Cultural Norms

Cultural Norms Learning Outcomes

Dene the terms culture and cultural norms Using one or more examples, explain emic and e7c concepts Examine the role of two cultural dimensions on behavior

What is culture?
Spend 5 minutes brain storming and try to come up with a deni7on of culture

Dene the terms culture and cultural norms

Lets break it down rst into the Elements of Culture

What is Culture?
Culture is the way of life of a group of people.

Elements of Culture
Language Shelter Clothing Economy Religion Education Values Climate Government/Laws Recreation/Entertainment

Education

- the development of the mind and character through study and training

Language
- spoken or written words; human speech

Shelter

- something that protects from the weather or from danger.

Clothing

- things worn to cover the body

Economy

- the way that money and goods are used by people

Religion

- a system of beliefs that goes beyond human powers

Values

- ideals or beliefs that guide the way people live

Climate

- the usual weather that a place has

Government/Laws

- rules made and enforced by the government of a country

Entertainment/Recreation

- something that is done for fun or relaxation

Definitions of culture?

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Statements about culture are never statements about individuals.

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Ideals, values, and assump7ons about life that are widely shared among people and that guide specic behaviors. (Brislin, 1993)

Definition: What is culture?

There is no single generally accepted deni7on of culture. The deni7ons below seem to capture most of what is meant by the term. Culture is: A set of a5tudes, behaviours and symbols shared by a large group of people and usually communicated from one genera@on to the next. (Shiraev and Levy, 2004) A unique meaning and informa@on system, shared by a group and transmiEed across genera@ons, that allows the group to meet basic needs of survival, pursue happiness and well-being, and derive meaning from life (Matsumoto and Juang, 2008)

What is culture? Some more definitions

A complex concept that is used in many dierent ways (e.g. to describe food and ea@ng habits, clothing, rituals communica@on paEerns, religion and status behaviour). It is oJen used to describe what could be called surface culture because it is so visible. (Matsumoto, 2004):

Can be dened as common rules that regulate interac7ons and behaviour in a group as well as a number of shared values and aOtudes in the group. Lonner (1995)

Culture shapes the mind. Hofstede (2002) Hofstede uses the analogy of the computer as a metaphor. He suggests that while individuals are born with an opera7ng system, it is not sucient to operate in society. Culture provides the program, which can be likened to the development of cultural schemas that inuence thinking, emo7ons and behaviour. Culture is therefore the Mental SoHware that is shared by members of a sociocultural group. It is transmiTed or learnt through language, daily interac7ons and feedback from other members of that group.

All definitions suggest

That culture is transmiTed from genera7on to genera7on. Two specic elements What is transmiTed by culture? & What are the essen7al func7ons of culture?

Cultural Norms

What is meant by norms & cultural norms

Norms: are set of rules based on socially or culturally shared beliefs of how an individual ought to behave. It provides a means of regula7ng behavior in a group. When an individual deviates from cultural norms, they may be punished, marginalized, s7gma7zed or crea7ng and aec7ng change in the society. As humans are social animals, the need to belong plays a strong role in the desire to conform to group norms. Cultural norms are paKerns of behavior typical of a specic group. They are normally passed down from genera7on to genera7on via learning through gatekeepers e.g. parents, teachers, religious leaders and peers.
Cultural paTerns of behavior can be thought of as tradiNons like wedding rituals or rites of passage, ways of raising children and views on how to care for the elderly.

Dis7nc7on between social norms & cultural norms

What needs to be highlighted is the disNncNon between social norms and cultural norms. While social norms and cultural norms are obviously related, cultural norms are a special kind of social norm. In cultural norms, the social dimension extends to cover wider social groups (e.g. en7re ethnic groups) compared to other types of social norm (for example, an individuals peer group). Cultural norms, contribute more than social norms to what for many is more fundamental and longer las7ng sense of social iden7ty (e.g. ethnic iden7ty). One may wish to also dene sub-cultural norms to refer to cultural subunits such as tribes, social classes and casts found in the same na7on. Other sub-cultural norms may regulate behavior in sub- cultures such as par7cular organisa7ons, cults, criminal gangs, etc.

