Chapter10 [] IntercutturatConfhct 3371. Define intelcu

Chapter10 [] IntercutturatConfhct 337
1. Define intelcultural conflict .
2. Define facework and identify three plimary facewo&
strategies
3. List and define the five primaly and three secondary styles of
conflict communication
4. Identify and discuss the conflict styles preferred by
individuahstic and collectivistic cultures
5. Idenufy and discuss the conflict styles preferred by high-
versus low-context cultures
6. Explain and apply the components of the contingency model
of cross-cultural conflict
Imagine yourself m the following situation:
INTERCULTURAL CONFLICT
Mahatma Gandhi
Honest disagreement Js often a good sign of progress.
Aklra Abe is an internauonal exchange student from Japan who
lives down the hall
from you m your dorm. You have interacted with Aklra only
occasionally and do
not know him very well. This morning, Akira approached you to

compiam that you
frequently play your music so loudly that he Is unable to study
or sleep. Aklra then
asked if you would please stop playing your music so loudly.
What would you do m this situation? How would you resolve
this conflict? Would you
comply with Akira's request? Would you argue with Akira?
Conflict, such as the one depicted above, is an inevitable part of
living in a society with
others. All types of human relationships--from strangers to
acquaintances to intimates--
experience conflict. Communication plays a paradoxical role in
most conflicts because
communicauon is required both to instigate conflict and to
resolve it. Unfortunately, conflict
is the source of much relational stress and dissolution;
fortunately, the successful resolution
of conflict is one of the strongest and most consistent predictors
of relational sausfaction.
Hence, an understanding of conflict and how to resolve it is an
essential part of becoming a
competent communicator, especially in your relationships with
persons from other cultures.
DEFINITION OF INTERCULTURAL CONFLICT
In the past 30 years, a growing body of theory and iesearch has
emerged m the intercultural
communication literature regarding the nature of intercultural
conflict Much of this
research Is based on the work of Stella Tmg-Toomey and John
Oetzel) They define
intercultural conflict as
the implicit ot exphcit emotional struggle between persons of

different cultural
commumties over perceived ol actual incompatibility of cultural
ideologies and
values, situational norms, goals, face-orientations, scarce
resources, styles/processes,
)ntercu[tura[
conftlct The fmpLiclt
or explicit emotional
struggle between
persons of different
cultures over
perceived or actual
incompatibility of
cultural Ideologies
and values, sltuatmnal.
norms, goals, face
onentatmns, scarce
resources, styles/
processes, and/or
outcomes In a face-
to-face context
338
Chapter 10 m IntercuLtural.Conflict

Intercultural. Communication
and/or outcomes in a face-to-face (oi mediated) context within a
soclohistorical
embedded system.2
Well-known lntercultmal communication scholai Young Yun
Kun has developed a model of
lntmcuhural conflict. Klm argues that lntelcultulal conflmt
occuis at thiee interdependent
and interrelated levels, mctudmg a mlclo oi individual level, an
lnteime&aiy level; and a
macro or societal level (see Figure 10.1).4
The miclo, ot zndividual, level of mteicultural conflmt refels to
the unique attitudes,
dispositions, and beliefs that each individual bnngs to the
conflmt. According to Kim's
model, cognitive simpllcity/rlgl&ty refels to the degiee of
mflexlbihty in the way
individuals think about people fiom dlffelent cultules. Rigid,
simphstic thinking includes
gloss categmizanon and stereotyping (e.g., all Ameiicans ale
rude, all Japanese are qmet).
In-group bins lefers to the degree to which the individual is
ethnocenuic
Recall from Chapter 1 that ethnocenmsm is defined as viewing
one's own group as
being at the centei of evewthmg and using the standards of one's
own gloup to measure
or gauge the woith of all other gioups. Insecuiity/fiustranon
lefers to the degree to which
the mdwidual has a high level of uncertainty about, and feat of,
out-group members

