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Interracial and interethnic conflict and communication in the United States
... Berdasarkan penjelasan tersebut, maka dapat disintesiskan bahwa komunikasi konflik adalah penggunaan komunikasi-mulai dari komunikator, pesan, media, komunikan dan tanggapan-untuk menganalisis penyebab sekaligus penyelesaian konflik. Hal ini sejalan dengan pandangan Putnam (2013) yang menyatakan bahwa komunikasi konflik adalah komunikasi yang mengkaji interaksi sosial tempat berlangsungnya pertukaran pesan verbal dan non verbal, di mana dalam pertukaran pesan tersebut sering menimbulkan inkonsistensi komunikasi, tindakan simbolik, yang dapat berujung pada kekerasan. Ramiah dan Hewstone (2003) menyebut bahwa konflik antarkelompok dapat dianggap sebagai sebuah kontinum. ...
... Dengan demikian, terdapat kesenjangan karena penelitian konflik antarkelompok dalam perspektif komunikasi konflik masih jarang. Padahal, seperti dikemukakan oleh Putnam (2013), konflik dapat dilihat sebagai manifestasi dari tahapan komunikasi, yakni sebagai interaksi sosial yang berfokus pada variabel, pada proses, interpretasi dan hubungan dialektis. Lebih lanjut menurut Putnam (2013), komunikasi konflik berarti menempatkan konflik dalam bingkai komunikasi, yakni pesan/message (verbal maupun non verbal) sebagai fokus riset, serta bagaimana mengelola konflik juga berdasarkan komunikasi. ...
... Padahal, seperti dikemukakan oleh Putnam (2013), konflik dapat dilihat sebagai manifestasi dari tahapan komunikasi, yakni sebagai interaksi sosial yang berfokus pada variabel, pada proses, interpretasi dan hubungan dialektis. Lebih lanjut menurut Putnam (2013), komunikasi konflik berarti menempatkan konflik dalam bingkai komunikasi, yakni pesan/message (verbal maupun non verbal) sebagai fokus riset, serta bagaimana mengelola konflik juga berdasarkan komunikasi. Adapun bidang kajian komunikasi konflik terentang mulai dari ranah antarpribadi, organisasi, komunitas/masyarakat, hingga antarbudaya/internasional. Berdasarkan tinjauan literatur tersebut, penelitian ini bertujuan untuk: 1) mengetahui bagaimana perkembangan studi mengenai konflik antarkelompok dalam perspektif komunikasi konflik; dan 2) tema-tema apa yang muncul dalam studi komunikasi konflik antarkelompok. ...
The purpose of paper is to review the study of intergroup conflict in communication
perspective. This study is based on the literature review and uses the quantitative
approach. It reviews the development of study on intergroup conflict in conflict
communication perspective and theme in intergroup conflict communication. This
study found that: 1) the development of study on intergroup conflict in conflict
communication perspective tend to be stagnant during period of 2003-2017; 2)
themes used in intergroup conflict communication are: (a) communication as
conflict prevention; (b) communication as conflict resolution; (c) packaging of
communication message trough media; (d) communication process; (e)
communication patterns
... Elsayed-Ekhouldy and Buda, 1996;Hong, 2005;Houston, 2002;Kozan, 1999;Martínez-Moreno et al., 2009;Paul et. al., 2004;Ting-Toomey, 1988; Orbe and Everett, 2006). Researchers have shown that members of individualistic cultures, characterized by a high concern for their own interests and outcomes, tend to prefer CMS that allow them to reach conflict resolution by competing and collaborating (Holt and DeVore, 2005;Tinsley, 2001). ...
... Using the method of cross-cultural studies, we also assumed that, in an intercultural project team, members of the individualistic Western European cultures would tend to prefer CMS conducive to reaching conflict resolutions by competing and collaborating, whereas members of the Russian collectivistic culture would tend to prefer avoiding and accommodating CMS (e.g. Elsayed-Ekhouldy and Buda, 1996;Hong, 2005;Houston, 2002;Kozan, 1999;Martínez-Moreno et al., 2009;Orbe and Everett, 2006;Paul et al., 2004;Ting-Toomey, 1988). ...
