DOCSLIB.ORG

Cultural Values and Minority People of Color

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cultural Values and Minority People of Color The Journal of Sociology & Social Welfare Volume 22 Issue 1 March - Special Issue on Social Work Article 5 with Minority and Ethnic Groups March 1995 Cultural Values and Minority People of Color Doman Lum California State University, Sacramento Follow this and additional works at: https://scholarworks.wmich.edu/jssw Part of the Race and Ethnicity Commons, and the Social Work Commons Recommended Citation Lum, Doman (1995) "Cultural Values and Minority People of Color," The Journal of Sociology & Social Welfare: Vol. 22 : Iss. 1 , Article 5. Available at: https://scholarworks.wmich.edu/jssw/vol22/iss1/5 This Article is brought to you by the Western Michigan University School of Social Work. For more information, please contact [email protected]. Cultural Values and Minority People of Color DOMAN LUM California State University at Sacramento This article delineates various dimensions of culture, factors influencing acculturation, majority and minority values, and etic and emic dimen- sions of cultural values. It contributes to the debate about whether there are distinctive minority people of color values or whether these values are a function of migration and social class. It introduces the concepts of transcultural,cross cultural, paracultual, metacultural,and pancultural as well as cultural ethclass. Introduction According to Rokeach (1973), a value is a belief that a mode of conduct or end state is preferable to an opposite or converse one. Values are preferred or selected choices. Societal values re- fer to vested beliefs about people, preferred goals for people, means of achieving those goals, and conditions of life. They represent selected ideals as to how the world should be and people should normally act (Hepworth and Larsen, 1990). This understanding of values is translated into social work profes- sional values toward clients such as respect for the dignity and uniqueness of the individual, client self-determination, and legal authority and self-determination. The value ideology of social work is humanistic and is concerned about democratic indi- vidualism and the welfare and protection of the client. It is fur- ther rooted in Judeo-Christian principles that emphasize justice, equality, and concern for others. As a result, societal and pro- fessional values have a high regard for persons and individual rights and freedom. In contrast, cultural values are prescribed ways of behav- ior or norms which are passed from generation to generation 60 Journal of Sociology & Social Welfare within a group of people. Cultural values are life patterns man- ifested in institutions language, religious ideals, habits of think- ing, artistic expressions, and patterns of social and interpersonal relationships. Cultural pluralism is a reality confronting current society. It is the existence of multicultural communities which maintain and perpetuate their own styles, customs, language, and values (Pantoja and Perry, 1976). It is a composite of groups who have preserved their own cultural identities. Cultural di- versity is maintained as long as there is a level of tolerance and no conflict with broader values patterns and legal norms. When there are different sets of cultural and societal values, an ethnic minority person of color is confronted with the task of reconciling his/her cultural values with the predominant so- cietal values. Bicultural competency is a process of evaluation where a person integrates positive qualities of his/her culture of origin and the dominant society's culture. The outcome is a functional way of relating and surviving in both cultures. The purpose of this article is to delineate various dimensions of culture, factors influencing acculturation, majority and minor- ity values, and etic and emic dimensions of cultural values. An impetus to this article comes from a growing debate regarding whether there are distinctive minority people of color values or whether adherence to these values are a function of migra- tion and social class. To attribute a common set of values to di- verse people risks a negation of uniqueness, special needs, and stereotyping, according to ethnic sensitive advocates (Devore and Schlesinger, 1990). To claim that varied minority of color groups share spiritual values, vertical hierarchy of authority, or the importance of corporate collective structures is doubt- ful when specific group values are explored. Moreover, related values such as family and group solidarity are attributes held by many white ethnic groups such as Jewish and Italian peo- ple (Devore and Schlesinger, 1991). Hopefully this article will clarify these issues and will explore the relationship between cultural values and minority people of color. Dimensions of Culture An appropriate starting point in our discussion of cultural values and people of color is an understanding of cultural Cultural Values 61 dimensions. Essential to this relationship are various notions of cultural interaction. There are at least five perspectives of culture which are related to the reality of cultural pluralism in American society: the transcultural perspective, the cross-cultural perspec- tive, the paracultural perspective, the metacultural perspective, and the pancultural, perspective (Lum, 1992). The transcultural perspective involves the transition from one culture to another The prefix TRANS means "across; over; on the other side of" and denotes a movement in one direction. In the case of values, the task is to move from understanding the values of the dominant culture to understanding the values of a minority culture. It involves