(e.g., they will steal our jobs) Divergent behavmr lefeis to the
behavloial pattems of the
individual that clearly dljÿerentlate and distance him oi her
from out-group membeis For
example, obviously &ffeient speech patterns or accents may
ostensibly sepaiate groups from
one anothei Duimg conflmt, people will often exaggerate their
mannmisms and speech
to accentuate then differences compared with out-gioups
Because you ate upset about
Kim's Model of IntercuLturaL ConfLict
Macro Level
° History of subjugation
, Ideological or structural mequahties
= Minority group strength
Intermediary Level
* Segregation/contact
, Intergroup salience
, Status discrepancy
Micro Level
° Cognitive simphclty/rlgtdlty
• In-group bias
= Insecunty/frustratton
• Dwergent behaviors
SOURCE Based on Kim, Y Y [1989] Interethnm Confl.Jct An
InterdlscJphnary Overwew In J B Gÿttier {Ed 1,
Annual Review of Conflict Knowledge and Conflict Resolution

{Vot 1] New York GarLand, KLm, Y Y (19901
Explaining Interethmc Conflict An Interdisciplinary Overwew
Paper presented at the annual convention of the
Speech Comrnunlcatlon Assoctahon Chicago, IL
Micro Levelÿ
Akira's complaint, you may intentionally turn up the volume on
youi music. Imagine two
employees worldng together, each fiom a different cultme, who
have gross stereotypes of
each other, are both ethnocentric, fear each other, and have
highly divergent behavioral
patterns Kim's model predicts that such a situation is likely to
engender conflict.5
The mtermedmry level of intercultural conflict refers to the
actual location and context
of the conflict. Some envuonments (e.g., neighborhoods, school,
work) may be more likely
than others to facilitate conflmt. Segregation and contact refer
to the extent to whmh the
individuals' cultmal groups interact on a daily basis. Perhaps the
most basic condition for
intercultural conflict is contact between diverse cultures or
ethnicitles on a day-to-day basis.
Segregated wotkplaces or schools do not allow for much
interaction, and components at the
individual level (e.g, cognitive rigidity, m-group bias) tend to
escalate to intolerable levels
that facilitate intercultural conflmt. Intergroup salience refels to
the observable physical
and social differences between the confllcung mdwiduals. Such
cultural markets include
distinct physical and behavioral differences, such as race,
language, and speech patterns.

As Kim notes, to the extent that the groups are cukurally
distinct, the communicative skills
of the less powerful cultural group will clash with those of the
majority gioup members. The
majority group's symbol system is dominant. Status &screpancy
refers to the degree to which
conflicting parties differ in status along cukural lines. For
example, African Americans often
argue that U.S. culture practices an asymmetrical power
snucture They may feel that the
U S. corporate culture reflects the same asymmetry. On the job,
managels and supervisors
have more powei than workers. If all the managers in a business
are of one race or ethnicity
and all the workers are of another, then the status discrepancy is
helghtened.6
Recall from Chapter 1 that a fundamental assumption of
mteicultulal communication
is that it Js a group phenomenon experienced by m&viduals.
Likewise, duimg intercultural
conflict, one's group membership (l.e, culture) becomes a factor
in how conflmt is perceived,
managed, ÿ and resolved Some of these cultmal factms may be
unconscious, such as one's
degree ofmdwiduahsm or c ollecnvism. Other factors are
probably very conscious. Recall your
conflict with Akira. The two of you are flora different cultural
communities, have mcompanble
goals, and desue d,fferent outcomes. You choose to play your
music loudly. Akna piefets that
you not play your musm loudly Flora a socmhistorical
perspecnve, you may wondei if all
Japanese ate quiet and dishke loud music. Perhaps Akira
quest,ons If all Americans ale l ude

