Understanding the Cultural

Dimensions of Gulf Arab Students

Presented by Kira Litvin

Qatar University

Foundation Program English Department

TESOL Boston 2010

Rationale Perspective

Knowing students individually also involves

knowing them culturally…Furthermore, such

articulated knowledge of who students are

individually-culturally leads logically to the

need to develop appropriate pedagogies—

approaches to learning and teaching that

dynamically respond to that knowledge. (Atkinson, 1999)

Dimensions of Culture

Geert Hofstede

◦ Conducted research in 1968 & 1972

◦ 40 countries

◦ 116,000+ respondents

◦ Fields: Business, Intercultural Communication, & Education

Hofstede‟s definition of Culture

Collective programming of the mind that distinguishes the members of one group or category from another (1980,1991)

The Cultural Dimensions Framework

5 Dimensions

• Collectivism Individualism

• The relationship between the individual and the group (Hofstede, 2002)

Individualism IDV

• Low High Power Distance

• The degree of inequality between people that is assumed to be a natural state of affairs (Hofstede, 2002)

Power Distance

PDI

• Weak Uncertainty Avoidance Strong Uncertainty Avoidance

• How people in a culture cope with the unpredictable and the ambiguous (Hofstede, 2002)

Truth

UAI

• Femininity Masculinity

• Care-oriented [societies] versus achievement-oriented [societies](Hofstede, 2002)

Gender

MAS

• Long-term Orientation Short-term Orientation

• To some extent the issue of truth and virtue are complementary in societies. Both are related to society’s attitude toward time and traditions (Hofstede, 2002)

Virtue

LTO

Task & Discussion:

Teacher Reflection

Use the worksheet to estimate your

dimensions of culture based on the

national values of your home country

Briefly discuss with a partner

Patrick Moran (2001) suggests “language teachers can use… self-rating scales to access their own cultural

perceptions as well as those of their students. Linking perceptions to practices is an effective clarification strategy.”

CompareCompare your estimate with national values below (Hofstede,1980).

* LTO was measured for 23 countries in research conducted by Bond (1988).

IDV PDI UAI MAS LTO*

USA 91 40 46 62 29

GB 89 35 35 66 25

CA 80 39 48 52 23

India 48 77 40 56 61

Japan 46 54 92 95 80

Mexico 30 81 82 69 -

Venezuela 12 81 76 73 -

Discussion 2: Gulf Arab Learners

Based on your teaching experience with

learners from Gulf countries (Qatar, Saudi

Arabia, UAE, Bahrain, and Oman), use

your worksheet and estimate the scores

for Gulf learners

The process by which people explain another person’s behavior by referring to their own

experiences, values, and beliefs is called attribution.

(DeCapua & Wintergerst, 2004)

CompareNow compare your estimates with values for the Arab

World below.

IDV PDI UAI MAS LTO

Arab

World*

38 80 68 52 -

*Countries included: Egypt, Iraq, Kuwait, Lebanon, Libya, Saudi Arabia,

and United Arab Emirates (Hofstede 1980)

Gulf Arab Culture & Islam

Islam and the teachings of Allah through the

Prophet Mohammed is the basis for Muslim

societies conceptions, values, and standards,

institutions, legislature and laws, orientation, ethics

and morals. (Bjerke & Al-Meer,1993)

Gulf Arab Cultural Learning Profile

Overview

Collectivist

• 38 out of 100

• Tribe and family oriented

• Students expect to learn how to „do‟

• High context communication

• Positive associations with traditions

Large Power Distance

• 80 out of 100

• Teacher-centered education

• Students expect teacher to outline learning paths

• Quality of learning attributed to quality of the teacher

High Uncertainty Avoidance

• 68 out of 100

• Structured learning environment preferred

• Low ambiguity tolerance

• Teachers‟ expected to have all the answers

Achievement Oriented (MAS)

• 52 out of 100

• Failure in school is damaging to one‟s self-image and family standing

• Students compete with others in class

Identity: Collectivism (38)

Students expect…• to learn how to do (vs. learn how to learn)

• special treatment based on individual circumstances,

status or social standing

• family or close friend obligations take precedence over

study commitments

• communication or details are understood by everyone

(high-context)

• help those who are members of their in-group

• gain or maintain status via diplomas or certificates

Descriptions based on Hofstede (1986)

Collectivism

In the classroom, students… Form groups or pairs with friends, family or tribe

Are reluctant to do group or pair work with others

who are not from the same „in-group‟

“Help a friend” -- translate, share answers for

homework or in-class assignments

Send sms or take calls from family members

Follow behavior of the group

Request special treatment or consideration based on

individual need

Respond chorally

Examples based on presenter‟s experience

Hierarchy: Large Power Distance (80)

Students expect… teacher-centered learning

teacher to outline paths to follow

teacher to initiate communication

teacher to call on students*

effectiveness of learning related to excellence of the

teacher

older teachers are more worthy of respect than

younger teachers

Descriptions based on Hofstede (1986)

High Power Distance

In the classroom, students… Wait for the teacher to initiate learning—i.e. teacher tells

students how/when to be prepared to take out pen/paper, when to take notes, what notes to write, etc.

Want results (test scores, letter or percent) and disregard processes to learn how or why

Reluctant to talk to instructor about course performance or problems

Will openly challenge a teacher who contradicts previous learning from a higher respected teacher

Place responsibility for learning on the teacher or other outside circumstances (classroom, equipment, etc.)