This article reports on our case study of cross-cultural conflict management styles (CMS). We analysed the dynamics of various CMS applied by Russian and Western European members of an intercultural collaborative project and analysed how their CMS were affected by the frequency of communication. Our survey of project members revealed that Western Europeans and Russians differ significantly in their early applications of CMS but that high communication frequency stimulates adaptations in the CMS of all project members, regardless of culture, leading to a confluence of their conflict behaviour style towards each other. Future studies should test this study’s research designs and hypotheses in larger samples to see whether sample size affects applications and adaptations of CMS. Results of the current study imply that managers of intercultural collaboration projects should proactively address conflict management styles, implementing constructive conflict behaviour techniques into trainings for members of intercultural collaboration projects.
... A society that can overcome past prejudices and teach children to celebrate diversity of ethnicity, gender, sexual choice, and religion, also has the capacity to acknowledge and teach children behavioral tolerance. The attitudes of parents, other adults, and peers comprising victims' support systems and framing their own feelings of self-efficacy are decidedly affected by media framing (Milne, Labrecque & Cromer, 2009;Orbe & Everett, 2006). Attitudes set up behavior and can reinforce or breakdown the victim's essential links to the resources they need to develop the necessary skills to correctly respond to bullying or behaviors of concern that can lead to school shootings or other forms of school violence (Milne et al.). ...
In a study released in August 2011, the National Center for Education Statistics found 28 percent of U.S. students aged 12 to 18 were bullied at school, yet only 36 percent of those students notified an adult (DeVoe & Murphy, 2010). With anti-violence and bullying prevention curriculums taught in schools, the disparity between occurrences and reports suggests barriers to reporting bulling and violence at school. Media analysis indicates how news stories covering bullying incidents and youth-related gun violence shape audience perspectives through framing (de Vreese, 2005; Matthes, 2007; Rusho, Ahmed & Sadri, 2021). This study considers the media’s role in contributing to cultural attitudes about bullying and gun violence in schools, how social media responds to bullying and gun violence, and how the public responds to stories about violence in schools (de Vreese; Rusho, et al). Applying principles of media framing and media effects theory reveals how public attitudes can form an environment that empowers bullies and assailants to commit gun violence, influence the support systems necessary for victims and the adults involved in bullying and violence prevention to respond correctly, and erode victim and witness self-efficacy skills needed to engage recommended prevention practices (Berger, Karimpour & Rodkin, 2008; Edwards, Rose, Edwards & Singer, 2008).
... In social interactions, these group vitality factors influence intergroup relations and communication (see Clement, Baker, and MacIntyre 2003). A society or nation consists of many groups which are referred to by terms such as dominant versus subordinate or co-culture groups (Orbe, Everett, and Putnam 2013 ). For example, in the United States of America, European Americans constitute the dominant group while others (e.g., African Americans, Latino/Hispanic Americans, and Asian Americans) constitute subordinate groups or co-culture groups (Orbe, Everett, and Putnam 2013). ...
Communication competence or effectiveness has been investigated in multiple intercultural communication contexts. Interestingly, while intercultural competence scholars have borrowed ideas heavily from the interpersonal competence field, they appeared to have glossed over some essential constructs such as social identity membership phenomenon, intergroup attitudes, group vitality, communication accommodation, and the dynamics of intergroup dialogue in the fertile intergroup communication research arena. Additionally, to the best of our knowledge, intergroup communication scholars have also paid negligible attention to theorizing about the particular phenomenon of " intergroup communication competence ". In both research domains, a shared vocabulary can be developed to account systematically for the antecedents, processes, and outcomes of identity-sensitive competence issues. An integrative theorizing effort on intercultural–inter-group communication competence will enhance our identity-sensitive awareness, knowledge, open-hearted attitudes, and skillsets in communicating with diverse socio-cultural membership groups responsively. Understanding the distinctive and overlapped features of intercultural and intergroup competence can pave the way to a fuller picture of helping immigrants and co-culture members/host nationals to communicate appropriately, effectively, and adaptively. In addition, the threefold prism (i.e., being in-the-moment present, meta-cognition awareness, affective at-tunement) of mindfulness is also posited as a key link in threading and practicing the competence criteria, components, and outcomes.