and insensmve to the wishes of otheis. Although the conflict
between you and Akna could
Just as easily have occuued between two U.S. students oi two
Japanese students, the fact that
it happened between a U.S student and a Japanese student
comphcates the issue.
Ting-Toomey and Oetzel maintain that intercultural conflict
involves a ceitam degree
of ethnocentiic percepuon and judgment. Recall from Chaptei 1
and Chapter 5 that
ethnocenmc pmsons hold attitudes and behaviors about their in-
group that ate bmsed
m favor of the m-group, often at the expense of out-groups
Ethnocentric persons fostei
cooperative ldatlons with m-group members while competing
with, and peihaps even
battling, out-group members 3 Hence, by virtue of our cultural
upbringing, we think we
ate correct (i.e., loud musm is great vs. loud music is
disrespectful). To explain intercultural
conflict further, three models will be presented next' Young
Kim's Model of Intercultuial
Conflict, Tmg-Toomey and Oetze!'s Culture-Based Social
Ecological Conflict Model, and
BenJamin Bloome's Model of Building a Culture of Peace
ÿltÿrough Dialogue.
339
340 IntercuLtural. Comrnunlcatlon Chapter10 m
Intercu[turatConfhct 34,,
Photo 10.1 Segregated

drinking fountain in use
in the American South
• ne macro, or socmtal, level of intercultural
conflict includes factors that are probably out
of the lnteractants' control. ÿnese conditions
include any histoly of subjugation, ideological/
snuctural inequality, and minority group
strength. The history of subjugation of one
group by anothel is a key environmental factor
in maW intercultural conflicts. For example,
African Americans have long been subjugated
by Whites in the United States. Historically,
Aflican Americans were slaves. Even after
emancipation, they were not allowed to vote.
As late as the 1960s, restaurants in the South'
A CuRure-Based Social EcoLogicaL ConfLict Modet
In a model of conflict that complements the Klm model
discussed above, Ting-Toomey
and Oetzel have developed what they call a cultme-based social
ecological conflict model.8
You will see some similarities between this model and the Kim
model. In their model,
Tmg-Toomey and Oetzel highlight four main factors that come
into play during an
intercultmal conflict episode: primary orientation factors,
situational appraisals, conflict
processes, and conflict competence. During intercultural
conflict, these four factors come
together interdependently in a complex formula that defines the
specific conflict episode
(see Figure 10.2).
The piimary orientauon factors are what each individual brings
to the conflict. This

would be similar to Klm's micro level, but with some added
variables. Tmg-Toomey and
Oetzel suggest that each individual brings macro, exo, meso,
and micro layers to the
enforced sepaiate bathrooms, seating aieas, and drinking
fountains for Afiican Americans
and Whites (see Photo 10.1).
Often, the tensions expiessed today are rooted in the history of
one group's subjugation
of another group. Ideological and structural inequity refers to
societal diffelences regarding
powel, piestige, and economic reward. Historically, in the
United States, Whites have
held most of the power positions and gained most of the
economm reward. Hence, there
is a vast ideological and structural &fference between Whites
and othei groups. Minority
(i.e., miciocuttural) group strength refers to the amount of
power (e.g., legal, pohtical,
economic) a particular group possesses. Microculturat groups
vary in their ability to
tally their members against structural inequahtms. Minority
group strength varies as a
function of the status of the group's language within the society,
the sheer number of
members in the group, and forms of societal support (e.g.,
governmental services designed
specifically for that group). Relative to other microcultural
groups, African Americans,
for example, ale economically and politically quite powerful.
Pohucal scientists argue,
for instance, that presidential elections are swung by the