learning at least one other culture- its values, beliefs, customs, language, and related practices. The objective of the transcultural perspective is to enable a person from the dominant culture to relate to a minority individual who is part of another particular culture. The presupposition is that there are differences between two cultures. The cross-cultural perspective concerns the mutual interac- tion and synthesis of two distinct cultures. The word CROSS means "to go from one side to the other; to pass across", and therefore cross-cultural means moving between two cultures. To achieve cross-cultural integration, a person moves back and forth between the dominant culture and the minority culture. In the process, a person sees relationships between distinctive sim- ilarities and differences of the two cultures. In the case of values, a cross-fertilization of conceptual and behavioral values patterns occurs in the process of mutuality. The cross-cultural perspec- tive views each culture as a separate and equal entity, and a per- son endeavors to link essential traits between the two cultures. The paracultural perspective examines the relationship be- tween recent immigrants and multi-generational American-born minority descendants. The prefix PARA means "alongside; by the side of" and offers a side-by-side comparison of at least four generations of ethnic minority family structure. To apply this perspective, a person must be familiar with multigenera- tional family patterns that involve immigrant or refugee parents and first, second, and third generation American-born children, grandchildren, and great grandchildren. Each generation is in- volved in acculturation, Americanization, or rediscovery of the culture of origin. 62 Journal of Sociology & Social Welfare There may be a minority family that consists of a father and mother who are recent immigrants or refugees and who are fa- miliar with their culture of origin and foreign to the dominant culture. For them, the two cultures exist side by side without penetration. However, their first generation American-born chil- dren are in the midst of acculturation which involves a merger of both cultures. Misunderstanding and conflict may arise be- tween parents and children over culture-related issues. Cultural value conflict is apparent in this instance. In other cases there may be a different circumstance between second generation American-born parents and third generation American-born children. A father and mother of the second generation may be Americanized to the point where the cul- ture of origin has minimal influence and residual effects with the values and beliefs of the dominant culture predominant At the same time, their third generation American-born children may be in the midst of rediscovering their great grandparents' culture of origin. This rediscovery could result from university ethnic studies courses and student ethnic group associations. Multigenerational cultural dynamics raise the issues of whether there are cultural value residuals, maintenance of culture, and cultural value rediscovery in culturally pluralistic America. The metacultural perspective addresses the commonalities of people of color in terms of cultural values, beliefs and be- havior. The term META has been traditionally understood as "beyond" in the sense of "transcendence". However, meta also means "between; among" and is used in this case to mean "be- tween and among cultures". From a metacultural perspective, a person is concerned with common cultural linkages that bind the major ethnic minority groups. The focus is on acknowledge- ment of distinct differences between minorities and affirmation of common themes of people of color. Are there meta-cultural values, for example, which are common to people of color? Are there common experiences and concerns that are voiced by people of color? Criticism has been voiced regarding gener- alizing about minorities at
Load more

Recommended publications
  • The Emic-Etic-Emic Research Cycle (AIB Insights Vol 17 No 1 (2017 Q1))
    Insights from the Lead Project Te Emic-Etic-Emic Research Cycle Betty Jane Punnett, University of the West Indies, Cave Hill Campus, Barbados David Ford, University of Texas at Dallas, Texas, USA Bella L. Galperin, University of Tampa, Florida, USA Terri Lituchy, CETYS Universidad, Mexicali, Mexico Introduction understand the role of the context when conducting IB research, but the literature often does not sufciently address the contex- Tis paper discusses a research approach that we believe is ap- tual factors (Teagarden, Von Glinow, & Mellahi, 2015). In his- propriate for IB researchers dealing with under-researched coun- torical terms, Birkinshaw, Brannen, and Tung (2011) noted that tries, from an indigenous perspective. We argue that combining the IB feld was founded on studies employing rich qualitative emic and etic research approaches, in an emic-etic-emic cycle, research, but more recently a trend toward positivistic empirical is the best way to disaggregate contextual issues in IB research. methods in the social sciences has led to quantitative methods be- We use the Leadership Efectiveness in Africa and the African coming more the standard in the feld. Scholars who have studied Diaspora (LEAD) research project to explicate the cycle that we management in emerging markets have largely adopted an etic propose. Te paper briefy discusses the nature of emic and etic approach and used quantitative methods, and Shackman’s (2013) research and outlines how these research approaches were used review of the international business literature found structural in the LEAD project. Te focus of this paper is on a method- equation modeling to be the most widely used technique.
