Gep Bremember The Student Is Required To Interact With Their

Gep Bremember The Student Is Required To Interact With Their Gep P

GEP - B Remember – the student is required to interact with their GEP partner during an off-campus event and an on-campus event to gain this information (total of two events for this assignment). Some questions to get you started on your interview. Not all questions may be appropriate. Choose at your own discretion and add your own. Feel free to substitute U.S for the applicable country: 1. What is your definition of “culture?” 2. How do you define “family?” 3. Who holds the most “status” in your family? Why? 4. How do you define success? 5. Do you consider your parents to be successful? 6. How important is education in your family? 7. Is punctuality important to you? Why or why not? 8. What is the most important meal of the day? 9. Do you eat foods that are indigenous to your culture? Why or why not? If you answered yes, name some of the foods that you eat. If you answered no, what types of foods do you eat? 10. Did you ever live with your grandparents or extended family? 11. Do you actively participate in an organized religion? 12. How important is religion in your family? Why? 13. If religion is important in your family, do you plan to pass this on to your children? Why or why not? 14. Are the roles of men and women specifically defined in your family? If so, what are they? 15. Do you have any eating habits/rituals that are specific to your culture? 16. Define and describe the most important (or most celebrated) holiday of your culture. 17. If you are from a culture that speaks English as a second language, do you speak your native language? If not, why? If so, will you teach your native language to any children you have? 18. How is physical contact viewed in your culture? 19. What is considered most disrespectful in your culture? 20. What is considered most respectful in your culture? 21. What would you say is, from your perspective, the most commonly held misconception about people of your culture? 22. Have you ever experienced racism? In what form? 23. What can be done about racism and prejudice, in your opinion? 24. Do young people today have a sense of culture? 25. What is the best thing about living in the USA? 26. What is the worst thing about living in the USA? 27. Have you ever felt excluded based on your gender or culture? 28. Do you remember excluding others based on culture or gender? 29. Share which one campus event you attended and which off-campus event you attended. How did attending the events assist in your ability to gain information? Was it helpful? Why or why not? Which event was favored and why?

Paper For Above instruction

The assignment requires students to engage in meaningful interaction with their GEP partner through two distinct events—one on-campus and one off-campus—to explore and understand their partner’s cultural perspectives. This engagement forms the basis for a comprehensive interview, where students ask a series of questions designed to delve into various aspects of cultural identity, values, traditions, and personal beliefs. The goal is to facilitate cross-cultural understanding and reflection, enhancing awareness of diversity and cultural practices.

The interview questions cover broad themes such as definitions of culture, family structures, success, education, religion, gender roles, culinary traditions, language, social norms, perceptions, experiences with racism, and personal reflections on living in the United States. These questions aim to uncover the opportunities, challenges, and nuances regarding cultural identity, which may vary widely among individuals from different backgrounds.

To complete the assignment, students must document their interactions thoroughly, including details about each event attended, how the experiences contributed to their understanding of cultural differences, and personal reflections on which event was more impactful. The write-up should analyze the significance of engaging with diverse perspectives and how this interaction enhances cultural competence and empathy. Additionally, students should critically evaluate their own responses and perceptions in light of their partner’s insights, demonstrating growth and increased cultural awareness.

It is encouraged for students to customize their questions based on the context of their partner’s background and to include additional inquiries that may better address specific cultural nuances. This assignment not only develops interpersonal communication skills but also promotes cultural sensitivity and awareness essential in a globalized society.

References

• Bennett, M. J. (2017). Developing intercultural competence in students. The SAGE Handbook of Intercultural Competence, 157-174.
• Gudykunst, W. B. (2018). Bridging differences: Effective intergroup communication. SAGE Publications.
• Hall, E. T. (2014). Understanding cultural differences. Yarmouth, ME: Intercultural Press.
• Spitzberg, B. H., & Chagnon, G. (2017). The intercultural development inventory: A measure of intercultural competence. Annals of the International Communication Association, 39(1), 37-57.
• Deardorff, D. K. (2019). Building intercultural competence: A guide to evaluation and assessment. SAGE Publications.
• Chen, G. M., & Starosta, W. J. (2016). Communication competence and intercultural communication. Routledge.
• Kim, Y. Y. (2018). Becoming interculturally competent. Routledge.
• Hammer, M. R. (2015). The intercultural development inventory: A new tool for assessing and building intercultural competence. Journal of Intercultural Management, 7(1), 1-14.
• Leung, K., & Cohen, D. (2020). Cultural differences and intercultural communication. Journal of International Business Studies, 51(3), 357-371.