuum according to the context in which they find themselves.

This first continuum has to do with the explicitness of one’s talk, or how much of their thoughts are communicated directly through words and how much is hinted at. Direct speech is very explicit while indirect speech is more obscure. If I say, “Close the window” my meaning is quite clear. However, if I were to ask, “Is anyone else cold in here” or, “Geez, this room is cold,” I might also be signaling indirectly that I want someone to close the window. As the United States is typically a direct culture, these latter statements might generate comments like, “Why didn’t you just ask someone to shut the window?” or “Shut it yourself.” Why might someone make a choice to use a direct or indirect form of communication? What are some of the advantages or disadvantages of each style? Think about the context for a moment. If you as a student were in a meeting with the President of your university and you were to tell them to “Shut the window,” what do you think would happen? Can you even imagine saying that? An indirect approach in this context may appear more polite, appropriate, and effective.

Remember the fairy tale of Goldilocks and the Three Bears? As Goldilocks tasted their porridge, she exclaimed, “this is too hot, this one is too cold, but this one is just right.” This next continuum of communication styles can be thought of this way as well. The elaborate style uses more words, phrases, or metaphors to express an idea than the other two styles. It may be described as descriptive, poetic or too wordy depending on your view. Commenting on a flower garden an American (Exact/Succinct) speaker may say, “Wow, look at all the color variations. That’s beautiful.” An Egyptian (Elaborate) speaker may go into much more detail about the specific varieties and colors of the blossoms, “This garden invokes so many memories for me. The deep purple irises remind me of my maternal grandmother as those are her favorite flowers. Those pink roses are similar to the ones I sent to my first love.” The succinct style in contrast values simplicity and silence. As Dr. Hahn’s mother used to tell their child, “If you can’t say anything nice, then don’t say anything at all.” Cultures such as Buddhism and the Amish value this form. The exact style is the one for Goldilocks as it falls between the other two and would be in their words, “just right.” It is not overly descriptive or too vague to be of use. Remember when we were talking about the French and Spanish languages and the fact that they have a formal and informal “you” depending on the relationship between the speaker and the audience? This example also helps explain the third communication style: the personal and contextual. The contextual style is one where there are structural linguistic devices used to mark the relationship between the speaker and the listener. If this sounds a bit unfamiliar, that is because the English language has no such linguistic distinctions; it is an example of the personal style that enhances the sense of “I.” While the English language does allow us to show respect for our audience such as the choice to eliminate slang or the use of titles such as Sir, Madame, President, Congressperson, or Professor, they do not inherently change the structure of the language.

The final continuum, instrumental/affective, refers to who holds the responsibility for effectively conveying a message: the speaker or the audience? The instrumental style is goal- or sender-orientated, meaning it is the burden of the speaker to make themselves understood. The affective style is more receiver-orientated thus, places more responsibility on the listener. Here, the listener should pay attention to verbal, nonverbal, and relationship clues in an attempt to understand the message. Asian cultures such as China and Japan and many Native American tribes are affective cultures. The United States is more instrumental. Think about sitting in your college classroom listening to your Professor lecture. If you do not understand the material where does the responsibility reside. Usually it is given to the professor as in statements such as “My Math Prof. isn’t very well organized.” Or “By the end of the Econ. lecture all that was on the board were lines, circles, and a bunch of numbers. I didn’t know what was important and what wasn’t.” These statements suggest that it is up to the professor to communicate the material to the students. As the authors were raised in the American educational system they too were used to this perspective and often look at their teaching methods when students fail to understand the material. When Dr. Hahn was teaching in China and her students encountered particular difficulty with a certain concept she would often ask the students, “What do you need—more examples? Shall we review again? Are the terms confusing?” Hahn’s students, raised in a more affective environment responded, “No, it’s not you. It is our job as your students to try harder. We did not study enough and will read the chapter again so we will understand.” The students accepted the responsibility as listeners to work to understand the speaker.

Collectivist versus Individualistic
In addition to the four speaking styles that characterize cultures so do value systems. One of particular importance to intercultural communication is whether the culture has a collectivist or individualistic orientation. When a person or culture has a collective orientation they place the needs and interests of the group above individual desires or motivations. In contrast, the self or one’s own personal goals motivate those cultures with individualistic orientations. Thus, each person is viewed as responsible for their own success or failure in life. From years of research, Geert Hofstede organized 52 countries in terms of their orientation to individualism. Hofstede’s results are displayed in Table 12.1. Are you surprised at the ranking of the United States?

When looking at Hofstede’s research and that of others on individualism and collectivism, it is important to remember is that no culture is purely one or the other. Again, think of these qualities as points along a continuum rather than fixed positions. Individuals and co-cultures may exhibit differences in individualism/collectivism from the dominant culture and certain contexts may highlight one or the other. Also remember that it can be very difficult to change one’s orientation and interaction with those with different value orientations can prove challenging. In some of your classes, for example, does the Professor require a group project as part of the final grade? How do students respond to such an assignment? In our experience we find that some students enjoy and benefit from the collective and collaborative process and seem to learn better in such an environment. These students have more of a collective orientation. Other students, usually the majority, are resistant to such assignments citing reasons such as “it’s difficult to coordinate schedules with four other people” or “I don’t want my grade resting on someone else’s performance.” These statements reflect an individual orientation.

Where Intercultural Communication Occurs
hus far, we have shared with you a bit about what intercultural communication is, some important concepts, and how scholars study this phenomenon. Now we want to spend the final part of the chapter looking at a major context for intercultural communication—the media. There are other contexts as well, such as interpersonal relationships and organizations, but we will leave these to your own investigation or in a class devoted to intercultural communication.