African Amelican voting
bloc. According to Kim, the greater the ethnic group's strength,
the more likely that
an individual in that group will take actmn in lntelcultural
conflict situations.7 Taken
together, these three levels of conflmt merge during any
intercultural conflict. To the
extent that these individual, intermediary, and societal factors
are present, intercultural
conflict will likely ignite.
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Mike Fabmn Is the wce president of Acme Marketing Fwm, a
company his father founded o
Acme ÿs a direct marketing firm for msurapce agencies Mike ÿs
58 years ol,d and White •
e
He was born and rinsed In Kenfl.worth, II,l,mols, a weal,thy
Chicago suburb Mÿke has six •
directors under him in Acme's organlzatmnat hierarchy These
six directors each man- .ÿ
age and supervise about seven empl,oyees Thus, Mike
superwses about 50 employees :
Once a year, Mÿke has one-on-one meetings with each
employee These meetings are a
part of each empl,oyee's annual, evaluation Today, Mÿke is
meeting wÿth Nicote Newton •

o
Nÿcol,e Js a new employee and has worked for Acme for just
over a year She was hÿred °
soon after graduating from co[I.ege with a bachel,or's degree In
commumcatlon Thÿs wÿl,[ •
be her first eval,uatmn meeting She was hwed as a tel.emarketer
and hopes to move up o
mtheorgamzahonsoon SheisAfricanAmer/canand23yearsol,d
Shewasralsedlnthe °
city of Chicago, m a pubbe-houslng dÿstrmt Thew meeting takes
pl.ace in Mÿke's office
She and Mÿke have never met
Mike Good morning, Nicol,e Come m and have a seat
Nlcole HI, Mike
Mike Actual,l,y, unhl, I get to know my employees, I prefer
to be catl,ed
Mr Fabmn
Nÿcole Oh, OK, Mr Fabian [pLacing emphasÿs on "Mr"}
Mike [Noticing her tone of vmce } So where are you from?
Ntcole I grew up on the South Side
Mike [Thinks to hlmsel,f, "She and I have nothing m
common"} I'm from
Kenilworth
Nlcole
Mike

Ntcole
Mÿke
Nicole
Mike
Yeah, I've heard of that
So do you have any education beyond high school,9
Yes As my rÿsum4 indicates, I have a bachelor's degree That
shoul,d be m
my fil,e
Oh, yes, here it is It says here you have a degree In
commumcabon2 What's
that al,l, about9 Cl,asses In speech, I guess, or radio and
tel,evlsmn?
WeLl., no I took classes In orgamzahonat communication,
pohhcal, com-
mumcatmn, IntercuLtural. commumcahon courses l.lke that We
dÿscuss
and explore how humans interact wÿthln a variety of contexts
It's a great
majorl
WelJ., there was no such major when I went to school I don't
understand Why
not major m business? Anyway I've been reading your
manager's monthl,y
assessments of your performance I can see you need
Improvement {n several.

areas, mcl,udlng customer serwce and attitude
[Continued]
342 IntercuLtural. Commumcatlon Chapter 10 []
IntercutturatConfhct 343
Nicole
Mike
Severat of the factors outhned In the KIm mode[ can be appljed
to this brief confbct
exchange between Mike and NIco[e In terms of the micro
flndwldua[} revel, Mike's cog-
mhve rigidity and slmphclty are reflected m his mftexlbte stance
about Nicote's infor-
mahty, which doesn't seem to be an Issue with her customers
since none of them has
comptamed, and his tack of knowtedge about commumcahon
degrees Regardmgthe
intermediary [eve[, that Mike prefers for Nicote to cal.[ him
"Mr Fablon" hlghhghts the
status discrepancy between them That Mike meets with his
emptoyees onty once a year
shows that he has httte contact with {I e, is segregated from}
them Moreover, persons
m Kenltworth may rarel.y interact with persons m the Inner city
Fmal.ty, at a macro {so-
oeta[} [eve[, there is a hstory of subjugatton between their
groups, and Nlco[e's group
has demonstrabl.e minority group strength

