The solution to the inter-group conflict in the scenario directly lies on the cultural integration of the two cultural groups. Cultural integration should be a priority in the conflict resolution.
Part 1: Developing an Understanding
The cultural integration process could be possible if each of the two cultural groups took time to learn and understand the other group's culture. Culture defines the character of a social group, and it is characterized by values, beliefs, and norms that are unique to a particular cultural group. This means that cross-cultural differences in terms of values, beliefs, and standards exist. The cultural expectations of one group can disagree with the beliefs of another group, and this may result in a conflict (Gomez, & Taylor, 2018). Different cultures hold different views regarding various aspects of life, such as work, family, and religious beliefs. The different perspectives on cultural practices may have facilitated the arguments between the two groups, which then escalated to violence. The integration of the two communities would, therefore, be facilitated by the reconciliation of the different views of the two communities.
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The participation of women in educational and political groups may have led to conflict in the scenario described. The two groups may have differed on women involvement in the extensive labor force. One cultural perspective may have inferred that women involvement in political and educational tasks is beyond the culturally acceptable roles of women. Contrary opinion by the other community members could have been a possible cause of the conflict between the groups. It would, therefore, be crucial to ensure that both groups understand that the role of women has been elevated in modern society and gender roles are more equitable than in the past. To integrate the two groups, it would be essential to sensitize the two communities of the need to appreciate their cultural diversity. It would be crucial for each group to learn of the other community's culture as this would promote cohesion between the two groups.
There are three possible solutions that I would suggest to ensure the well-being of the two communities. The first solution that would ensure cohesion between the communities would be to learn the culture of the other cultural group. It would be essential for the members of the respective communities to take time and learn some of the cultural values, beliefs, and norms of the other society. This would intensify appreciation of the different culture, thus mitigating the possibility of a conflict based on cultural differences. Secondly, the two communities should embrace cultural diversity . An understanding that culture is diverse and that each cultural group has unique values, beliefs, and norms would ensure cohesive existence of the two cultures together. Thirdly, the members of the two cultural groups should be open to change and try to incorporate the other culture into their culture. The cultural groups should be accommodating to each other while at the same time ensuring that the other culture does not erode their cultural values.
The applicability of these solutions would be considerably dependent on the groupthink of the individual communities. The individualism and collectivism would have a significant impact on the decision made by individual groups (Guess, 2004). The values that are emphasized by the respective cultures influence the perceptions of the community towards the other. For instance, cohesive existence where society members are concerned about the well-being of the others is a collective value. The value would be crucial in promoting cohesion between the two communities.
Similarly, conformity is a value that is characteristic of collectivism. It would be crucial for the two groups to conform to each other's cultural values and practices to ensure cultural integration. However, this would not be possible if both groups advocated for individualism. Also, Values such as self-indulgence would hinder the integration of the two cultures for purposeful coexistence of the two communities.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
The solutions suggested above have a significant impact on the social-emotional , behavioral, and cognitive aspects of the scenario.
Social-Emotional Aspect
The openness of the two cultural groups to change and the accommodation of the respective cultural beliefs and practices into each other’s culture would have a significant social-emotional impact. The values of a culture are crucial to the sustainability of a society’s well-being. Every community strives to sustain their cultural values as it interacts with other cultures. The cultural values give an individual a sense of belonging and loyalty which they would not be willing to give up easily. The cultural values, beliefs, and norms considerably influence social and emotional behavior that is portrayed by an individual.
Social-emotional development includes the establishment of social relationships and emotional stability. The social interactions with other people determine the outcome of this development (Liu, 2012). The experiences of an individual within a particular cultural context can either promote or derail social-emotional development. Cross-cultural interactions may hinder the progress of this aspect of human development. Individuals may be cautious of rubbing the wrong shoulders with their cultural values and beliefs; hence, they suppress their culture. However, through accommodation and incorporation of the two cultures, each community will be able to practice their cultural values freely, which will boost social-emotional development.
Behavioral Aspect
The cultural values, beliefs, and practices influence the behavior patterns of individuals. People portray behaviors that are socially and culturally acceptable in the context of their culture. The integration of two cultures through the embracing of cultural diversity may lead to a change in the behavioral patterns of the cultural group members. The cultural integration would change the way people perceive different aspects of life, such as education and family life.