Triandis (2002) suggests

Triandis suggests that children learn about cultural norms from their parents, peers and ins7tu7ons Elements of culture are shared standard opera@ng procedures, unstated assump@ons, tools, norms, values, habits about sampling the environments and the like Triandis (2002) p135. Norms come from the cogni7ve processing that depends on how a group samples informa7on from the vast amounts around them. These samplings of informa7on are the psychological process studied by psychologists. How a group samples informa7on shows where the group generally ts on dierent dimensions of culture. For example, people in individualist cultures are more likely to view the self as independent and evaluate the self in terms of personal performance. People from collec7vist cultures view the self in terms of rela7onships with others and evaluate the self in terms of crea7ng harmonious rela7onship s with others. These sampling aect a wide range of behavior. For example, social learning theorists examine how dierent view are norms about the self that are created when cultural groups sample dierent aspects of the world - e.g. see later: study of depression.

Objec7ve vs. Subjec7ve Culture

Triandis (2002) dis7nguishes between objecNve culture and subjecNve culture: ObjecNve culture involves and enables characteris7cs such as dress styles, use of various technologies and cuisine. SubjecNve culture on the other hand refers to the beliefs, norms and values considered important enough to pass on to future genera7ons. They include moral code, religious beliefs and social e7queTe. Professor Harry Triandis
University of Illinois

In summary
Culture is
a set of aOtudes, behaviors and symbols shared by a large group of people and usually communicated from one genera7on to the next.

Cultural norms are

the norms of an established group which are transmiTed across genera7ons and regulate behavior in accordance with the groups beliefs about acceptable and unacceptable ways of thinking, feeling and behaving.

Ethnocentrism & Cultural Relativism

The concepts of ethnocentrism and cultural relaNvism remind us that other cultures make meaning in dierent ways. Both concepts are important for studying design and interpreta7ons, as well as everyday life situa7ons.
Ethnocentrism Ethnocentrism is judging another culture solely by the values and standards of one's own culture - this can be overt or subtle. Ethnocentric individuals judge other groups rela7ve to their own ethnic group or culture, for example, language, behaviour, customs and religion. Cultural RelaNvism Cultural relaNvism is the principle that an individual humans beliefs and ac7vi7es should be understood by others in terms of that individuals own culture.

Homework
Read work by Triandis on Subjec7ve Culture available: hTp://www.wwu.edu/culture/triandis1.htm

Cultural Norms Learning Outcomes

Dene the terms culture and cultural norms Using one or more examples, explain emic and e7c concepts Examine the role of two cultural dimensions on behavior

Using one or more examples, explain emic and e7c concepts

Introduc7on: Emic & E7c

Emic and eNc are terms used by anthropologists and by others in the social and behavioural sciences to refer to two kinds of data concerning human behaviour In par7cular, they are used in cultural anthropology to refer to kinds of eldwork done and viewpoints obtained.
EMIC The emic approach investigates how local people think. How they perceive and categorise the world, their rules for behaviour, what has meaning for them, and how they imagine and explain things. ETIC The etic (scientist-oriented) approach suggests that members of a culture often are too involved in what they are doing to interpret their cultures impartially.

Although emics and etics are sometimes regarded as inherently in conflict and one can be preferred to the exclusion of the other, the compliment of emic and etic approaches to research is probably the best way to understand the mind and behaviour in context.

For theEmicApproaches
Behaviour is culturally specific

For theEmicapproaches

Scientific data is relative and biased by the culture of the researcher and individuals tested Cultural variations need to be recognised Scientists should re-examine their ideas to include cultural dimension and universal properties of cultures.

For theEticapproaches
Behaviour is compared across cultures Draws on the notion of universal properties of cultures, which share common perceptual, cognitive, and emotional structures.

Problems with the etic view

Many Psychologists adopt universal man assumption we are all the same culture does not influence our behaviour. Evidence: Smith & Bond (1998) found that Psychology is Ethnocentric (western centred) they reviewed textbooks and found that only 10% of the world is sampled in psychological research

Key Terms
What is the learning outcome for our current topic?
Using one or more examples, explain emic and etic concepts

What does etic behaviour mean?

universal behaviors

What does emic behaviour mean?

cultural specific behaviors

What is the evidence that Psychology is ethnocentric?

Smith & Bond (1998) reviewed textbooks and found that only 10% of the world is sampled in psychological research Psychology is ethnocentric!

So far
Overall, e7cs and emics are abstract concepts that are useful to researchers.

ENcs universal behaviors Emics cultural specic behaviors

Researchers ojen approach cross-cultural study with an eNc descripNon of a concept in mind, such as a Western view of depression. The behaviour dening the category major depression are useful to researchers but may be dierent from emic descrip7on of depression within another culture.

