French Ethnic Culture - Case Study Example

French Ethnic Culture Name Course Tutor: Date: Introduction Culture is a term that refers to the joint suppositions, values and beliefs that result in distinctive characteristic behaviours among a group of people (Storti, 1999). French culture is popular for its unique forms of art, philosophy and literature (Steel, 2002). This paper gives a review of the French culture based on a qualitative review of books and other research materials published in different media. The paper will describe the core values of the French culture and later present a comparison of the French and Arabic cultures. Core values Language and non-verbal patterns The French are very proud of their language. As such, they uphold French to a near fanatical regard usually refusing to take up other languages. They are proud of their culture and therefore see no need of learning other “foreign” languages (Williams, 2009). They are so absorbed in their culture, such that they consider France as the centre of power (Hall & Hall, 1997). Anyone speaking French with a different accent will be treated with the usual French disdain. This is because no foreigner learns French well enough to satisfy the French. The French are indeed very proud people. They cite their accomplishments in the past and contributions they have made to the world culture Non-verbal communication is usually distinct from that of the western worlds and the Arabic culture as well. For example, eye contact between people means that they consider themselves equal. As such, strangers rarely maintain eye contact, because doing so is construed as seeking a personal relationship with the stranger (Steel, 2002). Smiling to strangers is also not a welcome gesture in France. People who do so are considered simple-minded, or opportunistic. Strangers who smile to the French are treated defensively (Steel, 2002). According to Hall and Hall (1997), French friends maintain eye contact as a means of reading each other’s responses. According to Steel (2002), all humans carry themselves in a bubble, which they consider their own personal space. Only people who are close to the person are allowed to the personal space. Intrusions to the personal space by uninvited people are met with tense or defensive reactions. The French, especially friends, and acquaintances sit close together. The total involvement of the French in personal interactions, the intent way through they look at each other, their gestures and the synchronization of their moves gives an outside observer the notion that the French get totally engrossed with each other to the point of excluding everything else in their surroundings (Hall & Hall , 1997). . Shaking hands is also another predominant non-verbal communication feature in the French culture, which is considered a necessity in acknowledging each other (The Protocol School of Washington, 2008). The French handshake is usually a brief holding of hands. The French shake hands during introductory meetings, when they enter a room, and when leaving a room. Refusing to do so is considered an impolite gesture. The French can easily judge a person’s character by the nature of his/her handshake. The accuracy of such judgments is however debatable. The double kiss, usually on both cheeks is also a unique French non-verbal mode of communication. Just like the handshake, the double kiss is used by people when meet as well as when they are parting ways. Unlike the handshake however, close family members or acquaintances use the double kiss. It is a common sight in public places (Lane et al, 2005). Social Structures and Role Expectations The social structures of the French are based in hidden hierarchies that are rarely noticeable to a foreigner (Hall & Hall, 1997). French interaction is based on very restrictive social circles. All relationships in this society are modelled on the immediate family and a tight-knit extended family. Social interaction beyond the family circles involves people such as family friends, or classmates. Neighbours rarely interact. Unlike the western cultures, where people can easily make a connection between their social and professional lives, the French dichotomize their professional lives, hence keeping it separate with their private lives (Lane et al, 2005). Education is of essence to the French (Wanner et al, 1975). However, the mark of intelligence in the French culture is usually measured by one’s command of the French language. People who cannot use French eloquently are considered seriously handicapped (Lewis, 2005). The well-educated French acquire a specific type of accent that is distinctive from the main French dialect. An accent that is not well refined to meet the French standards is usually considered provincial and mainly looked down upon. Like England, one’s French accent is directly associated with his or her position in the society (Lewis, 2005). The goal of education in France is to transmit knowledge and intellect to all French nationals. As such, basic education is compulsory and even at secondary and tertiary levels; the French pursue the same in order to fit in the society (Kaiser, 2007). There are however, technical schools that prepare French learners for blue-collar jobs. In schools, high academic standards are held within an environment that issues strict disciplinary measures. The teaching in French schools is however based on rhetoric and deductive styles (Staff & Corbett, 1996). Average universities in France are usually overcrowded, lack basic resources and the graduates usually have a hard time setting up a career in the saturated job market. There are however five prestigious universities in the