Negotiate to reach favorable results*

Examples based on presenter‟s experience

Truth: Strong Uncertainty Avoidance (68)

Students expect…

structured learning situations; precise objectives,

detailed assignments with specific models to follow

learning to be similar to previous educational

experiences (Low-ambiguity tolerance)

teachers to have the right answers

rewards for accuracy in problem solving vs. creativity in

problem solving

teachers & students to behave emotionally

Descriptions based on Hofstede (1986)

Strong Uncertainty Avoidance

In the classroom, students… hesitate to try new learning methods or reflective

learning

put-off assignments when parameters are open

reluctant to ask for specific help or details on assignments

avoid or drop out rather than face direct failure or uncomfortable situations (i.e., English speech/presentation)

use emotion to reach favorable results

lack strong motivation based on the belief that the Foundation Program is not useful

Examples based on presenter‟s experience

Gender: Achievement-oriented (52)

Students expect… teachers openly praise good students and use best

students as the norm

institutional rewards for academic scores

failure in school is damaging to self-image and family

standing

to compete with each other in class

to choose academic subjects related to career goals

Descriptions based on Hofstede (1986)

Achievement or Care-Oriented

In the classroom, students… like competitive games & tasks

compare their scores to their classmates

try to make themselves visible*

admire kind, patient and flexible teachers* (Troudi, 2007)

cooperate as a whole group*

show “concern for others and for friendly relationships

among people…[which is] attributed to Islamic teachings” (Bjerke & Al-Meer, 1993)

Examples based on presenter‟s experience

Matson & Algren (2007)Survey: Constancy of Arab Cultural Traits in US Environments

Based on Nydell (2006) Understanding Arabs

29 Respondents reported observing these traits all or most of the time:

Collectivist

Friends have the duty to help friends

Family obligations are reasonable excuses for absences or tardiness

You should never speak ill of your family members or admit that you come from poor

circumstances or a disadvantaged family

Power Distance

People (and helping other people) are more important than rules and regulations

Personal influence is a useful way of getting things done

You should be able to modify any rule on the basis of compelling personal need.

[100% of respondents reported observing this trait]

Matson & Algren (2007)Survey: Constancy of Arab Cultural Traits in US Environments

Uncertainty Avoidance

A promise made has its own value, but people can't always be held responsible

for actual follow-through

Any form of public criticism is a personal insult to honor

The emotional impact of an event is just as important as the actual facts. (i.e.,

Facts may be denied as a way of saving face.)

Stated times…are flexible: lateness should not be an issue.

Achievement-Oriented

The ability to speak well and at length is an important skill.

Research VariablesResearch IDV PDI UAI MAS LTO

Hofstede, 1980 38 80 68 52 -

Bjerke & Al-Meer, 1993

Saudi Arabia

41 74 74 43 -

Baron, 2008 UAE 89.7 13.4 58.1 12.4 54.4

QU Results 2010

(Litvin & McAllister, unpublished)

4 50 2.7 15.5 11

[Findings] indicate that various factors have an impact on cultural

dimensions and educational implications. These include: the extent of

education, discipline/occupation, gender, age and socio-economic status

of learners. (Baron, 2008)

PDI is influenced by higher status

IDV changeable as national wealth and education increases

MAS affected by multiple factors including gender and discipline/occupation

Future Directions

Conduct survey of QU Foundation

Students

Evaluate findings

Develop pedagogies (methods,

approaches, classroom strategies)

Expand teacher & student intercultural

awareness

ReferencesAtkinson, D. (1999). TESOL and culture. TESOL Quarterly, 33(4), 625-654.

Baron, J. (2008). Cultural values and beliefs from an educational perspective in the Arab world. Retrieved from: http://www.adelaide.edu.au/erga/events/2008/Baron.pdf

Bjerke, B. & Al-Meer, A. (1993). Culture‟s consequences: Management in Saudi Arabia. Leadership & Organization Development Journal. 14 (2), 30-35.

DeCapua, A. & Wintergerst, A.C. (2004). Crossing cultures in the language classroom. University of Michigan Press: Ann Arbor.

Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Sage Publications: Beverly Hills, CA.

Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10, 301-320.

Hofstede, G. (1991). Cultures and organizations: Software of the mind. McGraw Hill: London.

Hofstede, G. J. , Pedersen, P. B., Hofstede, G. (2002). Exploring culture: Exercises, stories and synthetic cultures. Intercultural Press: Boston.

Geert Hofstede’s Cultural Dimensions for The Arab World. Retrieved from: http://www.geert-hofstede.com/hofstede_arab_world.shtml

Matson, S. & Algren, M. (2007) Matson, S. & Algren, M. (2007). Understanding Arabs: A guide for modern times by Margaret Nydell reviewed and applied to IEP settings. Retrieved from: http://www.region1.nafsa.org/NORIE/UnderstArabs.doc

Matson, S. & Algren, M. (2006). Understanding arab students: Appendices. ORTESOL Journal

Moran, P. R. (2001). Teaching culture: Perspectives in practice. Hienle: Boston.

Troudi, S. (2007). Negotiating with Multiple Repeaters (UAE). In Coombe, C. & Barlow, L. (Eds.) Language Teacher Research in the Middle East. (161-172). TESOL Publications: Alexandria, VA.