Now lets have a look at an.

Example of research that shows why it is important to take emic description of a concept into account

Using Emic & Etics in research

Tabassum et al. (2000) study into depression, which shows why it is important to take emic descrip7ons of a westernised (e7c) concept into account.

Then we Consider John Berrys comments on using emics and e7cs properly in research.

An interview study about eNcs/emics and depression

What are the dierences between the emics of depression and the Western e7cs used to evaluate and treat depression in ethic popula7ons living within Western cultures? Rashda Tabassum and colleagues (2000) conducted an interview study to answer this ques7on. They compared emic deni7ons of depressive symptoms from Pakistanis living in the United Kingdom with the exis7ng predominant e7c descrip7on used by Western Psychiatrists trea7ng them. The study explored womens mental health needs and claried inconsistencies about the frequency of mental disorder, aOtudes towards mental disorder and aTribu7ons contribu7ng to aOtudes about mental illness. There was concern that Western e7cs dominated how data was collected in the past and dictated how Pakistanis were viewed as either mentally healthy or unhealthy.

ParNcipants
First and second-genera7on Pakistani, all lived in a poor UK urban seOng. Hard to get sample because interviews would meet in family group seOngs (males would not typically let females meet alone with researcher). In fact, only 7 families would allow researcher to record, making transcrip7on dicult 74 par7cipants took part:
22 males born in Pakistan, 29 rst-genera7on women, and 23 second-genera7on women

3 dierent languages; English, Urdu, Punjabi some7mes a mixture of languages

Method
Asked ques7ons about:
percep7on of causes of mental disorder, help- seeking behavior, family percep7ons and reac7on to mental disorder, and the community status of people with a mental disorder

There was diculty in transla7on:

because Western symptoms did not always directly translate and the Pakistani culture had some dierent ways of conceptualizing mental disorder

Findings
Par7cipants were fairly knowledgeable about Western e7c mental health models 63% viewed aggression as a main symptom of abnormality Some par7cipants used the terms anxiety and depression but the words in Urdu had dierent meaning from Western e7c descrip7ons. Pakistani culture is collec6vist and emphasize politeness in social behavior, so aggressive displays are viewed as abnormal, more important than anxious or depressed symptoms Many of the other iden7ed causes of mental disorder were similar to those from Western models, with 63% emphasizing stress as a primary factor. Remember: stress is an eNc, though there are emic features of how the Pakistani display stress 25% aTributed mental disorders to supernatural causes and 35% believed in faith healers Families should cope with mental health; hospitaliza7on was a last resort Most males thought a general prac77oners (GP) should be consulted for treatment. Fewer females iden7ed a GP as the rst person to consult, but there may be cultural barriers to women geOng help from doctors. These dicul7es include language barriers, the fact that many doctors are males, and that many Muslim women have diculty with hospitaliza7on because of the purdah. One prevalent aOtude was that families should cope with mental health problems. Hospitaliza7on was a last resort. Par7cipants were reluctant to discuss in7mate family maTers with the researchers, even at 7mes saying that they did not know someone rst-hand with a mental disorder, contradic7ng previous statements that they did. Pakistanis may fear s7gma associated with mental disorder.

Issues concerned with this study

Assuming that researcher of the same ethnic group speaking the same language bridge the barrier between researcher and par7cipant was a mistake. Western research models where individual respond to interview ques7ons are not always the best way to collect data in collec7vist cultures. In addi7on, the interviewer was known to be a doctor, so social desirability possibly interfered with the responses. The study successfully idenNed barriers that women face in geOng mental health services. In addi7on, dierences between emic and e7c approaches to understanding mental disorders were uncovered.

ImplicaNons
One of the main implica7ons of Tabassum et als (2000) study include the need for physician training and ques7ons about how we collect data. For example, do doctors have enough informa7on about cross-cultural views of abnormality? How can we collect data to accurately iden7fy another cultures views?