country that have excellent facilities and faculties. The universities recruit students for admission from top French schools. Once admitted, students are assured of a place in the job market upon graduation. According to Hall and Hall (1997), graduates from these universities have a near monopoly of top positions in governance in both the government and private sectors in the country. Power in France is regarded as the key to success and advancement (Storti, 2001). Compared to Arabic cultures where gender is the real determinant of position and power, the Arabic context seems more competent and fair than the French context. Business communication in France is preceded by general conversation to set the mood for serious business talk. The French rarely get down to business immediately. Any business meeting- be it a conference meeting or an office appointment- starts with a period of general conversation, which lays the ground for the participating parties to know each other. During business lunches, the French only discuss business after the last course is done. It is considered jarring for a personal invited to a business meeting to initiate the talk. Rather, one should wait until the French host initiates the same. Because abstract thinking is specifically stressed in the French’s education system, most business meetings include the use of statistics, figures and financial data (Storti, 2001). Once the host initiates the business negotiations, they usually proceed in a quick tempo. To the French, eloquence and elaborate presentation of the arguments is essential. They rarely set agenda, since an agendum is seen as restrictive. The French only honour written business agreements and can very well change their minds if no written agreement is issued and signed (Hall and Hall, 2007). For long-term business relations, the French insist on respect and politeness. Informalities such as using first names or anything else that may indicate that one is becoming too familiar with them is seen as a sign of disrespect. Jokes or teasing behaviour among business people is especially looked down upon. In the French culture, women have both the social and political support needed to succeed socially and professionally. There are no gender-based restrictions, mainly because the French insist on upholding individual freedoms. This is unlike the Arabic culture, which is mainly influenced by Islam therefore subjecting women to gender-based restrictions both on the social and business circles (Storti, 2001). Interpersonal relationships The French maintain close family ties and keep friendships among different families for decades. The unquestioning friendships are however only reserved for close friends and family members. When engaging other people, the French use logical, pragmatic and realistic arguments. They also respect logical arguments from other people. This mainly stems from the fact that their system of education stresses the need for logical thinking (Hall & Hall, 1997). In heated conversations, one can easily learn the true feelings of the French because they usually reveal their innermost convictions and feelings. The prominent character that emerges in the French culture is the fact that the people are robustly individualistic. As such, they rarely respond to other people’s needs. They also do not usually conform to public pressure. The French disparage conformity, are less procedural, and hate the law with a passion (Hall & Hall, 1997). In addition, people in positions of power have tendencies of practising autocratic leadership on their juniors (Lewis, 2005; Thomas & Inkson, 2004). Thomas and Inkson (2004) describe the French as highly pessimistic and cynical people. As such, they expect the worst not only from other people, but from themselves too. This approach to life means that the French are always suspicious of people. They are rarely disappointed because they are always anticipating the worst to happen. Despite their pessimism, they also find humour in literature, drama and cartoons. These three forms of media are the most prevalent modes of communication in the French culture (Thomas & Inkson, 2004). Because they are avid readers, most of the humour is published to reach a wider audience. Analysis After reviewing the French culture, the differences arising between it and the Arabic culture can be tabulated as shown in table 1. Table: Differences between French culture and Arabic culture French Culture Arabic culture (Altwaijiri, 1998) Core values Based on accumulation of traditions Based in Islam Language (French)- Considered a vital component of the French culture (Arabic)- considered a means of intellectual and cultural advancement (Hourani &Ruthven, 2002) Non Verbal patterns Reserved and conservative Sceptical Loud and outgoing Rarely leads much into gestures Social structures Elitists structures A perfectionist approach to life High standards expected of everyone Individualistic Perpetuates abstract thinking Seeks to export it culture elsewhere but determined to retain their own culture United by religion Perpetuates the concepts of equality among people Love and brotherhood is encouraged Takes things at face value Seeks interaction with other cultures, as they seek to export their culture elsewhere Interpersonal relationships Family and close friends are highly valued Free interaction even with strangers Family Family is of essence Family is of essence and extended families could cohabit in the same house Sources: Hourani & Ruthven (2002); Altwaijiri (1998) Judging by the differences between the French and Arabic cultures, it is apparent that the French culture has close-minded, abstract approaches, in addition