Media
Looking at texts or media artifacts (these are specific television shows, films, books, magazines, musical artists, etc.) is both a fun and important area of study for intercultural communication. Since most people spend much of their free time taking in some form of media, such as going to the movies with friends or turning on the T.V. at the end of a stressful day, it is an arena that has a great deal of influence and impact over its audience. As you also remember, the media is also the location and source for much of the critical cultural research.

Specifically, what critical theorists tend to look at are the artifacts of popular, or pop culture? At the time of this writing, bands such as Creed and Wilco; the television programs Friends, West Wing, and Sex and the City; and the films Bowling for Columbine and The Two Towers were all pop culture artifacts. Popular culture is defined as “those systems or artifacts that most people share and that most people know about” (Brummett 21). So, while you may not listen to or watch the examples listed, chances are that you are at least aware of them and have a basic idea of the plot or content. Popular culture is distinct from high culture, which includes events such as the ballet or opera, visiting the Metropolitan Museum of Art or the L’ourve, or listening to classical music at the symphony. These activities, unlike the artifacts mentioned earlier all require something to have access. Namely money. Attending the ballet or opera takes considerably more money than playing the latest Creed CD. Moreover, one must live in or have access to an urban area where these events are typically held. For example, if Dr. Hahn and Dr. Paynton want to go to the Opera, they have to travel nearly 300 miles. This requires both a lot of time and money. Because most people do not have an abundance of either, these events or artifacts tend to be associated with the elite.

The fact that most of us participate to some degree in consuming popular culture is one reason to study it. Another is that it is an area of struggle for representation—specifically about cultural identity issues. By looking at the numbers and characterizations of ethnic minorities in television and film we can see the dominant culture’s attitudes about them. This is because the dominant culture is the group in control of media outlets and represents groups in particular ways. Representation refers to the portrayal, depiction, or characterization of particular cultural groups. A related term is that of symbolic annihilation which refers to the fact that “women and minorities are underrepresented in media content and that when they are represented they are marginalized, trivialized, or victimized” (Valdiva 243).

Let us walk through an analysis of a scene in the 2001 film, Spiderman, to illustrate these concepts. The female character, Mary Jane, is walking home from work one dark and rainy night. She has neither an umbrella nor proper rain gear so her white shirt and clothes are drenched and cling to her. (Prior to this scene she has been portrayed as the “girl next door” with little or no sexuality.) Her path home takes her through an alleyway where she is quickly surrounded by a group of men of color. One of the men pulls a knife and there is the threat of rape or other violent attack. She does not attempt to fight back but is frozen with fear. But as is the case with superheroes, Spiderman arrives just in the nick of time to save the damsel in distress. After he saves her, she and Spiderman, who, while hanging upside down from a building, share their first kiss. So, what is going on in this scene? Can you identify examples of representation or symbolic annihilation? There are issues concerning both gender and race in this scene. First, she is portrayed as weak, unable to take care of herself, and in need of a man to save her. This is characteristic of images of women in film. Second, in terms of race, the “good guys” or “innocent victims” are White and the potential attackers are nonwhite. This too represents a stereotyped portrayal of young men of color as criminals or gang members. Finally, and perhaps the most dangerous message in this scene, is the equation of female sexuality, violence, and romance. As her white shirt clings to her, her breasts are revealed in a sexual manner, next she is almost attacked, and then she is sweetly and romantically kissing Spiderman. If you were nearly raped by a group of strangers would you be feeling romantic? Thus, this short scene illustrates how images (we did not even discuss the dialogue) work to unfairly and inaccurately portray groups of people.

By looking to the media scholars can discover what images of various cultural groups are prevalent in a society and the stories that are told about various cultures. As active citizens we can make choices about what media images we decide to consume, accept, or reject. As knowledgeable communicators we can critique the images we see rather than accept constructed and artificial media images as normative or “just the way things are.” For as you learned in the first section of the book, language, symbols, and images are not neutral, but are subjective interpretations of a person’s or group of people’s interpretation of reality.

Summary
fter reading this chapter, you should have a greater understanding of how culture influences communication. We began with an overview and description of the various aspects of personal identity and how they work together to determine a person’s and co-cultures relative power and privilege. Next, we traced the process of coming to an understanding of one’s individual identity through the use of the identity models for minorities, Bi-racial individuals, Majority members, and those whom identify as global nomads. Turning to specific communication styles we discussed the differences between high and low context cultures and the continuums of direct/indirect, elaborate/exact/succinct, personal/contextual, and instrumental/affective styles. Finally, we examined a particular site for intercultural communication—the media. We hope this chapter has increased your knowledge base as well as your enthusiasm and interest in this exciting area of the Communication discipline. Moreover, we encourage you to think about the importance of culture when studying the other sub-disciplines of communication such as gender, organizational, interpersonal, rhetorical theory, rhetorical criticism, and health communication.

Discussion Questions

 * 1) What are some ways that you see to support Hofstede’s claim that the U.S. is the most individualistic society? #Are there ways in which we display attributes of collectivism?
 * 2) Describe a situation in which you attempted to diverge or converge you communication with others? What did you do? What were you attempting to accomplish by doing so? What was the result?
 * 3) What are some examples of representation and symbolic annihilation can you locate and analyze in contemporary texts of popular culture?

Key Terms

 * Afrocentricity
 * Critical race theory
 * Collectivism/Individualism
 * Communication Styles
 * Culture
 * Ethnicity
 * Ethnocentrism
 * Gender
 * High and low context
 * Identity
 * Popular Culture
 * Privilege
 * Race
 * Representation
 * Symbolic Annihilation
 * Whiteness