conflict--with macto meaning "larger than," exo meaning
"external or outside," meso
meaning "middle or intermediate," and mzcto meaning
"locahzed or small."
Similar to Klm's model, the macro-level primary orientation
factors are the larger
sociocuhural factors, histories, worldvlews, beliefs, and values
held by each individual.
Macro-level variables may be outside the individual's control
but nevertheless affect
his or hel approach to conflict Some macro-level variables
might include the effects of
globahzauon (i.e., the compression of cultural boundaries) on an
individual. Exo factols
include the formal instituuons present
in..anyÿcultq.ÿeLÿnc[udmg religious iÿsÿtÿtutigns,
governments, and health care systems, among others that are
externaFto the individual
but affect his or her approach7 Mes0qevel factors refer to the
mole Immediate dimensions
Real.[y9 I thought I was doing fine
Weft, your manager says you are informal, wRh customers 1
think that
reaves a bad Impression {Thinks to himself, "1 guess that's not
taught In
commumcatlon classes "}
Really9 I think they hke It I think it's at[ right to be a httl.e
retaxed once m a
whll.e

Weft., maybe el.sewhere, but not here
Have any of my customers compl.amed9
Not directly, no
So then, what's the problem9 (Thinks to hersel.f, "What's his
probtem9 He
thinks he's pretty specIat He needs a cl.ass In commumcatlon "}
Look, Nicol.e, I'm not going to argue with you I'm te[hng you to
Improve your
attitude and stop being so reformat with the customers
Whatever you say, Mr Fablon
Ntcole
Mike
Ntcole
Mike
Ntcole
Mike
NIcole
alsals
Madro Globahzatlon, hÿstery of unresolved conflEct
Exo Technology
Meso Relational parameters, m-group/out-group
Micro Conflict goal assessments and Intensity

Person A
Mlcroconfllct Processes
EmotEonal Expressions
Conflmt Styles
Facework Sehawors
Conflict Rhythms
Conflict Comeetence
Appropriateness/effectiveness
Productwlty/satlsfactlon
Principled et[]cs cultural relatlvÿsm/unIversahsm,
moral ÿncluston/excluslon, social justice
Person B
of a particular culture--for example, the local church group,
one's workplace setting, or
even one s extended family. Finally, the micro-leve[factors
include the mdwNual s unique
intraiÿersona[attdButesl such as his or her level of mdivlduahsm
or collectivism, actual
physical location, and personal experiences, among others? FoI
example, Ting-Toomey and
Oetzel point out that individualists tend to address conflict
through assertiveness, express
their emotions, and value personal accountability. Collecuvists
restrain their emotions and
protect the in-group.

While primary orientation factors are the principal influences
on conflict, they affect
how each individual percewes (appraises) the situation in which
the conflict takes place.
Macro, exo, meso, and mlcio levels appear here as well. Macro
situational features might
include the effects of globalizauon on this particular situation,
such as Immigration.
Oftentimes, immigrant groups are faced with conflict from the
native cultural groups.
But, of course, not all conflicts are about immlgrauon. Exo-
level variables might include
whether the intelactants are m-group or out-group members. We
tend to use different
communication strategies when interacting with the in-group
compared with the out-
group. Meso-level variables focus on relauonal dimensions in
this particular conflict and
344 Intercul.tura[ Communmahon Chapter10 m
Intercul.tura[Confhct 345
might include one's status in the family or orgamzauon Finally,
mlclo-level situational
features might include the individual's goal in a given situation
(e.g., to ask foi a pay raise).1°
The micio conflict processes include those facto*s that emerge
from the conflict
lntelaction itself. Foi example, duung conflict, the two
individuals' conflict interacuon
styles come into play interdependently. So how does Individual
A's competitive style

combine with Individual B's avoidance style? Finally, how do
the individuals manage their
emotlonsÿ Are they expressive oi restrainedÿ
Last, the model includes conflict competence criteria and
outcomes, which include
effectiveness/appropriateness, productivity/satlsfacuon, and
punclpled ethics. Conflict
competence refers to the application of lnteicultulal conflict
knowledge. In other
words, how are we to use what we know about conflict to act
competently and produce
an effective, appropriate resolutionÿ Appiopriateness lefeÿs to
the degree to which
the individuals' behaviols are suitable foi the cultural context m
which they occui
Effectiveness refers to the degree to which the individuals
achieve mutually shared
meaning, which leads to intercultural undeistandmg.
Pÿoductivity/satisfaction refels to
the degiee to which the individuals are able to cieate the desiled
images of themselves, to
what extent those images are accepted by the opposing party,
and the perception by both
parties that a successful resolution has been leached. Tmg-
Toomey and Oetzel ÿefeÿ to
productive resolution as a "win-win" conflict ouentation and to
unpioductive lesolutlon
as a "win-lose" conflict oiientation A compauson of the two
orientations is presented
in Table 10 1 "
We can apply the Culture-Based Social Ecological Model to the
ealhei interaction
between Mike Fabion and Nicole Newton, as we did the Klm

