WHAT ARE THE KEYS

TO UNDERSTANDING
CULTURAL AND
ETHNIC IDENTITIES?
Intercultural Understanding
TBI 4D
 Groups 4
• Mutiara Zahrotul Firdaus
• Nickita Zoelvia Nisa
• Tia Nurfadilah
I. FAMILY AND GENDER SOCIALIZATION

Early on, children internalize what to value and devalue, what to appreciate and reject, and
what goals are important in their culture through the infl u-ence of their family system. The
term identity is used in this chapter as the refl ective self-conception or self-image that we
each derive from family, gender, cultural, ethnic, and indi-vidual socialization processes. In
this section, we explore some important ideas about family and gender socialization
processes.
 Families Come in Different Shapes
In all cultures, family is the central communication hub. Although all cultures and societies
have webs of family relationships, the structure changes across time and cultures . First and
foremost, we acquire some of the beliefs and values of our cul-ture via our primary family
system. For example, Native Americans, Hawaiians, and Filipino families often include
extended family networks that contain several households. The blended family refers to the
merging of different family systems from previous marriages.

The single-parent family refers to a house-hold headed by a single parent. Individuals have
differ-ent status-based authority and responsibilities in a positional family system.
Authoritarian parents, from a positional family framework, are demanding and directive.
They expect their children to obey family rules without question. Many positional family
systems exist in collectivistic, large power distance cultural regions .
 Gender Socilization Interaction Patterns

Gender researchers observe that young girls and boys learn their gender-related behaviors
in the home and school and in childhood games. For example, in the United States, girls’
games tend to involve either pairs or small groups. The girls’ games often involve fl uid
discussion about who is going to play what roles in the «playing house» game, for
example, and usually promote rela-tional collaboration. The process of playing, rather than
the win–lose outcome, is predominant in girls’ games in the larger U. One researcher con-
cludes that girls’ games enable U. cultural context to illus-trate, in traditional Mexican
culture, child-rearing practices also differ signifi cantly in socializing girls and boys. At
the onset of adolescence, the difference between girls and boys becomes even more
markedly apparent.
 II. Group Membership:
Intercultural Boundary Crossing

The Process Of Acculturation & Enculturation

Acculturation: the degree identity

change that occurs when an individual
moves from a familiar environment to
an unfamiliar one from a long term
perspective. Enculturation: sustained, primary
socialization process of individuals in
their original home culture wherein
they have internalized their cultural
values.
 Systems-level Factors

Systems-level Factors is a Elements in the host

environment that influence newcomers
adaptation to the new culture.

01 Socioeconomic condition

02 Host cultures attitudinal stance on cultural pluralism

03 Local institution as contact agencies

 Individual-level Factors

Personal push and pull factor

• Cultural knowledge and interaction based knowledge
• Demographic variables
• Resilience and personal strength
Interpersonal F2F and Network-Level Factors

• Ethnic communities provide critical support

• Established locals and supportive social
networks also support
• Internet contact with new and old cultural
contacts
 Mass Media-Level Factors

• Ethnic media eases loneliness and stress

• Mass media is broad-based influence. Personal
relationships are deeper.
III. GROUP AFFILIATION AND IDENTITY FORMATION

The first is knowledge of social group membership. Our self-concept comes, in part, from the
knowledge we have of our sociocultural group membership . Americans, ethnicity is symbolic. A
symbolic identity «fulfi lls the need to be from somewhere. An ethnic identity is something that makes
you both special and simultaneously part of a community.
Ethnic differences shape who we befriend and even marry, yet they weaken down the generational line.
As each generation is removed from the original immigrant generation, the erosion of ethnic linkage
naturally results.
According to Alba , individu-als having weak identities with the historical ethnic group have a greater
tendency to marry out of their ethnic group than individuals with strong ethnic iden-tities.
 Cultural Identity Conceptualization

All individuals are socialized within a larger cultural

membership group. Strong associations of membership affi
liation refl ect high cultural identity salience. Weak
associations of mem-bership affi liation refl ect low cultural
identity salience. The more strongly our self-image is infl
uenced by our larger cultural value patterns, the more we are
likely to practice the norms and communication scripts of the
dominant, mainstream culture.
Salience of cultural identity can operate on a conscious or an
unconscious level.
 Ethnic Identity Conceptualization

