Overview
This case model is based on an interview with a school from Belgium. This is a school where multiple cultural backgrounds come together. It is a great thing that this school can bring together so many different people. However, this could bring some challenges along with it. Every person is unique, as for the way they talk or behave. A lot of this comes from the way they grew up and the place where they grew up. Many different places have a different culture.
For example, the Netherlands is a multi-cultural country where people from various countries come to visit for holiday or live. In any of these options, there will be different cultures getting introduced to one another. At first there will not be a lot of differences noticed, but the more someone is around somebody else with another culture there will be differences noticed. The way people talk or how someone behaves in certain situations, these are some things that might get noticed when someone gets surrounded more with diverse cultural backgrounds.
At the Belgian School, as well for other schools, students and teachers encounter different cultures there. When being around for a longer of time this may lead to a better appreciation and acceptance of others. It might change a point of view on some things, and even have more empathy with somebody who is different. However, there can be moments where cultural differences can lead to discomfort. Some certain behaviours may be perceived as inhibitive or prohibitive. This can also happen when jokes are made, but for someone it crosses a boundary. While these situations can be challenging, it can also help to get someone out of their comfort zone or speak up about something that is not appropriate.
Getting to know the other cultures may give more insight into their beliefs and values. Gain more respect for their boundaries and make everyone feel as welcome.
Hofstede Dimensions
Figure 1 shows the Hofstede Dimensions of three countries. The interviewee, although he works at a Belgium school said he has a Dutch approach to handling situations. He has used France and Asian countries as examples in cultural challenges he has faced. These countries are not a complete representation of the school but will provide great insights on what challenges the school faces when it comes to intercultural communication.
Meetings are held regularly with the parents to discuss the development of the child or the discuss certain issues. When confronting the moral circle of the child it is important to keep in mind the level of authority the individual has that is confronting the moral circle. Cultures with high Power distance believe inequalities amongst people are acceptable and have the need for hierarchy. This can be seen with China and France. It might be inhibitive for them to be confronted by a teacher instead of the school principal. Power distance also plays a role between the relationship of the child and their parents. Children who come from cultures with a high Power distance often must obey their parents. The parents often choose the academic path of the child, despite the advice of the school being different.
The dimension the school experiences the most challenges with is motivation towards achievement and success. This dimension can also be referred to as masculinity vs femininity. The school has a very feminine approach to their education. The school wants their children to flourish. They focus on cognitive development, social development and skills that can be applied in the real world. Countries with a high masculinity are more focused on wealth and status. This can be seen with China, who score high on masculinity. The family wants the child to pursue the highest degree and get the best job possible so that they can acquire the wealth and status that is valued in their culture. The interviewee mentioned this can be frustrating, since this sometimes conflicts with their academic advice that favours the mental well-being of the child. Since the choice is in the hands of the family in the end, this can be seen as inhibitive for the Dutch culture since their advice is not being listened to.
The last dimension that will be discussed is uncertainty avoidance. Uncertainty avoidance is about how a society deals with the insecurities of the future. The interviewee mentioned an example about French culture. France has a high uncertainty avoidance compared to the Netherlands. They like structure and planning, which causes them to have little flexibility. French families often have an academic route planned out for their child and it will be inhibitive for them to stray from that path. This can be difficult for the development of the child when changes are needed. When the schools discuss the development of the child, it might be hard to convince the parents to alter their plan and choose for a path that fits their child better.
Comparing the different cultures in the framework of Hofstede, one can clearly see distinct cultural differences. It is important for people of the organisation to have a high awareness for the many different cultural backgrounds and implement cross-cultural communication to be able to understand them. By anticipating the difference in behaviour, mores, and culture, one can be better prepared to communicate with someone with a different cultural background. The framework of Hofstede can help lessen cultural misunderstandings and cultural differences will be better understood.
Outcome
Working at an international school means being aware of diverse cultures and how those cultures out themselves through behaviours. There lies an art in knowing diverse cultures and knowing how diverse cultures interact with one another, and how those changes can have influences on the outcome of conversations or situations. This is due to diverse cultural norms, social norms, moral norms, laws, values, and opinions.
Realising your own perspective and being able to step outside of that is important when working with diverse cultures. Although it can feel inhibitive to forcefully ignore your personal boundaries or beliefs, it is important to keep a sense of neutrality when managing the diverse cultures. On the other hand, knowing your perspective and knowing other cultures can also help when facing difficult conversations. Knowing how to approach and get through to some might not work for others and vice versa, therefore it can be useful to know specifics about diverse cultures and use them for the sake of the child.
An example that was brought up went into the (in)directness of diverse cultures. Some viewing doubts or worries as a confrontational topic, while others might feel deceived if they later found out these doubts and worries were in play. Also, when reaching through to somebody who experiences high power distance, it can be useful to not just have a teacher present for the conversation but a dean or director.
The case that is most spoken about in international schools and child protection in international education is violence used as a disciplinary method. Diverse cultures hold different norms of acceptance towards this issue; therefore, a lot of discussion and disagreement can occur within the school. In this case the school holds on to the laws of the country the school is in. What would be considered a taboo for one, is normal for another, and a felony to yet another. In cases like this it is a skill to be able to stay neutral and professional, setting your own behavioural borders aside and keeping an open, respectful approach to other cultures and behaviours.
Possible solutions
As mentioned, the international school in faces challenges related to cultural differences in disciplinary methods. These challenges stem from varying norms around physical discipline and differing perceptions of authority and achievement. The school’s approach to these challenges has been praiseworthy, but there are still areas for improvement.
One solution is to provide translation services during meetings with non-English speaking parents. Language barriers can make effective communication unusual or uncomfortable for these parents, making it difficult for them to understand the school’s policies and expectations. For the parents, this is inhibitive because it makes engagement challenging, but they can adapt once communication is made clear. For the school staff, this issue is also inhibitive as it complicates their ability to effectively convey important information. Translation services can ensure communication is clear and accurate, building trust and facilitating better understanding, thus addressing these inhibitive issues.
Another solution is to organise workshops for parents focusing on cultural sensitivity and different disciplinary approaches. For parents from different cultural backgrounds, the school’s disciplinary methods may be unusual or uncomfortable compared to their own cultural norms. This is inhibitive to the parents because they need to adjust their expectations and practices to align with the school’s approach. These workshops can provide parents with tools and strategies to navigate cultural differences both at home and within the school community. By educating parents on the school’s disciplinary methods and their rationale, the school can help parents adapt, overcoming these inhibitive cultural misunderstandings and promoting a more supportive environment.
In cultures with a high power distance, messages from higher authority figures are more likely to be accepted. For parents from such cultures, receiving important communications from teachers rather than high-ranking officials can be unusual and uncomfortable. This is inhibitive to these parents as they need to adapt to a different mode of communication. The school can leverage this by involving the school director or other high-ranking officials in meetings with these parents. When authority figures communicate the school’s expectations and policies, parents from high power distance cultures would be more receptive, leading to better compliance and understanding.
Authors
Rob Keizer
Student: Applied Psychology, Amsterdam University of Applied Sciences
Block 4, Semester 2, 2024
Cato van Hoegee
Student: Public administration & government management, Amsterdam University of Applied Sciences Block 4, Semester 2, 2024
Dewi Kraft
Student: Accountancy, Amsterdam University of Applied Sciences
Block 4, Semester 2, 2024
Amoricia Karsodikromo
Student: International Business, Amsterdam University of Applies Sciences
Block 4, Semester 2, 2024