    [Show full text]
  • Running Head: INTERNATIONAL STUDENTS 1
    Running head: INTERNATIONAL STUDENTS 1 A Qualitative Exploration of International Students’ Experience of Counselling Services at University Setareh Najmi Faculty of Education, Educational Counselling University of Ottawa July 8, 2013 Thesis Supervisor: Dr. Cristelle Audet Master’s thesis submitted to Dr. David Paré and Dr. Nicola Gazzola In partial fulfillment of the requirements for the degree of Master of Arts in Educational Counselling ©Setareh Najmi, Ottawa, Canada, 2013 Running head: INTERNATIONAL STUDENTS 2 TABLE OF CONTENTS Page List of Tables…………...………………………………………………………………….6 Abstract……………………………………………………………………………………7 Acknowledgements………………………………………………………………………..9 CHAPTER I – Introduction………………………………………………………….........11 CHAPTER II – Literature Review………………………………………………………...15 Definition of International Students…………………………………………........15 Prevalence of International Students in Canada…………………………………..16 Challenges for University Students……………………………………………….16 International Students’ Common Difficulties……………………………………..18 a. Adjusting to a New Culture…………………………………………....18 b. Language Difficulties…………………………………………….........19 c. Financial Difficulties…………………………………………………..20 d. Racial Discrimination and Prejudice…………………………………..21 e. Lack of a Social Support Network…………………………………….22 Utilization of University Counselling Services……………………………………24 International Students’ Perceptions of Counselling…………………………….....26 a. Decisions to Seek Counselling………………………………………...26 i. Personal Factors…………………………………………….....26 ii. Socio-cultural Factors…………………………………………26
    [Show full text]
  • Etic and Emic Stories
    GIALens. (2009):2. <http://www.gial.edu/GIALens/issues.htm> ETIC AND EMIC STORIES * BY KARL J. FRANKLIN, PH.D. SIL International ABSTRACT Telling, re-telling and listening are the common features of storytelling. In each case, there are cultural and linguistic scripts that manifest both the insider’s emic perspective and the outsider’s etic one. Both perspectives are inherent in the process of telling or hearing a story, and both are necessary. In this article I investigate and apply the two perspectives to Bible storytelling approaches in a general manner and suggest how the concepts are helpful. Some comments on Kewa stories illustrate the points and conclude the article. Introduction Wikipedia, the free on-line, sometimes unreliable and always malleable encyclopedia, comments that emic and etic are terms used by some social scientists to refer to two contrastive and different kinds of information about human behavior. An “emic” account is meaningful (consciously or unconsciously) to the actor and is commonly called the insider view. An “etic” account, on the other hand, is in terms familiar to the observer and is the outsider view. The local construction of meaning and local rules for behavior will be emic accounts while raw data for comparative research will rely on etic accounts.1 Marvin Harris (1976:332) gives some history on the use of the terms etic and emic. He notes that Pike’s intention “was to apply a single comprehensive research strategy to language and behavior based on analogies with the concepts and principles of structural linguistics….” Harris considered that in practice an actual or potential interactive context was necessary to meet and carry out a discussion about a particular domain whereas in etics the actor-observer interaction was unnecessary (331).
    [Show full text]
  • From Consanguinity to Consubstantiality Julian Pitt-Riversʼ ʻthe Kith and the Kinʼ
    FROM CONSANGUINITY TO CONSUBSTANTIALITY JULIAN PITT-RIVERSʼ ʻTHE KITH AND THE KINʼ Laurent Dousset Ecole des Hautes Etudes en Sciences Sociales Centre de Recherche et de Documentation sur lʼOcéanie, Marseille Aix-Marseille University Marseille, France laurent.dousset@pacific-credo.fr In 1973, Julian Pitt-Rivers published a chapter in Goody’s The Character of Kinship that, although rather infrequently used and quoted, suggested a work- around to the major criticisms that were expressed towards kinship studies in the 1970s. Reintroducing the notion of “consubstantiality”, Pitt-Rivers suggested a bringing together of emic and etic approaches to kinship classification and ontol- ogy. As straightforward as it may appear, the concept, when combined with Burke’s use of the notion in relation to that of “context”, crystallizes a methodol- ogy for embedding structural and formal approaches of kinship within the social domains of relatedness and action. While discussing Pitt-Rivers’ proposition, this paper illustrates the application of consubstantiality as an explanatory model of the extension of self in the Australian Western Desert through two examples: the diversity of marriage scenarios and their consequences and the “unusual” usage of some terminological classes in relation to close kin. After Needham’s and Schneider’s critiques in the 1970s evacuated kinship as a non- subject for anthropological research, many scholars endeavored to redefine what was once the pinnacle of the discipline in more emic terms. In the attempt to depart from euro-centric definitions of genealogy and classification, which were previously explicitly or implicitly considered universal aspects of human societies, notions such as ‘related- ness’ made their way into the theoretical apparatus.