... In social interactions, these group vitality factors influence intergroup relations and communication (see Clement, Baker, and MacIntyre 2003). A society or nation consists of many groups which are referred to by terms such as dominant versus subordinate or co-culture groups (Orbe, Everett, and Putnam 2013 ). For example, in the United States of America, European Americans constitute the dominant group while others (e.g., African Americans, Latino/Hispanic Americans, and Asian Americans) constitute subordinate groups or co-culture groups (Orbe, Everett, and Putnam 2013). ...
Communication competence or effectiveness has been investigated in multiple intercultural communication contexts. Interestingly, while intercultural competence scholars have borrowed ideas heavily from the interpersonal competence field, they appeared to have glossed over some essential constructs such as social identity membership phenomenon, intergroup attitudes, group vitality, communication accommodation, and the dynamics of intergroup dialogue in the fertile intergroup communication research arena. Additionally, to the best of our knowledge, intergroup communication scholars have also paid negligible attention to theorizing about the particular phenomenon of " intergroup communication competence ". In both research domains, a shared vocabulary can be developed to account systematically for the antecedents, processes, and outcomes of identity-sensitive competence issues. An integrative theorizing effort on intercultural–inter-group communication competence will enhance our identity-sensitive awareness, knowledge, open-hearted attitudes, and skillsets in communicating with diverse socio-cultural membership groups responsively. Understanding the distinctive and overlapped features of intercultural and intergroup competence can pave the way to a fuller picture of helping immigrants and co-culture members/host nationals to communicate appropriately, effectively, and adaptively. In addition, the threefold prism (i.e., being in-the-moment present, meta-cognition awareness, affective at-tunement) of mindfulness is also posited as a key link in threading and practicing the competence criteria, components, and outcomes.
... In social interactions, these group vitality factors influence intergroup relations and communication (see Clement, Baker, and MacIntyre 2003). A society or nation consists of many groups which are referred to by terms such as dominant versus subordinate or co-culture groups (Orbe, Everett, and Putnam 2013 ). For example, in the United States of America, European Americans constitute the dominant group while others (e.g., African Americans, Latino/Hispanic Americans, and Asian Americans) constitute subordinate groups or co-culture groups (Orbe, Everett, and Putnam 2013). ...
... Our coding of self-descriptions demonstrates significant diversity in terms of: age (29% under 20; 60% in their 20s; 10% unreported), gender (61% female; 26% male; 13% unreported); race/ethnicity (44% white, 26% black, 4% Hispanic, 4%, multiracial; 21% unreported); and region (45% Midwest campus, 31% northeast campus, 24% southern campus). Our strategy to collect demographic data was utilized to counter existing criticism (Orbe & Everett, 2006) that researchers traditionally force participants to choose among pre-determined categories (which may or may not represent who they are) that are then coded to produce correlations with other variables. In this regard, it provided some agency for participants to articulate what they perceive to be the most salient aspects of their identities (Ting-Toomey et al., 2000) in relation to the memorable messages regarding sex that they shared. ...
This exploratory qualitative content analysis examined young adult familial memorable message narratives regarding sex that were described as most influential on sexual activity. More specifically, the study explores the descriptions from 101 participants who were attending college on one of three diverse campuses. From the texts provided, the source, message, frame, and communication type of each memorable message narrative was analyzed. Then, through established thematization processes, five major themes emerged that contributed to the perception of sexual practices and behaviors: (1) practice safe sex; (2) premarital sex as wrong; (3) Wait until you are ready/for the right person; (4) Sex as natural and/or pleasurable; and (5) Sex as negative, abusive and/or taboo. Following an explication of how these memorable message narratives work individually, and collectively, to influence adolescent sexual behavior, directions for future research and implications for practice are provided.
