Society and Culture Study PDF

Society and Culture Study Concepts: Fundamental Time: Every person, society, culture and environment is located in a period of time and is changing with time - - - Persons: Every person is a unique individual who develops in a social and cultural environment setting, in which he/she is i...

Society and Culture Study Concepts: Fundamental Time: Every person, society, culture and environment is located in a period of time and is changing with time - - - Persons: Every person is a unique individual who develops in a social and cultural environment setting, in which he/she is influenced by, and interacts with, other persons and groups. - - Environment: Every society is situated in a particular physical setting and interacts with its environment. The attitude and values that people regard in their environment greatly affects interactions between persons, society, culture and the environment. - - Society: Society is made up of groups, institutions, people, networks, organisations and systems. - - Culture: it refers to the shared knowledge, attitudes and behaviours that give each society its coherence, identity and distinctive way of life - - Additional Power: Is the ability or capacity to influence or persuade others to a POV or action, in which they may not always agree. - Authority: The right to make a decision and to determine, adjudicate or settle issues and disputes in society. It is the legitimate power of use. - Identity: refers to the sense of self and can be viewed from a personal, social and cultural level. - - - Gender: refers to the socially constructed differences between females and males. - - - Technologies: The tools that we use to assist our interactions in society - - - Globalisation: A process of integration and the sharing of goods, capital, services, knowledge, leisure, sports, ideas and culture between countries brought up by technologies **Multicultural and Hybrid Societies** Multicultural consists of a relating to people of many nationalities and cultures Hybrid Society is a society that comprises a range of social and cultural influences and components, rather than having a homogenous identity. - Definitions to know: - - Three main types of cultures & their processes. - - - Processes - - - **Micro, Meso and Macro Levels of Society** [Micro] are the personal interactions that occur between families, peers and individuals in their community. **My personal** Continuity = Friends from Kindy, Home [Meso] is the interactions that occur in groups of a community, village, school, workplace, local interest clubs, branch, organisation and state. Continuity = Changes = [Macro] are the interactions that are impersonal and relate to large institutions, media, law and government and are evident at a national and international level Continuity = Changes = Social and Cultural World Related Concepts: - - - - - - - - **[Society as a construct that develops through time:]** How interactions between members of society cause change in the nature of society over time - - **[Social Expectation:]** How individual behaviour towards others is socially constructed and influenced by social expectation - - - **Social Groups and Institutions:** How they shape and are shaped by individuals [Groups and Institutions include:] School, Peers, Family, Work, Government , Media and Legal system Understanding the social functions of the (above) as they are essential to understanding the groups and institutions that form the structure of the social and cultural world [Agents of Socialisation ] School: Grammar, Rules, Social Setting and Values Peers: Activities and Trends Family: Language Acquisition, Relationships, Rules, Initial Social Interaction, Morals, Role Models, Behaviour Types of Families → Same Sex → Carers → Single Parent → Nuclear → Blended → Step → Foster → Extended → Adoptive Religion: Values, love for others, meaning of life, guidelines on how to live Government: Laws, sense of security, sanctions of punishment Media: Stereotypes, Trends, How to act Work: Employment, Money, rules, roles Ethnic Background: Beliefs, Values and customs Clubs/ Social Groups: Social interaction, rules, governing, activities [Family] - - [School] - - - - [Peer] - - - [Mass Media], through children\'s books the 'Amelia Bedelia' shows how women are supposed to do chores Research Methods Quantitative: Researchers collect data that can be measured, counted or quantified, resulting in a statistical report. The focus of quantitative research is WHAT and HOW MANY. Main features: - - - - - - - Qualitative: Researchers aim to gather an in-depth understanding of an issue by way of open-ended questioning, non-statistical research techniques, or value-based observations. A qualitative investigation focuses on WHY and HOW. Main Features: - - - - - - +-----------------------------------+-----------------------------------+ | Qualitative | Quantitative | +===================================+===================================+ | **Questionnaire** with open-ended | **Questionnaire** with | | questions | closed-ended questions | | | | | gathers opinions and therefore is | or rating scale questions where | | qualitative | the findings | | | | | in nature. | can be counted and observed as | | | statistics -- | | | | | | the data collected can be | | | quantified. | +-----------------------------------+-----------------------------------+ | **Content analysis** as