    [Show full text]
  • Emics and Etics Re-Examined, Part 1: Emics and Etics: Theoretical Considerations Author(S): Gerhard Kubik Source: African Music, Vol
    Emics and Etics Re-Examined, Part 1: Emics and Etics: Theoretical Considerations Author(s): Gerhard Kubik Source: African Music, Vol. 7, No. 3 (1996), pp. 3-10 Published by: International Library of African Music Stable URL: https://www.jstor.org/stable/30250055 Accessed: 04-03-2020 08:41 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms International Library of African Music is collaborating with JSTOR to digitize, preserve and extend access to African Music This content downloaded from 195.176.241.245 on Wed, 04 Mar 2020 08:41:50 UTC All use subject to https://about.jstor.org/terms EMICS AND ETICS: THEORETICAL CONSIDERATIONS 3 EMICS AND ETICS RE-EXAMINED, PART 1 EMICS AND ETICS: THEORETICAL CONSIDERATIONS by Gerhard Kubik Emics/etics as a theoretical model in cultural anthropology is a familiar topic in discussions. Recently it surged up again through the publication of Emics and etics: the insider/outsider debate, edited by Thomas N. Headland, Kenneth L. Pike and Marvin Harris (1990). Soon thereafter the International Institute for Traditional Music in Berlin devoted a full volume of its journal The world of music (1/1993) to the topic. This coincided with the holding of the I.C.T.M.
    [Show full text]
  • Photographing Anthropologists Photographing Cultures Nirmala Jayaraman Union College - Schenectady, NY
    Union College Union | Digital Works Honors Theses Student Work 6-2013 Photographing Anthropologists Photographing Cultures Nirmala Jayaraman Union College - Schenectady, NY Follow this and additional works at: https://digitalworks.union.edu/theses Part of the Anthropology Commons, and the Photography Commons Recommended Citation Jayaraman, Nirmala, "Photographing Anthropologists Photographing Cultures" (2013). Honors Theses. 683. https://digitalworks.union.edu/theses/683 This Open Access is brought to you for free and open access by the Student Work at Union | Digital Works. It has been accepted for inclusion in Honors Theses by an authorized administrator of Union | Digital Works. For more information, please contact [email protected]. Photographing Anthropologists Photographing Cultures By Nirmala Jayaraman ******** Submitted in partial fulfillment Of the requirements for Honors in the Department for Anthropology UNION COLLEGE March, 2013 ABSTRACT Nirmala Jayaraman, Photographing Anthropologists Photographing Cultures. Department of Anthropology, March, 2013. My thesis explores how anthropologists use photography as a research method in capturing cultural realities different from their own. This was a library-based research study where coding and semiotic analysis were used to investigate photographs from anthropologists and my term abroad experience of photographing another culture in Vietnam, fall 2011. This analysis specifically looks at the photographs of Branislaw Malinowski’s fieldwork in the Trobriand Islands during the early 1900’s, of Margaret Mead’s fieldwork in a Balinese village during the 1930’s and 1940’s, and of Philippe Bourgois’ fieldwork in a San Francisco inner-city homeless community during the 1990’s. Over time, the camera lens shift from focusing on the anthropologist’s authoritative position to balancing objective and subjective lens’ to finally acknow- ledging the presence of multiple subjectivities both in front of and behind the camera.
