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Class Discussion 10/29

Marlee and Jason

For this exercise, we are discussing cultural and language stereotypes/assumptions that we see as prevalent in the workplace, or have experienced personally. Jason said that a language stereotype me experienced was when he rented a ZipCar. There was a technical issue and the car would not start so Jason called customer service. Upon hearing his accent, the representative knew he was a foreigner and assumed that he was not following the proper procedure to start the car. The representative talked to Jason very slow, as if he were a child and could not understand her or the instructions. In reality, there was an issue with the car, but the representative assumed that Jason did not know how to follow instructions and that is why the car wouldn’t start. Another example Jason gave was when he was at the USF International Students Office. One of the supervisors there would slow down her speech and give him very detailed instructions, but did not do the same for other people, assuming that Jason needed to comprehend her words slowly and needed more detail in order to understand basic tasks. An example I experienced in the workplace was back in New York when I would work as a caddie, some golf players would assume I didn’t know about golf. I believe this is because of my appearance. Also, some of the stereotypes came up in conversation where they would ask me my favorite sports and assume football and basketball, and ask how I got into golf. They would also ask me if I knew how to read greens or assume I didn’t know, despite my experience. I did not see them ask other caddies of different races these questions.

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Class Discussion 10/22/18

For this class discussion on Feminist movements across cultures, I was paired with Jason. As the only two boys in the class, we tried our best to discuss the feminist movement. We both agreed that the feminist movement differs across cultures, with various factors impacting and defining each movement. The factors we discussed were cultural, religion, location, economical, and race. We discussed how different cultures view women and feminism differently. In places with a good economy, we see women as usually having more opportunity although that is not always the case. For example, in the Middle East, there are very wealthy places where women do not have rights like Saudi Arabia, but in Western countries, women tend to have more basic rights and privileges. Religion definitely can come into play. For example in the American South, in places that follow strict Christianity, the role of women in society is very different than in places that are less conservative in other parts of America. In countries that strictly follow Islam, women can be oppressed with religion used as an excuse. Jason had a great example for location. In locations are more rural and isolated, opportunities are not as abundant for both men and women. Jason said that men in these types of places usually have to do manual labor jobs, so women are usually left to take care of the house, children, etc. because there are not many other opportunities. But in places like big cities, there are more education opportunities for men and women, so women in these areas are able to get an education and get better jobs due to their location.

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Group Discussion 10/8/18

For this week’s group discussion, I was paired with Buke and Jason I will be writing the blog post for our group. Our group was fortunate enough to have Buke and Jason, two non-native English speakers. Jason said that a strategy that would help him empower and assert his identity as a co-cultural speaker would be to have a mentor from his native country (China) that could relate to him and has been through the experiences and processes that he is about to go through. This mentor would serve as a good source of guidance for Jason and teach him how to succeed in classroom, professional, and social settings. Buke said that taking classes before she left Turkey helped her to learn how to speak and use English more formally because in Turkey, speaking and writing styles are more relaxed and not as formal. Also, in English there can be long and short sentences. But in Turkish, the language structure is different and there are usually only longer sentences. There are also no pronouns in Turkish, so Buke indicated that a strategy to help her better learn and understand pronouns would be visualization. Also collaborating with coworkers and fellow students who are native English speakers to read their material and get feedback about how to improver their own vocabulary and grammar.