to having particularistic thinkers. In contrast, the Arabic culture is more associative and open-minded. Further, the Arabic culture has an affinity for rules and laws, while the French tend to attach more value to personal relationships than to the law. Novinger (2001) states that these differences affect how people in different cultures perceive reality. Theory application The cultural dimensions theory by Geer Hofstede, states that there is no single management theory or method that is applicable globally. According to this theory, no single word has the exact meaning to people in different societies or culture (Steers & Nardon, 2005). In his theory, Hofstede stated that words gain meaning according to their interaction with the social, political, religions and beliefs (Steers & Nardon, 2005). Using Hofstede’s cultural dimensions model, the differences between the French and Arabic cultures are shown in table 2: Table 2: More differences French Arabic Long term orientation Short term orientation Individualism Collectivism Masculinity Femininity Low uncertainty avoidance High uncertainty avoidance The Hofstede’s cultural dimensions model helps elaborate on the differences between the French and the Arabic cultures. To start with, the French culture expects every person to attain his or her maximum potential. This mainly stems from the people’s perfectionist approach to life. The Arabic culture on the other hand does not expect people to strive for much. Women’s contribution to the society for example is restrained by religion and traditions. Regarding individualism versus collectivism, the French culture falls in the former category while the Arabic culture falls in the latter category. The Arabic culture lays more emphasis on the concept of brotherhood and caring for each other (Altwaijiri, 1998), while the French tend to be value personal interests more than group interests do. The Holfestede theory refers to masculine cultures as those that lay more emphasis on personal achievements, material acquisition and the pursuit of individual goals. A feminine culture on the other hand is defined as a culture that values personal relationships, welfare of other people and the quality of life (Altwaijiri, 1998). Based on earlier analysis of the French and Arabic cultures, a notable aspect is that the French culture falls in the masculine category, while the Arabic culture falls in the feminine category. Uncertainty avoidance in the French and Arabic cultures is evident in their tolerance for ambiguous things and their likes or dislikes for rules and laws. The French can be ambiguous in their communication; while the people in the Arabic culture are more expressive and hence leave little to imagination. The Arabic culture is law-oriented, and is in fact based on the Quran. The French think that the law is prohibitive. This means that the French culture has low uncertainty avoidance, while the Arabic culture has high uncertainty avoidance. Conclusion Communication differs according to behaviour and beliefs, According to Sarbaugh (1988), different beliefs and behavioural patterns means that people have different assumptions. These assumptions in turn affect how people react to different situations. If two people approach communication with two different stimuli, they will have different meanings from the communication. For helpful communication to occur between people of different cultures, a clear understanding of the different cultures is required, as seen for the French and Arabic cultures. References Altwaijri, A. (1998). The Arab Culture and Other Cultures. Publications of the Islamic Educational and Cultural Organization. Retrieved October 20, 2009 from http://www.jeunessearabe.info/IMG/Arab_culture_and_other_cult-en.pdf Hall, E. & Hall, M. (1997). Understanding cultural differences: Germans, French and Americans. New York: Intercultural Press. Hourani, A. & Ruthven, M. (2002). A history of the Arab peoples (2nd education). Cambridge: Harvard University Press. Kaiser, F. (2007). Higher education in France. Country Report. Retrieved October 20, 2009 from http://www.utwente.nl/cheps/research/higher_education_monitor/2007countryreportfrance.pdf Lane, H. et al. (2005). International management behaviour: Text readings and cases. (4th edition). Wiley-Blackwell: London. Lewis, R. (2005). Finland, cultural lone wolf. Illustrated. Maine: Intercultural Press. Novinger, Tracy. (2001). Intercultural Communication: A practical Guide. Texas: University of Texas. Sarbaugh, L.E. (1988). Intercultural communication. New York: Transaction Publishers. Staff, C. & Corbett, A. (1996). Education in France. New York: Routledge. Steel, R. (2002). When in France, do as the French do the clued-in guide to French life, language, and culture. London: McGraw-Hill Professional. Steers, R. & Nardon, L. (2005). Managing the global economy. New Jersey: M.E Sharpe. Storti, C. (1999). Figuring foreigners out: A practical guide. Maine: Intercultural Press Storti, C. (2001). Old World, New World: bridging cultural differences: Britain, France, Germany, and the U.S. Maine: Intercultural Press The Protocol School of Washington. (2008). Put your Best Hand Forward. Retrieved October 20, 2009 from http://www.psow.com/promos/nciv-handshakes.pdf. Thomas, D. & Inkson, K. (2004). Cultural intelligence: people skills for global business (4th edition). San Francisco: Berrett-Koehler Publishers. Wanner, R. et al (1975). France: a study of the educational system of France and a guide to the academic placement of students in educational institutions of the United State. Washington :AACRAO. Williams, Nicola. (2009). France. (8th edition). New York: Lonely Planet. Read More