model Regaidmg their
prunaiy oiientation factors, Mike and Nicole have veW different
maclo-level oiientauons
Race plays a key role heie, as Nicole's cultmal loots are in
subjugation and slavery Their
exo-level factors are also key. M,ke and Nicole ale plobably not
membeis of the same social
institutions. Mike is unfamiliar with Nlcole's education in
communication. They differ in
age, and their political affiliations ale likely to be different as
well. The meso-level factors
are particularly ielevant here because, within the workplace,
Mike carries much higher
status than Nicole. Interestingly, their micro-level factors may
not differ considerably, as
Respecting cuttura[ differences
Sensitivity to conflict context
Uncovering deeper conflict needs
Compromising mode
Practicing mmdfut eonfhct skirts
Wlthngness to change
50URCE Oetzel., J G, Tmg-Toomey, S, Masumoto, T, YokochJ,
Y, & Takal, J 120001 A Typotogy of Facework
Behaviors in Conftlcts With Best Friends and Retatlve Strangers
Communication Ouarterly, 48, 397-419
Ignoring cuttura[ differences
Insensitivity to confhct context

Arguing and defending serf-interest
Conflict mode
Engaging in mindtess behaviors
Rigidity of eonfhct posture
INTERCULTURAL DIALOGUE, CONFLICT
RESOLUTION, AND A CULTURE OF PEACE
So how might Mike and Nlcole resolve their conflict? Like the
other scholars cited in this
chapter, Benjamin Broome maintains that conflict is an
unavoidable consequence of living
in a culturally diverse world. But Broome also believes that
among myriad cultural groups,
peace is possible He argues that successful intercultural conflict
resolution requires that
conflicting lnteractants engage in dialogue and promote a
culture ofpeace.12 Broome asserts
the following:
To build and maintain peace, we must learn productive ways to
handle disagreements,
and we must develop norms, mechanisms, and institutions that
will guide us toward
resolving divisive issues without violence. A central means
thlough which such
actions can unfold is dmlogue.ÿ3
Broome traces the etymology (i.e., the origins) of the word
dmlogue to ancient Greece,
where dia means "through or across" and logos means "wolds or
reason." Btoome contends
that via dialogue, conflicting parties can reason with each othei

using communication as
the vehicle toward understanding and eventual conflict
resolution. Via dialogue, Broome
asserts, conflicting parties become aware of how they each
lnterplet and prescribe meaning
to the immediate context. Broome is careful to point out that
dialogue does not rule out
disagreement. Instead, via dialogue, conflicting parties begin to
understand each other's
unique perspective on the issue confronting them, which can
then lead to peace. Broome's
model is presented in Figure 10.3.ÿ4
Accolding to this model, as conflicting individuals engage in
dialogue, a number of
processes can lesult and lead to the possibility of a culture of
peace. First, dialogue makes
possible sustained contact. Just as in the Kim model and Tmg-
Toomey and Oetzels's
model, Broome maintains that conflict is often ongoing because
conflicting parties are
segregated or have little contact with each other. To engage in
dialogue, conflicting patties
must come togethei and inteiact. Without interaction, it is
impossible to understand the
othei's position. And while Bioome admits that sustained
contact does not guaiantee a
resolution, without contact, resolution is unfeasible. Such
contact, Broome asserts, can help
the conflicting parties reduce uncertainty and become aware of
each othei's perspectives,
which helps reduce hostility. By segregating themselves, the
conflicting parties make any
kind of empathy between groups impossible. But via dialogue,
at least understanding the
other's point of view becomes possible, which can then lead to a

