Part A
Interpersonal communication exists on several levels. These levels are designated as interdependent, relational, transactional and choice-driven (DeVito, Clark & Shimoni 2016). James' communication with the storekeeper is placed on the level that defines communication as existing in a continuum. Communication ranges from people who know each other intimately to those who have no prior knowledge of each other's existence. Thus, communication flows from an interpersonal level to an impersonal one. The storekeeper and James have never met each other, but they strike a conversation, which is quite successful. Impersonal communication is governed by social rules that prescribe the nature of the communication and extent of interaction.
Enculturation is the process by which someone gets accustomed to a new culture. A person learns the traditions of a new culture or tries to adapt to it. Learning a new culture is both unconscious and deliberate. An encultured person assimilates the acquired traditions and passes them on. James has been brought up by his grandparents and taught the Inuk way of life. James passes on what he has learned to his daughter Nicola. Following the traditional teachings of Inuk, James and his daughter identify with their culture and are thus, considered First Nation. Inuk cultural identity leads to their discrimination.
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Self-concept refers to an individual's evaluation of themselves; whether they feel they are kind, friendly or difficult. Other people's views of a person, the cultural indoctrination, self-evaluations and comparing oneself with others influence the self-concept of a person (DeVito, Clark & Shimoni 2016). Culture and personal assessment are the essential influencers of Nicola's self-concept. She has been encultured into her traditional Inuk way of life and consequently thinks of herself as a native. Nicola's self-evaluation inculcates the maxims of social equality; she believes she is as important as any other student in her new school. Discrimination at the store emphasizes her native status to her. The girl would consequently feel different from the others because she is a native.
The security has an impression that James and his family are troublemakers because he generalizes them with other natives. Due to the idea that they are trouble, the guard follows them around the store perceiving wrongdoing. Free association is the method that the guard uses to make the impressions about James and his family (DeVito, Clark & Shimoni 2016). The moment the guard sees them and realizes they are natives; his feeling is that they are bound to cause trouble.
To improve his impression of other people, the guard should learn to avoid premature conclusions; he should not conclude that James is a troublemaker just because he is a native. A principle that the world is just and reasonable will help the guard to avoid these wrong impressions on others.
The store manager solved James' situation by applying active listening skills. For example, as James was exploring the incident, he asked questions from time to time so that he gets details of what happened. Asking questions helped him understand the situation. Another example is seen when he expresses an understanding of the case by admitting that he would never feel happy himself if subjected to the same situation.
The manager would have maintained eye contact with James to establish an interest in what James was saying (DeVito, Clark & Shimoni 2016). Since James was angry, he would not interrupt and show empathy by giving him a discount and admitting that James had been wrongly treated.
Part B: Reflection
While watching women's soccer with a friend, I noticed that some of the ladies were all covered up. The ladies had headscarves, and only their faces were visible. I idly commented that they were ruining the beauty of soccer, and the attire was cumbersome, which would not aid them in movement leave alone the discomfort that comes with it. I was oblivious that my friend was Islam and he sharply retorted that Islam does not allow for women to show themselves to everyone as their bodies are sacred. Not sensing his irritation, I argued that they should make exceptions for sports such as soccer because they were competing and the bulky dressing would only hamper their performance on the pitch. My friend responded that soccer should not be an excuse for promoting immorality; he then got up and banged the door behind me, leaving me stunned.
What I realize is that I should have applied strategies that would improve intercultural communication. My friend was evidently of a different culture, and therefore, I should have tried to be mindful of this. Effective cross-cultural communication needs one to be aware of their culture first (DeVito, Clark & Shimoni, 2016). When one is mindful of their culture, they learn to respect other people's cultures. Therefore, I should have discerned that I would feel offended when something goes against my culture. Second, I should have tried to learn from my friends' culture before making the comments on the dressing. Reaction from the friend should have warranted me to learn more by asking him questions why the ladies were all covered while playing. Awareness would have averted the disagreement.
Reference
DeVito, J. A., Clark, D., & Shimoni, R. (2016). Messages: Building interpersonal communication skills . Toronto: Pearson Canada.