John Berrys comments on using emics and etics properly in research

John Berrys comments abut how to use emics & e7cs properly in research
The goal is to use the principles of emics and e7cs to benet others. Berry (1969) asked how psychologists could make cross-cultural comparisons without a specically iden7ed methodology that aided the task. Ideally, cultural psychologists should describe both emics specic to a group and ethics that make comparisons between cultures possible. Berry iden7ed three steps to create universal categories that were really useful to make comparisons between cultures:

Three steps to create universal categories that are useful to make comparison between cultures
1. Out of necessity, psychologists may have to start a research study with an imposed e7c. Psychologists should remain aware that the imposed e7c is a poor approxima7on of what is really needed for the nal results, which is to create true emic descrip7on of the culture, one that is meaningful to people in the culture being studied. True emic descrip7on of a culture involve con7nually altering the imposed e6c. The researcher moves on to step 2 only if this can be done without completely destroying the original e7c categories used for scien7c discovery. Researchers create new categories that reect what is observed in another culture. Berry called these new e7cs the derived e6cs. The derived e7c categories are now useful for making comparison between two groups. Finally, derived e7c categories are applied to new research seOngs, modied emically again, and then more new e7c categories are created. It is only when all groups for comparison have been studied this way that we have real universals for comparison.

2.

3.

The goal of this three-step process was to create instruments that were appropriate for measuring behavioural similarities and differences between cultures.

From Berrys criteria is Tabassums et al. (2000) research valuable? Tabassums (2000) research is a beginning in the process, it allows us to nd future variables that will lead to real comparisons between cultures.

Research & References

Berry, J. W. (1999). Emics and e7cs: A symbio7c concep7on. Culture & Psychology 5, 165 - 171. hTp://psikologi.ugm.ac.id/uploads/resources/File/Indigenous/4408157.pdf Founda7on for qualita7ve research in educa7on: Emic and E7c Approaches: hTp://isites.harvard.edu/icb/icb.do?keyword=qualita7ve&pageid=icb.page340911 Global Perspec7ves, Colarado: Emic and E7c Approaches to Culture: hTp://www.gpccolorado.com/emic-e7c-approaches-culture-inves7ga7on-methodologies/ Harris, M. (1976) History and Signicance of the Emic/E7c Dis7nc7on: Annual Review of Anthropology, Vol. 5 (1976), pp. 329-350 hTp://crm-gis.com/Ar7cles/Harris.pdf Headland,T. Emic and E7c: insider/outsider debate: hTp://www-01.sil.org/~headlandt/ee-intro.htm LeT, J. Emic and E7c Dis7nc7ons: hTp://faculty.ircc.cc..us/faculty/jleT/Ar7cle%20on%20Emics%20and%20E7cs.htm Princetown University: Emic and E7c: hTp://www.princeton.edu/~achaney/tmve/wiki100k/docs/Emic_and_e7c.html Wombles, K. Science 2.0: The Emic and the E7c in Cross-Cultural Research hTp://www.science20.com/science_au7sm_spectrum_disorders/blog/ emic_and_e7c_crosscultural_research

Extension work/reading
Wombles, K (2010) The Emic and E7c of cross cultural research hTp://www.science20.com/ science_au7sm_spectrum_disorders/blog/ emic_and_e7c_crosscultural_research Berry, J. W. (1999) Emics and e7cs: A symbio7c concep7on. Culture & Psychology 5, 165 171 hTp://psikologi.ugm.ac.id/uploads/resources/File/ Indigenous/4408157.pdf

Cultural Norms Learning Outcomes

Dene the terms culture and cultural norms

Using one or more examples, explain emic and eNc concepts Examine the role of two cultural dimensions on behavior

Cultural Dimensions
In addition to cultural norms, another component of culture is dimensions the perspectives of a culture based on values and cultural norms.
Individualism versus CollecNvism Power Distance Masculinity versus femininity Uncertainty avoidance Long-term versus short-term orientaNon Indulgence versus Restraint Polychronic versus Monochronic Nme Proximics percepNon and use of space

Examine the role of two cultural dimensions on behavior

Structure & suggested Dimensions

Geert Hoefstedes contribu7on
Iden7ca7on of dimensions classic IBM study 1973 Some of his dimensions

Harry Triandiss contribu7on

Individualism vs. CollecNvism Research studies (see handout)

Edward Halls contribu7on

PercepNon and use of Time Research studies (see handout)

Evalua7on of dimensions of culture

Geert Hoefstedes Contribution

Geert Hoefstedes Dimensions

Power Distance (PDI) Masculinity versus femininity (MAS) Uncertainty avoidance (UAI) Long-term versus short-term orientaNon (LTO) Indulgence versus Restraint (IVR)
Hoefstede Dimensions web site http://geert-hofstede.com/dimensions.html

Research Study
Hoefstedes classic study (1973) involved asking employees of the mul7na7onal company IBM to ll in surveys about morale in the workplace. He then carried out a content analysis on the responses he received, focusing on the key dierences submiTed by employees in dierent countries. His research looked at the 40 most representaNve countries in the surveys. The trends he no7ced, he called dimensions. Hoefstede found a number of dimensions, only some are outlined here.