a | **Content analysis** is used in | | qualitative method is | quantitative | | | | | used to analyse and interpret | research to detect and count, and | | themes, words | the data | | | | | and images from documents, film, | collected in this way can be | | art, music | quantified. | | | | | and other cultural artefacts and | | | media. After | | | | | | coding the responses, the | | | researcher analyses, interprets | | | and makes qualitative judgements | | | about meanings of the content. | | | | | | Interview with open-ended | | | questions is | | | | | | qualitative in nature. | | +-----------------------------------+-----------------------------------+ | **Focus group** entails the | **Statistical analysis** examines | | collection of data from an | statistics to | | in-depth planned discussion of a | | | defined topic held by a small | make generalisations and | | group of people brought together | extrapolate trends. | | by a moderator. | | +-----------------------------------+-----------------------------------+ | **Secondary research** involves | **Observation** that detects and | | accessing | counts and | | | | | data already produced by other | where the data collected can be | | researchers. | quantified. | | | | | The researcher makes a subjective | | | judgement | | | | | | about what material is useful and | | | what is | | | | | | not for the purpose of the | | | research process. | | | | | | Summaries and syntheses are made | | | of the | | | | | | research findings. | | +-----------------------------------+-----------------------------------+ | **Personal reflection** is the | | | use of, and | | | | | | evaluation of, personal | | | experiences and | | | | | | values to demonstrate analysis | | | and | | | | | | interpretation of data in the | | | context | | | | | | of the research focus. | | +-----------------------------------+-----------------------------------+ | **Participant observation** is | | | where the | | | | | | researcher is immersed in the | | | action being | | | | | | observed and his or her role as | | | researcher | | | | | | is not obvious. **Non-participant | | | observation** | | | | | | is where the researcher observes | | | the | | | | | | interactions taking place without | | | actively | | | | | | engaging in them. The researcher | | | draws | | | | | | meaning from what is being | | | observed, rather | | | | | | than simply counting specific | | | actions as in | | | | | | a quantitative observational | | | study. Both | | | | | | participant and non-participant | | | observation | | | | | | can be covert or overt. | | +-----------------------------------+-----------------------------------+ | **Case study** involves the | | | in-depth study | | | | | | of a cultural group, which can be | | | any group | | | | | | of individuals who share a common | | | social | | | | | | experience and/or location. Case | | | study is | | | | | | considered a methodology when it | | | combines | | | | | | two or more research methods, | | | such as | | | | | | 'observation, interview and | | | documentary | | | | | | evidence', to gather the data. | | +-----------------------------------+-----------------------------------+ Ethical Research Principles: - - In Practice, ethical research means: - - - - - - - Persons and their interactions with individuals, groups and the community within the contexts of micro-level, meso-level and macro-level society Persons means: Every individual is unique who develops in a social and environmental setting in which they are influenced by other persons or groups. Micro level interac\@ons are personal and occur between individuals and their family, peers at school and individuals in the community. As the name suggests this is the most local and most personal of the levels of interactions in society. At the microlevel we deal with the daily actions and interactions of people. Everyone within that group knows each other or is within close acquaintance of knowing every person in the small group. Micro level inves\@ga\@ons explain the relationship we have with others and the roles we have within society. The outcome of these relationships help to shape our identity through socialisation processes and this helps us to further understand the expectations and norms of the wider societies and cultures we share. We learn through micro level interactions and this new knowledge is known as personal experience. Micro level studies of society focuses on how and why persons interact with and within small groups. An example: A local cricket club form a team for a competition. Individuals meet, train and collaborate on strategies for play. Team members experience a micro level relationship with each other that is very interpersonal. The outcome is new experiences and knowledge as a result of sharing at this personal level of interaction. Meso level interac\@ons occur between the micro and the macro levels of society. Meso -level structures are groups in the community, village , school , workplace, local interest club, branch, and organisa\@ons within the state. The meso level is also known as the middle level. This level features social groups and a level of organisation with more structured expectations and norms. The meso level is the middle ground where the mid-scale organisations in the community or neighbourhood are not as large compared to the macro structure of institutions or