    [Show full text]
  • BLOCK 4 : Research Methods and Techniques
    BLOCK 4 : Research Methods and Techniques Unit 10 : Approaches of Anthropological Research 129-141 Unit 11 : Methods, tools, and techniques 142-156 Unit 12 : Research design 157-169 Research Methods and Techniques 130 Approaches of UNIT 10 APPROACHES OF Anthropological Research ANTHROPOLOGICAL RESEARCH* Contents 10.0 Introduction 10.1 Holistic Approach 10.2 Ethnographic Approach 10.3 Emic and Ethic Approach 10.4 Comparative and Historical Approach 10.5 Summary 10.6 References 10.7 Answer to Check Your Progress Learning Objectives After reading this unit, you will be able to: discuss different approaches of anthropological research; understand how ethnographic approach is used in holistic study of society and culture; describe how emic and etic approaches are important in ethnographic research; understand the purpose of comparative and historical approaches in research; and differentiate between comparative and historical approaches. 10.0 INTRODUCTION Anthropology is a wide and diverse discipline which studies human biological and cultural diversity around the world. In anthropological research, an anthropologist looks at similarity and differences in social institutions, cultural beliefs, and communication styles. Anthropological research is different from research in other allied sciences. Anthropologists use different methods, tools, techniques and approaches to study society and culture. Many a time terms like method, methodology, approaches and perspectives are not used in a correct way. A method is defined as a way of conducting and implementing research, whereas methodology is the science and philosophy behind all sort of research (Adoms John et.al., 2007). Basically, a method is a particular methodological tool such as a case study. * Contributed by Dr.
    [Show full text]
  • Download Download
    cadernos.abralin.org THEORETICAL ESSAY LANGUAGE AND LANGUAGING FROM A PHONETIC POINT OF VIEW Fred CUMMINS University College Dublin Bei WANG Beijing Institute of Technology ABSTRACT We differentiate between language-as-system, as exemplified by such constructs as “English,” or “Mandarin,'” and languaging, understood as a rich set of affiliative and coordinative behaviours that involve speech. The OPEN ACCESS former is the more familiar term, and has been constructed in a specific manner that is inextricably bound to literacy, writing and normative social EDITORS – Miguel Oliveira, Jr. (UFAL) practices. But we argue that only the latter can inform us about what it – René Almeida (UFS) was that happened to the human species to so differentiate us from other REVIEWERS primates. To draw out this distinction, we lean on the contrast between – Beatriz de Medeiros (USP) emic and etic approaches, introduced by Ken Pike and rooted in the – Eleonora Albano (UNICAMP) distinction between phonology and phonetics. We argue that an etic ABOUT THE AUTHORS approach to speech can reveal forms of languaging that are not – Fred Cummins addressed by language-as-system. Joint speech is put forward as an Conceptualization, Writing – Original Draft, Writing – Review & Editing. important form of languaging that can be thematised for study only if the – Bei Wang emic/etic distinction is taken seriously. Consequences for the self- Conceptualization. understanding of phonetics as a discipline are cautiously put forward. DATES – Received: 08/10/2020 – Accepted: 09/03/2020 – Published: 02/15/2021 RESUMO Traçamos uma diferença entre língua-como-sistema, tal como HOW TO CITE CUMMINS, Fred; WANG, Bei.
    [Show full text]
  • Folk Concepts
    City University of New York (CUNY) CUNY Academic Works Publications and Research Kingsborough Community College 2010 Folk Concepts Jay H. Bernstein CUNY Kingsborough Community College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/kb_pubs/14 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Folk Concepts Anthropology is strongly concerned with conceptual analysis in that a large part of its purpose is to penetrate and interpret cultural meanings. Unlike philosophy and psychology, both of which devote considerable attention to theories and techniques for studying concepts (which may be defined as “units of thought”), anthropology’s approach to concepts stresses cultural particularities or contingencies rather than universals. Anthropology’s distinct contribution to conceptual analysis lies in its method of eliciting concepts and meanings from people through participant-observation, which ideally involves extended and fully committed absorption into their community, during which the anthropologist not only conducts formal interviews but also aims to learn a culture at a personal level by observing and participating in community life. This methodology, along with anthropology’s intellectual heritage in studying traditional, often nonliterate societies, makes the anthropological approach highly suited to the study of folk concepts. A folk concept is a notion that has a general, popularly understood meaning particular to a sociocultural grouping, but which has not been formally defined or standardized. Folk concepts are encoded in discourse, nonverbal behavior, and social practices rather than in published texts (such as newspapers, magazines, or books) or other media.