In the conflict scenario of the two cultures, the integration of cultural values and practices of the two cultures may lead to behavioral changes among members of the two communities. The adoption of different cultural values and beliefs may change the way of thinking of the community members. For instance, the two cultures may agree on the role of women in society as more elevated beings equal to men. The social behavior may also change leading the community to a more collective approach of issues affecting their social well-being.
Cognitive Aspect
Cognitive development involves the acquisition of skills such as problem-solving and decision-making abilities. It also consists of the development of the language skills of an individual through interaction with other people. Culture has a significant influence on the development of cognitive abilities. For instance, children tend to develop the language of their parents as they are in daily contact with them. Also, some cultural values may promote the development of crucial cognitive skills in an individual. For example, in an individualistic culture, self-dependence is considered as an important cultural value. This value can promote the development of problem-solving skills as individuals strive to be self-reliant.
In the scenario presented, learning the culture of the other cultural group would lead to the development of some crucial cognitive skills. For instance, the interaction between the two groups would lead to the development of a second language. This is because both cultures have a unique language that gives them the cultural identity exclusive to them. The children in such an integrated community are likely to develop a dual language. Other cognitive skills may also be enhanced by cultural integration.
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
A particular cultural value or practice may be considered moral in one culture and immoral in another. For instance, a cultural value such as conformity and benevolence may be regarded differently across various cultures (Schwartz, 2012). Similarly, certain cultural practices may be acceptable in one culture but unacceptable in another culture. These differences may lead to conflict among the individuals of the various cultural groups as they interact with each other. In the conflict scenario described, there is a possibility that the cross-cultural differences led to discrimination occurrences in the town. The chances are that the victims belonged to a minority group with different cultural background. The different views about work, family, schools, and religious beliefs can all be attributed to the diverse cultural views of the two social groups.
The perception of the role of women in society also differs from one culture to the other. Some roles are considered feminine, while others are viewed as masculine. This view varies across different cultures in the world. Research ascertains that every society assigns tasks to individuals according to their gender. In most cultural setups, the status of women is considered lower than that of men in the context of gender roles. Some cultures ascribe household chores to women. For instance, food preparation, caring for clothing and child-rearing are some of the tasks women are expected to perform in most cultures (Best, & Bush, 2016). The participation of women extensively in the labor force has been limited for decades. Equitability in the labor force remains a challenge, and most cultures have not accepted it. Differences in the perceptions of the role of women in society may have led to the conflict between the two communities. These opposing views on gender roles may have escalated to violence when the opposite sides differed on what they considered to be culturally acceptable.
Group dynamics may have contributed to the conflict in the scenario. These dynamics refer to the psychological processes that occur within a cultural group or between social groups. Group dynamics can help to explain specific social behavior portrayed by individuals. Psychologists have used group dynamics to describe social issues such as racism and discrimination against people belonging to a minority group. In the conflict scenario, group dynamics may have led to the discrimination of specific individuals in the society. The individuals discriminated upon may have belonged to the minority members of the society such as the refugees. The local community members may have felt that the refugees had come to take what was rightfully theirs, such as jobs. This thinking process may have triggered thoughts of hatred and despise towards the refugee community. In retaliation, the refugee community defended themselves, and this led to the violent conflict between the two groups.
Working within and between two culturally different groups may have social and emotional implications on an individual. The cultural diversity presents an individual with two different work environments which an individual must adapt to ensure productivity. A person would be obliged to learn the two cultures, which can be a challenging task when working. The social interaction would be limited for an individual working in a different cultural setup from theirs. This may also have a toll on their emotional well-being.
References
Best, D. L., & Bush, C. D. (2016). Gender roles in childhood and adolescence. Childhood and Adolescence: Cross-cultural Perspectives and Applications, 2nd edn. Santa Barbara, CA: Praeger/ABC-CLIO, 209-239.
Gomez, C., & Taylor, K. A. (2018). Cultural differences in conflict resolution strategies: a US–Mexico Comparison. International Journal of Cross Cultural Management, 18(1), 33-51.
Guess, C. D. (2004). Decision making in individualistic and collectivistic cultures. Online readings in psychology and culture, 4(1), 3.
Liu, J. H. (2012). A cultural perspective on intergroup relations and social identity. Online readings in psychology and culture, 5(3), 5.
Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online readings in Psychology and Culture, 2(1), 11.