... Demographic information was gathered with an openended prompt that asked participants to provide a selfdescription of their identity in ways that captured how they "construct and perform complex, heterogeneous communicative lives" (Houston, 2002, p. 37). This strategy counters the scientific approach whereby participants 4 COOKE-JACKSON ET AL. respond to predetermined categories (Orbe & Everett, 2006) and mirrors a naturalistic approach that asserts that the individuals should be asked to provide their own labels, presumably ones that have meaning for them (Martin, Krizek, Nakayama, & Bradford, 1996). Consistent with the inductive, discovery-oriented values of qualitative research, demographic data were collected to emphasize the intersectional nature of identities (Chavez, 2012;Crenshaw, 1989) while contextualizing the narratives in meaningful ways. ...
Abstinence for most adolescent-aged college students relates to several factors, including strong religious beliefs, an aversion to taking risks, high career expectations, or limited attractiveness. Young adults receive hundreds of messages from various sources; therefore, understanding their memorable sexual messages is essential. This exploratory research uses an interpretive method to unravel the memorable sexual narratives of 65 virgin respondents. Findings yield two primary themes: involuntary abstinence, and conscious abstinence, which demonstrate that messages of abstinence are important yet often imbue punitive internal attitudes and beliefs derived from mainstream media and peer relationships. The article concludes with a recommendation for health practitioners and communication scholars to create positive open spaces where young adults can discuss sexuality, sexual relationships, and sexual behaviors. Additionally, understanding stigmas related to abstinence helps reframe normative sex communication messages and promote constructive short- and long-term sexual health behaviors.
... Embracing the challenge of contemporary scholars (Houston, 2002;Orbe & Everett, 2006), we sought to centralize ethnicity into a study of social encounters that avoided situating participants as one-dimensional archetypes of larger cultural groups. A first in communication research, our approach truly reflects the multicultural influx of people from the Caribbean and other parts of the African and Spanish diasporas into the United States. ...
This study employs the Communication Theory of Identity (CTI) to explain and describe the interpenetration of personal, enacted, and relational frames of identity within the context of interracial communication encounters. Specific examples, derived from focus group discussions, of personal-relational and personal-enacted-relational identity gaps experienced by Blacks and Hispanics are presented. The article concludes with a discussion of the conditions under which satisfying communication is achievable in difficult situations requiring the negotiation of ethnicity.
This chapter examines current research on intercultural interactions over new media with a particular emphasis on those studies involving conflict. Two main points are emphasized: 1) new media have several characteristics that differentiate them from traditional forms of media and shape intercultural conflict, providing benefits but also creating challenges not encountered before; and 2) traditional theoretical explanations of the relationship between media and conflict are inadequate for explaining the role that individual and group characteristics play in intercultural conflict in the digital age. Certain theories are discussed in relation to the second point. Overall, the chapter proposes questions that could advance research in this emerging area.
This chapter examines current research on intercultural interactions over new media with a particular emphasis on those studies involving conflict. Two main points are emphasized: 1) new media have several characteristics that differentiate them from traditional forms of media and shape intercultural conflict, providing benefits but also creating challenges not encountered before; and 2) traditional theoretical explanations of the relationship between media and conflict are inadequate for explaining the role that individual and group characteristics play in intercultural conflict in the digital age. Certain theories are discussed in relation to the second point. Overall, the chapter proposes questions that could advance research in this emerging area.
This chapter examines current research on intercultural interactions over new media with a particular emphasis on those studies involving conflict. Two main points are emphasized: 1) new media have several characteristics that differentiate them from traditional forms of media and shape intercultural conflict, providing benefits but also creating challenges not encountered before; and 2) traditional theoretical explanations of the relationship between media and conflict are inadequate for explaining the role that individual and group characteristics play in intercultural conflict in the digital age. Certain theories are discussed in relation to the second point. Overall, the chapter proposes questions that could advance research in this emerging area.