    [Show full text]
  • What Does It Mean to Be Poor? Investigating the Qualitative-Quantitative Divide in Mozambique ⇑ Sam Jones A, , Inge Tvedten B a UNU-WIDER, Mozambique B Chr
    World Development 117 (2019) 153–166 Contents lists available at ScienceDirect World Development journal homepage: www.elsevier.com/locate/worlddev What does it mean to be poor? Investigating the qualitative-quantitative divide in Mozambique ⇑ Sam Jones a, , Inge Tvedten b a UNU-WIDER, Mozambique b Chr. Michelsen Institute, Bergen, Norway article info abstract Article history: Motivated by the siloed nature of much poverty research, as well as the challenge of finding inclusive Accepted 16 January 2019 operational definitions of poverty, this study reflects on the merits of seeking to reconcile economic (quantitative) and anthropological (qualitative) analytical approaches. Drawing on detailed evidence from Mozambique, we highlight fundamental philosophical tensions in poverty research along three Keywords: main axes: social ontology (what is the form of social reality?); (b) epistemology (what can be known Poverty about poverty?); and (c) aetiology (how is poverty produced?). We argue the quantitative tradition is Qualitative rooted in an atomistic view of the social world, which is allied to an etic epistemology in which causes Anthropology and effects are treated as analytically separable. Anthropological work in Mozambique is anchored in Quantitative Q-squared an emic perspective, where the diverse forms of poverty are revealed through investigation of their gen- Mozambique erative mechanisms. This provides a view of poverty as a relational process of social marginalization and directs attention to the diversity of lived-experiences, as well as structural factors that limit individuals’ agency. In clarifying their distinct philosophical commitments, we contend that a forced empirical mar- riage of the two approaches may be unhelpful. Instead, we recommend the virtues of each approach are leveraged toward genuine mutual dialogue.
    [Show full text]
  • Doing Fieldwork: Methods in Cultural Anthropology
    PERSPECTIVES: AN OPEN INTRODUCTION TO CULTURAL ANTHROPOLOGY SECOND EDITION Nina Brown, Thomas McIlwraith, Laura Tubelle de González 2020 American Anthropological Association 2300 Clarendon Blvd, Suite 1301 Arlington, VA 22201 ISBN Print: 978-1-931303-67-5 ISBN Digital: 978-1-931303-66-8 http://perspectives.americananthro.org/ This book is a project of the Society for Anthropology in Community Colleges (SACC) http://sacc.americananthro.org/ and our parent organization, the American Anthropological Association (AAA). Please refer to the website for a complete table of contents and more information about the book. Perspectives: An Open Introduction to Cultural Anthropology by Nina Brown, Thomas McIlwraith, Laura Tubelle de González is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. Under this CC BY-NC 4.0 copyright license you are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. 33 DOING FIELDWORK: METHODS IN CULTURALCULTURAL ANTHROPOLOGY Katie Nelson, Inver Hills Community College [email protected] http://kanelson.com/ Learning Objectives • Discuss what is unique about ethnographic fieldwork and how it emerged as a key strategy in anthropology. • Explain how traditional approaches to ethnographic fieldwork contrast with contemporary approaches. • Identify some of the contemporary ethnographic fieldwork techniques and perspectives.
    [Show full text]
  • A Linguistic and Philosophical Analysis of Emic and Etic and Their Use in International Business Research
    Manag Int Rev (2014) 54:307–324 DOI 10.1007/s11575-013-0193-0 RESEARCH ARTICLE A Linguistic and Philosophical Analysis of Emic and Etic and their Use in International Business Research Peter J. Buckley • Malcolm Chapman • Jeremy Clegg • Hanna Gajewska-De Mattos Received: 19 December 2012 / Revised: 25 September 2013 / Accepted: 3 December 2013 / Published online: 23 January 2014 Ó Springer-Verlag Berlin Heidelberg 2014 Abstract The purpose of this paper is to examine ways in which cross-cultural research in international business can use emic–etic approaches more effectively. The majority of research conducted in the field has been etic, while the cross- cultural data used by the researchers have been emic in nature. This resulted in producing ethnocentric results which are biased towards Western perspectives. We call for a re-evaluation of the importance of in-depth qualitative analysis in inter- national business research. We go back to the origins of emic and etic in linguistics and conduct a linguistic and philosophical analysis of these terms to demonstrate that the emic–etic distinction is not helpful for adequately studying cross-cultural data. We provide examples from linguistics, kinship, and from international busi- ness research on German-Polish acquisitions. We demonstrate that what conven- tional etic cross-cultural research perceives to be a problem is often an opportunity to gain deep insight. We find that emic matters in some cases more that etic, and that the emic can often add value beyond the etic. We conclude that a research strategy employing emic and etic approaches is a vital step to enable cross-cultural researchers to obtain more adequate and meaningful results.
    [Show full text]