reduction of hostility. As
both wele raised in the United States and probably calry an
individualistic orientation.
They likely appraise the conflict situation differently. At the
macro level, the issue of lace
is unresolved, especially in Chicago. At the meso level, Mike's
hieraichical status in this
organization places him at a distinctadvantage. In this scenario,
Nlcole's goal is to receive a
positive evaluation, while Mike's goal is to point out what he
sees as a problem (i.e., Nlcole's
informality). Ironically, Nicole is conect in thinking that Mike
needs a course (or two) in
communication.
346 IntercuLtural Communication
Chapter 10 [] IntercutturalConfllct 347
My name is Corle Stlng[, and I had the privilege
to attend St Norbert CoLLege from 2012 to 2016
I graduated with a bachelor of arts In commu-
nication and received a Spanish Language cer-
tificate One of my favorite classes in my time
In school was IntercuLturaL Communications
WhiLe in this class, I Learned so much about
myself and how I interact with others in this
world
WhiLe at St Norbert CoLLege, I served as a
mentor for International students as a Bridges
International mentor We met weekly with
international students and tried to serve as a

resource for them to practice speaking EngLish
and Learn about American culture Through
thÿs experience, I met Haruka Asarl, a student
from Japan Over the year that she was at our
Corie Stlngt
As a result of this, I Learned a few tips about
avoiding conflict during intercuLturaL inter-
actions The first is to practice honesty and
ask permission I would say things Like, "Hey,
Haruka, I would Love to Learn about Japanese
culture Is it OK If l ask you a few questlonsg"
or "Can you teLL me something I don't know
about your cul.ture'ÿ" Practicing asking per-
mission aL[owed for both of us to become
more comfortable with Learning from and
with each other
The second thing I Learned is to Listen genu-
inely and try your best to remember significant
pieces of information that are shared with you
When you are able to recall information that
was shared with you In a situation Like this, it
makes the other person feel respected and vaL-
ued I believe that creating this kind of environ-
ment is what made my friendship with Haruka
so strong
From Haruka, I was able to [earn so much about
Japanese culture, such as what not to do with
chopsticks, some commonly used Japanese
phrases, and some historical facts about the
country HopefuLLy, I can put the things she
taught me to use, as I hope to visit her In Tokyo

in a fewyears I am so gratefuL for my friendship
with Haruka and for the things she taught and
continues to teach meI
campus, our friendship grew immensely We
both Longed to Learn about each other's cuL-
tures, but wanted to make sure we did it in a
way that was respectful and sensitive of the
other person
Promotes
supports
Sustained Reduced Respect for Narrative of at,nn-ÿ
contact ÿ hostility ÿ the other ÿ peace ÿ Cooper
Contributes to Contributes to Contributes to Contr/butes
to
Dialogue
SOURCE This discussion of the model is based entirely on
Broome, B J [2013} Building Cultures of Peace
The Rote of Intergroup DiaLogue In J G Oetze[ & S TIng-
Toomey IEds ), The SAGE Handbook of Conflict
Commumcahon Integrating Theory, Research, and Practice (pp
3737-37611 Thousand Oaks, CA SAGE
conflicting parties engage in interaction and begin to reduce
hostility, they can begin to
develop respect for each other. Broome maintains that as
members of each group begin to
listen to each otÿer and to understand each other's viewpoints,
they will develop a degree
of regard and respect for each other. Once again, Broome
acknowledges that this does

not necessitate agreement but at least can initiate the process of
peaceful discussion rather
than hostile confrontation. As peaceful discussion continues,
interactants are moÿe likely
to engage in cooperative …

Chapter10 [] IntercutturatConfhct 3371. Define intelcu

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