This article reports on an exploratory study regarding the memorable message narratives that students attending a U.S. southern historically Black college and university (HBCU) shared as most influential in their current sexual practices. A larger national research project was conducted to generate formative data regarding HBCU student's knowledge of human papillomavirus (HPV), their comfort levels discussing sexuality, and the social, sexual, and memorable messages that guide their behaviors, practices, and beliefs regarding sexuality. From this larger data set, the authors focused on 114 narratives provided by participants. Using thematic analysis, this article delineates source-based themes of memorable messages that provide insight into how current sexual beliefs, attitudes, and practices are informed by a variety of socializing agents. Implications for future research, theorizing, and practice are discussed.
Current data from the Federal Bureau of Investigation's (FBIs) Hostage, Barricade, and Suicide (HOBAS) data base indicates that suicides and attempted suicides account for more than one-third of all crisis negotiation incidents to which police respond and that barricade stand-offs, which may involve potential suicides, account for nearly an additional two-thirds of all reported incidents. It is, therefore, essential that insight into potential predictors of suicidality is a critical concern to crisis negotiators as they strive to successfully resolve incidents involving mentally and emotionally distraught persons. Research derived from clinical investigations of suicidal ideation and suicide enactment suggests that certain linguistic dimensions of subject verbal communication do predict suicidality. Specifically, use of personal pronouns, word length, emotional words, and adjective and adverb usage are regarded as indicators of suicide. This investigation explored the power of these and other linguistic variables to differentiate crisis negotiation incidents that ended in suicide or surrender. Results indicate that clinically derived linguistic correlates of suicide do not hold true in crisis incidents.
A review of previous research suggested a three-way interaction effect between gender of discloser, locus of evaluation of discloser and partner in influencing disclosure intimacy. A social exchange model predicted the specific structure of the interaction. Application of the model yielded four distinct theoretical intimacy investment levels. Fifty five males and fifty-five females responded to the locus of evaluation questionnaire and completed the Davis (1976) acquaintance exercise in male-female dyads. Using a median-split method, participants were labelled as internal or external evaluators. Results provided support for the predicted interaction effect and for the social exchange model. Results are discussed in terms of social exchange theory and the costs and benefits of intimacy, power and their intersection in the development of close relationships between women and men.
A school-wide dialogue process was developed in the context of a community-wide project and designed to develop citizenship skills and enhance school climate. As we worked on the project, we were self-reflexively aware of working from a particular theory (the coordinated management of meaning, or CMM) and developing that theory in the process. Our reflections led to 3 criteria for evaluating our work and practical theory in general: engaging in continuing conversations with participants, practitioners, and theorists; celebrating and working with the interests of the participants; and developing principles and models that increase the abilities of all involved in the project to describe what is happening perspicaciously and to act into unfinished situations prudently. These criteria are consonant with a particular theoretical temperament: taking a participant's perspective on social worlds understood as pluralistic in which the theorist's goal is the continued exercise of curiosity. The 5-phase, 10-step SHEDD model was developed in successive iterations of the dialogue process and is presented as an example of the work of practical theorists.
The Korean‐black conflict in the black community in Philadelphia, PA, where Korean merchants are actively engaged in small businesses, is examined on the basis of interviews with community leaders and merchants and data from secondary sources. Manifest sources of conflict between these two minority groups stemming from cultural misunderstanding, communication problems, economic competition, and structural changes due to the settlement of a large number of Koreans in the black community are explored, and deeper sources are examined, originating from a historical prejudice on the part of Koreans; Koreans’ status anxiety arising from incongruence between their previous status and their current one; Blacks’ experience with non‐black shop owners or exploiters in the past; and Blacks’ feeling of powerlessness in stopping the influx of both whites and Asian groups into their community. All these sources of conflict may have developed independently before Koreans and Blacks came into contact, and their resolution thus requires an understanding of deeply rooted sources of conflict that include not only those caused by structural change but also those resulting from historical and psychological dimensions of intergroup relations.