By checking out your scores, you should have a better understanding of your
identifi ca-tion with your ethnic heritage group. Ethnic identity is «inherently a
matter of ancestry, of beliefs about the origins of one’s forebears» . Most
hyphenated Americans who identify strongly with their traditional ethnic val-
ues tend to be collectivistic. The process of identity formation is concerned with
how individuals understand the implications of their ethnic identity or other
social identities.
Making a distinction between cultural variability and ethnic identity salience is
clear.
IV. ETHNIC–RACIAL IDENTITY CHANGE PROCESS

According to (Berry, Kim, & Boski, 1987). The one

model that seems to capture the essence of
immigrants’ adaptation process is that of Berry and
associates’ fourfold identity typological model.
 Cultural–Ethnic Identity Typological
According to Berry (1994, 2004), immigrants who identify strongly with ethnic traditions and
values and weakly with the values of the dominant culture subscribe to the traditionally based or
ethnicoriented identity option. Strongly with the values and norms of the larger culture tend to
practice the assimilated identity option. They tend to see themselves or want to see themselves as
“American,” period.

Other individuals who identify strongly with ethnic tradition maintenance, and at the same time
incorporate values and practices of the larger society, develop the bicultural identity or integrative
option. An integrated individual feels comfortable being a member of both cultural groups.
In terms of explaining ethnic identity patterns among ethnic individuals in their everyday lives,
Berry’s model may not totally fi t the actual reality. For example, the four choices do not explain
why some groups who chose to assimilate did not necessarily “blend in” with the majority culture.
Assimilation may be slower or simply may not take place.
 Racial–Ethnic Identity Development Model
From this framework, racial–ethnic identity salience concerns the development of racial or ethnic
consciousness along a linear, progressive pathway of identity change. For example, Cross (1971, 1991) has
developed a fi ve-stage model of African American racial identity development that includes
• Pre-encounter (stage 1),
The pre-encounter stage is the high cultural identity salience phase wherein ethnic minority group members’
self-concepts are infl uenced by the values and norms of the larger culture.
• Encounter (stage 2),
The encounter stage is the marginal identity phase, in which a new racial–ethnic realization is awakened in
the individuals because of a “racially shattering” event (e.g., encountering racism) and minority group
members realize that they cannot be fully accepted as part of the “white world.”
• Immersion–emersion (stage 3),
The immersion–emersion stage is the strong racial–ethnic identity salience phase, in which individuals
withdraw to the safe confi nes of their own racial–ethnic groups and become ethnically conscious
• Internalization (stage 4), and
the internalization–commitment stage is the phase in which individuals develop a secure racial–ethnic
identity that is internally defi ned and at the same time are able to establish genuine interpersonal contacts
with members of the dominant group and other multiracial groups.
• Internalization–commitment (stage 5).
 Multiracial and Biracial Identity

According to (Saulny, 2011b). The multiracial population is overwhelmingly young, and American Indians and
Native Hawaiians and Pacifi c Islanders are the most likely to report being of more than one race. African
American and Euro-American are the least likely.

Intersection refers to a compound identity in which two (or more) social membership categories
(e.g., female Latina lawyer) can be crossed to form a singular, unique social identity. Individuals with this
compound, singular identity also feel more connected with others who share these compound yet singular
Identity experiences. Dominance means the individual adopts one major social identity (e.g., lawyer) and
other social membership categories (e.g., being female and being Latina) are subordinated or embedded
underneath the dominant professional role identity category of being a “lawyer.” Compartmentalization refers
to how one social identity category serves as the primary basis of identifi cation in a particular setting
(e.g., the importance of the lawyer category in the law firm) and a gear shift occurs to another primary
identity persona in a different context (e.g., being a good Latina mom at home). An individual who is
associated with a particular ethnic group may not actually behave or subscribe strongly to her or his ethnic
values, norms, or behaviors, such as aLx or Min. In other words, skin color does not automatically guarantee
consistent ethnic ingroup membership and affi liation (e.g., in the case of Min, he looks Korean but was
adopted by a white couple when he was only six months old).
 V. INTERCULTURAL REALITY
CHECK: DO-ABLES
The intersection of culture, communication, and identity holds hope for improving and fine
tuning our understanding of crossing boundaries.
We can discover identity issues that are desirable to the individuals in our everyday
intercultural encounters through practicing the following communication skills:
• Mindful listening: Mindful listening demands that we pay thoughtful attention to both the
verbal and the nonverbal messages of the speaker before responding.
• Identity validation skills: When a person perceives authentic and positive identity
validation, he or she will tend to view self-images positively. When a person perceives
identity rejection, he or she will tend to view self-images negatively
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