Cross-cultural exchanges serve the purpose of contributing to a cultural understanding, broadening the horizon and more. This leads to the understanding that two individuals with respective cultures encounter each other and explain their cultural peculiarities, meaning they will therefore benefit from the experience. This however presents a rather static understanding of culture, as it implies that each exchange is successful and goes without a problem. A successful exchange for hosts and exchange students relies on various factors such as tolerance, interest and adjustment on both sides, as two different cultures meet.
The diversity of cultural theories has resulted from these factors, which have to be considered in order to resolve cultural misunderstandings and establish a relationship. In this paper, the focus will be on German-American relations through the lens of student exchanges in a High School setting and focus on the culture exchange and development of a relationship between the exchange students and their host families. The majority of the literature found as regard student exchanges concentrates on the students’ perspective as to sharing their experiences and gain throughout this experience.
Equally, previous interviews with host families focused on the exchange students’ gain and their learning process. To enable a deeper understanding of the way in which an exchange student and his culture are being perceived by the host family, it is necessary to change the perspective in order to reflect the host families’ experiences. To implement this project, it is necessary to respond to the culture term and its elements regarding student exchanges. Interviews with four former host families have been conducted to realize this.
Those findings are going to build the foundation of my study. Throughout the interview, the focus was on how the families perceived their students and what roles were assigned to them. As both parties bring different perceptions of their counterparts’ origin to the table, there will be an accumulation of multifaceted expectations as regards each member of this adventure and, of course, misunderstandings.
Table of Contents
1. Introduction
2. Concept of Culture
2.1 Three Sphere Model by Trompenaars and Hampden- Turner
2.2 “Collision” of Cultures
3. Interviewing the Host Families
3.1 Family I
3.2 Family II
3.3 Family III
4. Relationship Development
4.1 Expectations & Motivations
4.2 Getting to know each other
4.3 Finding one’s place
4.4 Visualization of Being a family
4.4.1 N’s Visualization
4.4.2 M’s Visualization
4.4.3 D’s Visualization
5. Conclusion
6. Works Cited
6.1 Appendix
Research Objectives and Themes
This study explores German-American relations through the lens of High School student exchanges, specifically focusing on how host families perceive and assign roles to their exchange students. The research aims to shift the traditional perspective from the student's learning process to the host family’s lived experience of cultural encounter and relationship development.
- The influence of cultural differences on family dynamics and daily interactions.
- Theoretical frameworks of culture (e.g., Trompenaars’ sphere model) in a practical exchange setting.
- The process of role negotiation and the formation of the "hybrid" family member role.
- The role of communication and shared rituals in overcoming cultural misunderstandings.
Excerpt from the Book
2.1 Three Sphere Model by Trompenaars and Hampden- Turner
In the following, the layering of culture will be illustrated by referring to Fons Trompenaars’ and Charles Hampden-Turner’s model of culture. (Figure 1)
Fons Trompenaars’ and Charles Hampden-Turner’s model of culture consists of three different spheres indicating depth whereas other sociologists or cultural anthropologists such as Geert Hofstede favor other interpretations or illustrations of culture; however they more than not resemble each other and are therefore closely related to one another.
The first cultural encounter of a foreigner in an alien country and the host’s first impression of his exchange student are rarely a link between norms and values. “Nor is it the sharing of meanings and value orientations” (Trompenaars & H. Turner 29). So what is it that both parties encounter first? The first thing they notice is the explicit culture consisting of an observable reality such as language, food, clothes, houses, art, and how one presents oneself, etc. “They are symbols of a deeper level of culture. Prejudices mostly start on this symbolic and observable level” (Ibid.). Those visible symbols of culture can change rapidly; hence we see certain verbal expressions, fashion, monuments, and architectural design patterns for houses, etc. appear, disappear, and reappear again just as quickly (Hofstede 22). All those symbols may be observable indicators of culture, but they are difficult to interpret. Since, objects and behaviors may also tell us what a group is doing without providing us with the reason behind it. An absolute condition for meaningful interaction in foreign exchange is the existence of mutual expectations starting on an explicit level.
Summary of Chapters
1. Introduction: Presents the motivation for the study and sets the theoretical stage for examining the host family perspective in German-American student exchanges.
2. Concept of Culture: Illustrates various interpretations of culture and introduces the three-sphere model to explain the layering of explicit, implicit, and norm-based cultural elements.
3. Interviewing the Host Families: Details the empirical-qualitative research approach, including the methodology for interviewing three American host families in Oregon.
4. Relationship Development: Analyzes the process of building a relationship, examining expectations, the "getting to know" phase, and the negotiation of roles within the host family.
5. Conclusion: Synthesizes the findings, highlighting the transition from guest to "hybrid" family member and the importance of cross-cultural learning processes.
6. Works Cited: A comprehensive list of academic literature and sources used in the research.
Keywords
Student Exchange, Host Families, Cultural Understanding, Explicit Culture, Implicit Culture, Ethnocentrism, Stereotypes, Role Assignment, Relationship Development, German-American Relations, Qualitative Research, Cultural Differences, Family Dynamics, Social Integration, Cross-Cultural Communication.
Frequently Asked Questions
What is the primary focus of this thesis?
The thesis examines the host family's perspective during a one-year student exchange, focusing specifically on German-American relations and how these families navigate cultural differences.
What are the central themes of the research?
Central themes include the theoretical understanding of culture, the development of interpersonal relationships between host families and students, and the role of cultural awareness in managing expectations.
What is the primary research goal?
The main goal is to shift the academic focus from the student's individual gain to the host family’s role and perception of the exchange student throughout their year-long stay.
What scientific methodology is utilized?
The author uses an empirical-qualitative research approach, conducting semi-structured narrative interviews with three American host families based on the theory of Fritz Schütze.
What does the main body of the work cover?
The main body addresses cultural definitions, the empirical methodology, the process of relationship development, and a specific "Visualization of Being a family" exercise conducted with the participating families.
Which keywords characterize this work?
Key terms include student exchange, host families, cultural understanding, ethnocentrism, and role assignment.
How do host families typically perceive the role of the exchange student?
Families often struggle with assigning a fixed role, initially seeing the student as a "weekend guest" before evolving towards a more complex "hybrid" role that feels like a family member.
What did the visualization exercise reveal about family structures?
The exercise showed that families tend to move from viewing the student as an external entity to incorporating them into their established "family unit" as their mutual understanding and emotional connection grow.
- Citar trabajo
- B.A. Jonas Heidger (Autor), 2016, German-American relations and cross-cultural experiences from the perspective of high school students' host families in the USA, Múnich, GRIN Verlag, https://www.grin.com/document/344919