The first of two studies investigated the differences between reported relational maintenance strategy usage by high and low interethnic communication apprehensives (IECAs). An instrument based on Canary and Stafford's (1992) relational maintenance strategies taxonomy and Neuliep and McCroskey's (1997a) Personal Report of Interethnic Communication Apprehension (PRECA) was employed. The results indicated that individuals who were law IECAs reported utilizing significantly more of the task, network, and positivity strategies. Differences in openness and assurance strategies followed the same pattern but were not significant. The participant's reported usage and IECA score were inversely related. The second study replicated the first and explored two theoretical explanations for the results. This study revealed significant differences on all of the dimensions and significant negative correlations. This study also examined whether trait communication apprehension (disregarding ethnicity) and/or ethnocentrism (the presumed foundational components of IECA) could account for the differences in reports of relational communication behavior. The results of the second study indicated that both trait CA and ethnocentrism contributed to the prediction of IECA and to overall reported strategy usage, and that ethnocentrism was the better predictor.
This paper reports a comparative study of the relationship between communication issues and conversational improvement strategies for African Americans and European Americans. Based on a model of interethnic communication developed in previous research (Hecht, Larkey, & Johnson, 1992; Hecht, Ribeau, & Alberts, 1989; Hecht, Ribeau, & Sedano, 1990), a sample of African Americans and European Americans were asked to describe conversations with individuals from the other ethnic group. They were also asked to identify the problematic issues in the conversations and conversational improvement strategies used to deal with these issues. Some conversational improvement strategies focused on the self, some on the other interactant, and others on the joint action of both interactants. A multiple discriminant analysis and regression analyses were computed to identify relationships between the issues and strategies used by both ethnic groups in high and low intimacy relationships.Results revealed that relationships between communication issues and conversational improvement strategies were stronger for African Americans than for European Americans. Additionally, overall, African Americans reported a predominant focus on conversational improvement strategies requiring joint actions of both interactants, whereas European Americans emphasized strategies placing responsibility on the other interactant. Implications of results for future research are discussed.
Drawing on the contemporary metaphor of research as narrative, I argue that a quest for racial / ethnic ''difference'' was the dominant story in research on the interpersonal communication of African Americans from 1975 to 2000. Rather than exploring interactions among African American friends, families, and lovers, communication researchers tended to position African Americans in relation to White Americans, either by comparing Black and White communicative perceptions and practices or by examining interracial encounters. By overrepresenting the quest for difference, communication scholars inadvertently centered Whiteness in African American interpersonal scholarship. This article offers four touchstones for constructing alternative research narratives that interpret African American interpersonal communication from African American cultural standpoints: (1) practical and relational focus; (2) community cognizance; (3) holism and intersectionality; and (4) positionality and provisionalism.
This paper analyzes an interethnic conflict according to (a) literature on conflict and interethnic interactions; (b) the context in which the conflict occurred; and (c) interpretations of participants provided in follow‐up interviews. Participants adhered to Afrocentric and Eurocentric norms of interaction (Hecht, Collier, & Ribeau, 1993; Kochman, 1981). Eurocentric responses reflected Kochman's description of European American's low tolerance for strong emotions and embodied the norms presented in the mainstream literature on conflict. The author argues that being rational and showing strong emotions are not mutually exclusive. Rather than polar opposites on a single scale, they are separate axes that intersect. Participants claimed that neither gender nor race had played a role in the conflict, but analyses of the conflict illustrate that cultural differences, both behavioral and interpretive, do explain the conflict. Failure to recognize cultural differences led to a negative evaluation of an individual. This evaluation was compounded by the certainty on the part of the European Americans that their interpretation was the correct one, a notion supported by the Eurocentric literature on conflict that fails to adequately describe whose cultural modes it analyzes as normative.
México's communication tradition is investigated / 1st, a definition of "communication" is conceptualized by combining historical and folkloric aspects / this conceptualization results in a México-centric perspective / 2nd, the relational concept of "respeto" is explored / this concept is an important building block for interpersonal transactions / "respeto" is literally interpreted as . . . "respect" / "respeto" implies perceived relational status / 3rd, the Mexican use of the Spanish language is examined for culture-specific messages in the relational arena / these messages are common to the native speaker and ambiguous to a nonnative speaker
the Mexican communication system nurtures people who identify not only with the messages but also with their inherent values / such an elaborate system must be recognized as a main factor in México's cultural transactions (PsycINFO Database Record (c) 2012 APA, all rights reserved)