Masculinity vs. Femininity- Refers primarily to the distribution of emotional roles between genders in society. In short, the more roles are traditionally oriented, the more “masculine” they are; whereas, “feminine” refers to when levels of assertiveness, competitiveness, and caring are more equally shared among genders. Example: Can affect the level of competition or collaboration exhibited by students. Long-term Orientation vs Short-term Orientation and Indulgence vs Restraint E.Hall (1983) High Context vs Low Context- This dimension is primarily concerned with communication in contexts. In high-context cultures, the context plays a greater role and much of the meaning is “understood” with even minimal expression. These societies tend to be more relational, collectivist, and intuitive. On the other hand, low-context cultures tend to be more verbose, as well as focused on linear thought, individualistic values, and logical outcomes. Example: Can greatly affect the degree to which people are comfortable expressing their opinions, points of view and questions in class. Other Studies of Interest: R.E. Nisbett (2003), R. Levine (1997) and R.D. Lewis (2006) How the Cultural Dimensions Theory Is Used Identify primary cross-cultural differences in national cultures based on primary dimensions Used in various ways to promote greater awareness and successful decision-making in business, education, politics, and general social life Help professionals, students and citizens navigate the extremes of culture shock and/or adapt to new cultures (both international and domestic) Cultural Dimensions in Education (Parrish & Linder VanBerschot, 2010) Cultural Dimensions of Learning Framework- CDLF (See Table 4; pp.8-10) Perceive behaviors and ways of thinking as the interaction of what is personal, cultural and human nature. Values- deepest enduring aspects of culture (often unseen and slow to change) Practices- various norms and rituals (more easily observable and more changeable) Education/learning involves both values and practices, so must try to be aware what might actually be challenged and/or learned anew When teaching, culture is being transmitted (embedded in the enterprise itself) Can identify display of tendencies along cultural lines while respecting the individual human being. Calls for deeply considering the cultural dimensions to inform our instructional designs, decision-making and expectations.
Table 3 Retrieved from on March 31, 2016. Retrieved from https://commons.wikimedia.org/wiki/File:Ten_Differences_Between_Collectivist_and_Individualist_Societies. png.png on March 31, 2016. Retrieved from https://commons.wikimedia.org/wiki/File:Ten_Differences_Between_Feminine_and_Masculine_ Societies.png.png on March 31, 2016. Retrieved from on March 31, 2016. Table 4 The Cultural Dimensions of Learning Framework (CDLF) Social Relationships Cultural Dimension How dimension is manifested in learning situations Equality and Authority More equality More authority How is inequality handled? How is status handled and respect given? What is appropriate in interactions for those with unequal status? (Hofstede; Lewis) Teachers treated as equals to be engaged, even challenged Teachers are treated as unchallenged authorities Students take responsibility for learning activities Teachers are solely responsible for what happens in instruction Dialogue and discussion are critical learning activities The teacher is the primary communicator Individualism & Collectivism More individualistic More collectivist Which is more important, the interests of the individual or the interests of the group? To what degree are interpersonal relationships valued? (Hofstede; Nisbett) Expectations that students speak up Students speak up in limited situations Learning how to learn (cognitive skill) is primary (individual growth) Learning how to do (content knowledge) is primary (social growth) Expression of students point of view is valuable component of learning Student expected to accommodate teacher’s point of view Hard work is motivated by individual gain Hard work is motivated by the greater good
is more important, logical consistency or practical outcomes? How is disagreement managed? (Nisbett) Insistence on single truths based on logical reasoning Acceptance of multiple truths based on experience Debate/argumentation is a learning activity Consensus building is a learning activity Being right is most important Being virtuous is most important Willingness to challenge others when the teacher/students are presumed wrong or being inconsistent Acceptance of contradictions for the sake of continuing, harmonious dialogue Causality and complex systems More focus on causality More focus on systems / situations How is causality assigned typically? Is it assigned to a single, most likely source, or is it assigned to the broader context? (Nisbett) More goal orientation expected of learners More willing to work within social constraints Knowledge tied to cause-effect explanations Knowledge tied to explanations of systems and situations Focus on stable knowledge and rules Focus on evolving and situational knowledge Learning success or failure attributed to student characteristics Learning success or failure attributed to the situation Temporal Perceptions Cultural Dimension How dimension is manifested in learning situations Clock time and event time More clock focus More event focus How is uncertainty dealt with? Is it avoided or accepted? Is structure assumed more important than flexibility? What is the status of knowledge – established or in a process of development? (Hofstede; Nisbett) Instructional activities start and stop promptly Instructional activities are allowed to continue as long as they are useful Meetings outside of class time are limited to strict schedules Boundaries between class and outside class are more fluid Strict deadlines and consequences for missing them Work continues toward improvements with less regard for deadlines Likes procedures Willing to bypass procedures Learners work quietly toward planned ends Learners are talkative and expressive and may ignore plans Linear and cyclical time More linear time More cyclical time Do people conform to an external measure of time, or do they allow the event at hand to unfold on its own Time is to be managed One adapts to time Learning proceeds along a linear path with clear prerequisites and milestones Learning is seen as practice toward slowly increasing perfection