An interview with Geert Hoefstede discussing some aspects of his work

hTp://www.youtube.com/watch? v=nLQxU8BbGCY

Cultural Dimensions of Behavior of Behavior Cultural Dimensions

Hoefstede argues that understanding cultural dimensions will help facilitate communication between cultures. Understanding and respect of cultural norms can promote successful international diplomacy as well as international business

Understanding and respect for cultural norms can promote successful interactions

Example of differences in one behaviour

When negotiating in western countries, the objective is to work towards a target of mutual understanding and agreement, and shake hands when that agreement is reached in the west this is a cultural signal of the end of negotiations and the start of working together. In Middle Eastern countries, much negotiation takes place before the agreement, signified by shaking hands. However, this does not signal that the deal is complete. In fact, in Middle Eastern culture it is a sign that serious negotiations are just beginning.

Uncertainty vs. Avoidance

A second dimension is uncertainty versus avoidance, which deals with a societys tolerance for uncertainty and ambiguity. It indicates to what extent a culture programmes its members to feel either uncomfortable or comfortable in unstructured situations. (Unstructured situations are novel, unknown, surprising) Uncertainty-avoiding cultures try to minimize the possibility of such situations by strict laws and rules, safety and security measures, and, on the philosophical and religious level, by a belief in absolute Truth there can only be one Truth and we have it.

Confucian Dynamism
Hoefstede working with Bond, added another dimension. Bond (1988) argues that Chinese culture replaces the uncertaintyavoidance dimension with Confucian work dynamism: instead of focusing on truth, some cultures focus on virtue. China and other Asian countries have a long-term orientation. These cultures value persistence, loyalty, and trustworthiness. Relationships are based on status. They have a need to protect the collective identity and respect traditionwhat is often called saving face. Hoefstede found that Finland, France, Germany, and the US have a short-term orientation. In contrast to Confucian work dynamism, these cultures value personal steadiness and stability. There is a focus on the future instead of the past, and innovation is highly respected.

Harry Triandiss Contribution

Harry Triandiss Dimension

Individualism vs. CollecNvism
Background informa7on: He was born in 1922 in Greece. He is Professor Emeritus of Psychology at the University of Illinois. He received his in American in 1958, and an honorary doctorate from the University of Athens, Greece, in 1987. His research interests have concerned (a) the links between behavior and elements of subjec7ve culture and (b) dierences between individualis7c and collec7vist cultures. The APS named him Dis7nguished Interna7onal Psychologist of the Year in 2002, and he received the Life7me Contribu7ons Award from the Academy of Intercultural Research in 2004.

Individualism vs Collectivism
Triandis (1995) proposed the construct Collec7vists are closely linked individuals who view themselves primarily as parts of a whole, be it a family, a network of co-workers, a tribe, or a na7on. Such people are mainly mo7vated by the norms and du7es imposed by the collecNve enNty. Individualists are mo7vated by their own preferences, needs, and rights, giving priority to personal rather than to group goals.

Differences between individualistic and collectivist cultures

Triandis (1995) suggests that the cultural patterns represented by individualism and collectivism lead people to view their worlds through different lenses, attaching different meanings to life events. Triandis explains how these variations in meaning can help us better understand why crime rates, divorce rates, levels of self-esteem, feelings of well-being, and indeed overall behavioral patterns can be so different from one society to another.

IndivualisNc
Ties between individuals are loose Everyone is expected to look ajer themselves There is more emphasis on the needs of the individual

CollecNvist
Very strong 7es with family and other groups Family or cultural rules apply, e.g. someone breaks these rules they would be considered an outcast

Research Studies see handout

Activity: Individualism vs. Collectivism

Complete activity in pairs research and makes notes on individualism & collectivism
hTp://www.youtube.com/watch? v=CW7aWKXB5J4 http://www.geert-hofstede.com/ http://www.youtube.com/watch?v=R-SEVYfXl4&feature=related

Edward Halls Contribution:

Edward Halls Dimensions:

Time & Space Anthropologist Edward T. Hall's
Time: polychronic versus monochronic 7me orienta7on describes how cultures structure their 7me. Proximics: across cultures there are dierences in the distannce for in7macy, social & communica7ve and public space

Edward Hall: Time orientation

Described the dimension of Nme consciousness Concept of polychronic versus monochronic 7me orienta7on describes how cultures structure their 7me. The monochronic 7me concept follows the no7on of "one thing at a Nme The polychronic concept focuses on mulNple tasks being handled at one Nme, and 7me is subordinate to interpersonal rela7ons.

