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Case Study on Ethical Issues and Intercultural Communication

 

Case Study  

James earned his MBA at Concordia University at Montreal, Quebec. As a child, James was raised by his grandparents who taught him to be proud of his Inuk heritage. He grew up on the land and learned all the ways of his ancestors and about their rich cultural traditions. He enjoys and places importance on sharing these teachings with his own daughter, Nicola.

As his career progressed, James sought out and won the position of Executive Director for the Blackfoot Confederacy Corp. in Mohkinstsis (the City of Calgary). He moved his young family to the nearby rural town of Crossfield, so Nicola could start grade five in a smaller community. Just before the first day of school, the family decided to go to the nearby shopping centre to buy school supplies and clothes.  James and his wife Suzanne were not aware of the ongoing tensions and racist relationship that existed between some of the local townsfolk and certain members of the neighboring First Nations reserve.   

Upon entering the store, James and his family began to be followed by a security guard. At first they thought that this was just a coincidence, so they continued on with their shopping. The security guard followed them uncomfortably closely and James heard the guard mutter, “Braids are for little girls.” James had grown his braid since he was a child. This comment upset Nicola, and Suzanne said, “Let’s just get out of here.”   

This entire situation angered James, so he abruptly turned around to confront the security guard and asked why he and his family were being followed around the store. The security guard’s response was that there had been an ongoing problem with shoplifting by the nearby Blackfoot people. This blatant generalization angered James, so he asked to speak to the store’s manager.

After a while, the store manager came and took the group aside into his office. James explained what he had just experienced, and that he had just moved to the community from Eastern Canada, that he couldn’t believe that his family had been followed in the store just because of their race, and that he would not tolerate anyone upsetting his family. The manager listened to James and was thinking of an effective way to respond.    

 

Part A: Case study questions

Answer each of the following questions in approximately 200 words, unless otherwise noted.

1. Answer both of the questions below:

A. One of the issues that the security guard chooses to act upon in the case study is in their  abilities of perception. E the guard’s perception errors in the case study using concepts from Chapter 3 of the textbook.

B. Choose two strategies from Chapter 3 of the textbook to help improve the guard’s perception, and explain how they would help improve the guard’s perception in this situation and in the future.

2. Did you assume that the security guard was born in Canada, white, and/or male when reading the case study? What does this assumption reflect on your own intercultural communication? Why? Refer to two concepts in Chapter 4 for this answer.

3. Nicola is developing her self-concept, which according to Beebe et al. (2021) is influenced by three sources. Which of these three sources do you think influences Nicola’s self-concept the most? Why? Explain and apply the concepts in Chapter 2 of the textbook to support this answer.

4. Imagine that you are the store’s manager in this situation—consider how you could talk with James to repair this situation. Write a dialogue (as in, write what the manager and James could say and do) that shows a positive discussion between James and the manager that applies some of the strategies for improving interpersonal communication competence in Chapter 1 of the textbook. Make a note before or after your dialogue to explain what strategies are being used in the dialogue.

Note: If you quote a sentence or a few words from the case study in your answer, include an in-text citation. See Part C below for more information.

 

Part B: Field Study

Please complete either the written option or the video option for the field study.

A significant factor of prejudice is that it is universal: the result of humans’ natural desire to categorize experiences. This also means that we tend to act upon our prejudices, which becomes discrimination.

With this concept in mind, describe a situation that happened either online and/or face-to-face where you discriminated against another person because of that person’s identity, either accidentally or purposefully. Consider the diverse identities explored in Chapter 4 of the textbook for guidance—personal identities can include someone’s gender, sexual orientation, ethnicity, race, age, and ability.

1. Briefly describe the situation. What assumptions or impressions led to the discriminatory behaviour? (It is okay to use inappropriate language in this part of your answer, as long as you are clear that it was part of the interaction you’re describing.) What was the outcome of the situation? (6 marks, 200 words)

Imagine that you have the opportunity to have the same conversation with this person. Write a dialogue with this person (as in, write what you and the other person could say and do) that has a positive outcome by applying the strategies about improving intercultural communication competence from chapter 4 of the textbook, and the strategies about improving interpersonal perception skills from Chapter 3 of the textbook. Be sure to make a note somewhere in or around your dialogue that indicates what strategies you’re using in the dialogue.

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