Research Studies see handout

Edward Hall: Proximics

Hall (1966) suggests that there are diering cultural frameworks for dening and organizing space, which are internalized in all people at an unconscious level, can lead to serious failures of communica7on and understanding in cross-cultural seOngs. He suggests that there are dierences in the percepNon and use of space

Types of Space
InNmate space - the closest "bubble" of space surrounding a person. Entry into this space is acceptable only for the closest friends and in7mates. Social and consultaNve spaces - the spaces in which people feel comfortable conduc7ng rou7ne social interac7ons with acquaintances as well as strangers. Public space - the area of space beyond which people will perceive interac7ons as impersonal and rela7vely anonymous.

Cultural Differences in Space

In the United States, people engaged in conversa7on will assume a social distance of roughly 4-7 inches, but in many parts of Europe the expected social distance is roughly half that For other types of space, within every culture there are (similar) internalized expecta7ons about how these areas should be organized.

United States ci7es, for instance, are customarily set out along a grid, a preference inherited from the Bri7sh, but in France and Spain a star paTern is preferred.

Examples from United States

Strangers wai7ng for a train in Oklahoma try to maintain at least 18" of personal space. Edward Hall's theory of proxemics suggests that people will maintain diering degrees of personal distance depending on the social seOng and their cultural backgrounds.

Ideal Suburban Life Near the Turn-of-the-Century

The design of houses and neighbourhoods is also governed by culturally specic spa7al principles and aesthe7c standards. An aerial view of Yorkship Village in Camden NJ, a planned community constructed by the U.S. government in 1918, shows the winding residen7al streets and central community park that epitomized ideal suburban life near the turn-of-the-century.

Key Vocabulary
CollecNvism vs. individualism: the extent to which societal bonds determine behaviour. In individualis@c socie@es people strive to be self-reliant, unique and successful. In collec@vis@c socie@es ones family and culture are an integral part of their decisions. Collec@vis@c socie@es are concerned with coopera@on, tradi@on and saving face. Confucian work dynamism: Also known as long-term orienta@on, this dimension values truth, persistence and loyalty. Pa@ence is also valued, whereas in short-term orienta@on impulsivity and spontanaiety are more the norm. Conict is oJen avoided in order to preserve rela@onships. Cultural dimension: the perspec@ves of a culture based on values and cultural norms. Ecological fallacy: when one looks at two dierent cultures, it should not be assumed that two members from two dierent cultures must be dierent from one another, or that a single member of a culture will always demonstrate the dimensions which are the norm of his/her culture. MiNgated speech: Indirect speech paEerns in which ones own personal views are not directly stated. This is oJen seen in cultures with high power distance, as seen in Greenburgs study of Korean Airlines. Power distance: The level to which social hierarchy is respected in a society. Low power distance socie@es have a sense of equality even between boss and employee or adult and child. High power distance socie@es have a rigid structure of authority that is respected and deferred to.

Extension work/reading
Wombles, K (2010) The Emic and E7c of cross cultural research hTp://www.science20.com/ science_au7sm_spectrum_disorders/blog/ emic_and_e7c_crosscultural_research Berry, J. W. (1999) Emics and e7cs: A symbio7c concep7on. Culture & Psychology 5, 165 171 hTp://psikologi.ugm.ac.id/uploads/resources/File/ Indigenous/4408157.pdf

Extension work/reading
Cultural psychology, temporal orienta7on; prejudice & racism, coping and stress see James Jones web site: hTp://www.psych.udel.edu/people/detail/james_jones/ White, L.T., Valk, R., & Dialmy, A. (2011) What Is the Meaning of ''on Time''? The Sociocultural Nature of Punctuality. Journal of Cross-Cultural Research hTp://www.psychologytoday.com/les/aTachments/ 71977/the-sociocultural-nature-standards- punctuality.pdf

Extension work/ac7vity
Explore this website, you can also compare your countrys scores on the dimensions of culture to those from other countries. Examine the dimensions in more detail and have fun! hTp://www.geerthofstede.com/index

An indepth interview with Geert Hofstede discussing the main aspects of his work
hTp://www.youtube.com/watch? v=nLQxU8BbGCY