very large organisations. The meso level also deals with the divisions within societies, how they are organised by r o l e s , i n c om e, l o c a t i o n a n d ethnicity. Meso-level groups provide an interface between themselves and the individual and themselves and the macro institutions. An example: The local cricket club operates at the Meso level i.e. in-between the micro level interaction between individual players and the larger bureaucratic organisation of Cricket Australia. The cricket club is made up of a large group of people where perhaps not all people in the hierarchy of the club are known to all the individual players however the group is not so large that the leaders are unapproachable. This club has a structure and the rules, norms, expectations and values of the club permeate to the teams and individual players. Macro level interac\@ons relate to large scale ins\@tu\@ons, the media, law and government and are evident at a na\@onal and global level. The Macro level is the largest of the groupings in society. These large social units are complex and can exhibit bureaucratic tendencies. Most people are unlikely to know the leaders personally or have ever communicated with the leaders of these largest groups or networks in society. The "business" of these groups is of global importance. A macro level focus looks at how these institutions influence and are influenced by the wider population. The ideas of the larger groups tend to have a trickle down effect to the Micro and Meso levels of society. An example: The institution of Cricket Australia and the ICC international cricket council operate at the Macro level. They are both large organisations with bureaucratic systems that have a complex set of norms, rules and by- laws. The interactions of Cricket Australia at the macro level can impact on the local cricket club, thus impacting on individuals within the club at the micro level. Personal and Social Identity Related Concepts: - - - - - - - - - - - - - - - - - - - - **Self Concept** Carl Rogers Theory of Social Identity 1. 2. 3. "Self-esteem is a component of the overarching concept self-construct" - Carl Rogers **Ideal Self** A difference between self image & ideal self, this is called incongruence Where a person's ideal self experience or self image are consistent, a state of congruence exists The self image is different to the ideal self The self image is similar to ideal self There is only a little overlap There is more of an overlap There self-actualisation will be difficult This person can be self-actualise Although it is rare for a state of congruence, as all people experience a certain amount of incongruence. Carl rogers believes if someone wants to reach self-actualisation they must be in a state of congruence **The impact of technology on self concept** It has been found that self expression on social media platforms are often idea;ised, exaggerated and unrealistic. Ideal self is easily achieved through physical changes of the body through editing. This can be psychologically costly, as acting out of character is associated with feelings of internal conflict. [Voices of Self] [The Mind] = endless chatter to fill up space [The Ego] = constantly looking to prove itself [Inner Child] = looking for validation and protection [The soul] = a quiet clarity that almost goes unnoticed **Personality** The identity we portray to the world is our personality. Our lived experience of our identity. It is the expression or act of our identity. Carl rogers believes it is a reflection of our self concept and effect to reach self actualisation Carl rogers agreed with abraham maslow, but added that for a person to 'grow', they need to be in an environment that provides them with genuineness (openness & self disclosure), acceptance (being seen with unconditional positive regard) & empathy (being listened to and understand) Carl Jung & Isabel Briggs Myer are famous for their work in the field of psychology and personality.\ → Jung was the first to define introversion & extroversion. Briggs Myers implemented the ideas of Carl Jung and came up with a fourth pair. [Extraversion or introversion] = refers to where & how one directs their attention & energy -- on people, things in outer world, or alone in the inner world [Sensing or intuition] = refers to how one prefers to deal with information -- by focusing on the basics, or by interpreting people & special circumstances [Thinking or feeling] = refers to decision making -- objectively, using logic & consistency, or subjectively, considering other people & special circumstances [Judging or receiving] = refers to how one interacts with the outer world -- with a preference towards getting things decoded or staying open to new information and options. **Personal and Social Identity** [Personal] - that which is perceived to make us different to others, especially in individualistic societies [Social] - is the way in which we see ourselves as having commonality with others, associated with social roles and achieved status, is complex and fluid. → individuals may have multiple that can intersect or compete → Forms as a result of interactions at the levels (micro,meso,macro) → social identity leads to inclusion in social groups/ culture → Hybrid of identity has been enhanced by globalisation and the movement of cultures around the world → Social media allows persons to choose how they present themselves +-----------------------------------+-----------------------------------+ | OPEN SELF | BLIND SELF | | | | | Info about you that both you & | Info about you that you don't | | others know | know but others do know | +===================================+===================================+ | HIDDEN SELF | UNKNOWN SELF | | | | | Info about you that you know but | Info about you that neither you | | others don't know | nor others know | +-----------------------------------+-----------------------------------+ **Role of Socialisation** It occurs as the result of individuals interactions with agents of socialisation, through which they learn to perform social roles. **THE WAY YOU ARE SOCIALISED HAS AN IMPACT ON WHO YOU ARE** - - - - - **Influence of Family & Kinship on Identity** - - - - - - - - - - **Influence of ethnicity and culture on identity** - - - - - **Influence of gender on identity** - - - **Influence of sexuality on identity** - - - **Influence of media on identity** **Nature vs Nurture Debate** [Nature] = genetic, physical appearance, biological influences [Nurture] = environment, upbringing, social influences The nature vs. nurture debate is the scientific, cultural, and philosophical debate about whether human culture, behaviour, and personality are caused primarily by nature or nurture. **Adolescence as a social construct** It is the stage of life that refers to 'adolescence' as it is between childhood & adulthood. Our society continued expanding the expectations: education, young people required to spend more time at school → leaving delay in workforce & interdependence as adults. There is an in-between of sufferers of fundamental issues as there is lack of rights, recognition of "the waiting game", however for others it can be the most exciting times. → During adolescence they face a lot of upfront questions "who you are" → Adolescence is westernised & modernised. This construct process extends the time it takes for a person to earn an income & prolongs the "not so child, not quite adult" stage of life Across different cultures life stages between childhood & adulthood have many different interpretations → US & AUS: this period is for learning, experiment, rules, gender expectations, sexual prohibitions → AMISH: support & challenge by allowing them to work outside of their community; adopt dress & behaviours of mainstream culture → ARAB: strong reputation to remain committed to the family system. As marriage, career & rules are all influenced by the families interest & opinions → MAASAI: in east africa they have no adolescence of males, they change from child to adult. Theories: **Karl Mannheim: Theory of Generations** "Individuals who belong to the same generation are endowed with a common location in the historical dimensions of the social process" An assumption is formed about those born, grown up in different generations, as they form their values & identity at certain times in history -- the presumption being that we are all strongly shaped by our cultural & social context. He theorised that generations exert significant influence on society & are catalysts for significant social change. **Abraham Maslow** people have a number of basic needs that must be met before people move up the hierarchy to pursue more social, emotional, and self-actualizing needs [Infancy 0-2:] food (milk, baby food), rest, company, entertainment, warmth, showers/baths, movement, clothing [Childhood 2-11:] food, water, rest, education, friends, entertainment, hygiene, products, clothing, warmth, cleanliness, movement [Early Adolescence 11-14:] food, water, rest, education, friends, entertainment, hygiene products, clothing, warmth, cleanliness, movement [Adolescence 14-20:] food, water, transportation (own), an income, friends, hygiene products, clothing, warmth, cleanliness [Adulthood 20+:] food, water, transport, income, own home, friends, workplace, hygiene products, warmth, clothing, cleanliness **[Intercultural Communication:]** **Acculturation**: [assimilation](https://www.google.com/search?sca_esv=9f5da9946f67b3cc&rlz=1C5CHFA_enAU893AU893&q=assimilation&si=ACC90nxgkPHmtVkpPj_lUgtQ0AenFpsE4OKe7Qxn6vSM1bhxtl18swuWP-rTQgVj3OCNSMuHV2JVS_4nLHd4L2ncfqYL0ncJ4N1vp4XJ-68BXPpft0cPJCw%3D&expnd=1&sa=X&ved=2ahUKEwjorqThnuSHAxXS2TgGHbCfCKEQyecJegQIIBAO) to a different culture, typically the dominant one. **Communication**: the imparting or [exchanging](https://www.google.com/search?sca_esv=9f5da9946f67b3cc&rlz=1C5CHFA_enAU893AU893&q=exchanging&si=ACC90nyOnVY18Aw7zUtkWPYo5mTnIClzlyfF42ne7KD1jwu2GWbS0efrro8cSy_LD-A1VXAuZT_8yWt0jd8ewRKklHL1uDUOIUBeRHpm6SmUnFVflYDU6fA%3D&expnd=1&sa=X&ved=2ahUKEwjftJLpnuSHAxUk4jgGHQAzAO8QyecJegQILhAO) of information by speaking, writing, or using some other medium. **Cultural relativism**: not judging a culture to our own standards of what is right or wrong, strange or normal **Cultural Transmission**: process of passing on cultural traits, values, and preferences from one generation to another. **Enculturation**: the [gradual](https://www.google.com/search?sca_esv=9f5da9946f67b3cc&rlz=1C5CHFA_enAU893AU893&q=gradual&si=ACC90nypsxZVz3WGK63NbnSPlfCBIzxLrdbl98Gjyd8levyBfV6dH43J03W81kF50YJqqEeBFQMlA_YHrQlDOWRy4tJylU2RXg%3D%3D&expnd=1&sa=X&ved=2ahUKEwiygOaIn-SHAxUGzjgGHSFmLesQyecJegQIIRAN) acquisition of the characteristics and [norms](https://www.google.com/search?sca_esv=9f5da9946f67b3cc&rlz=1C5CHFA_enAU893AU893&q=norms&si=ACC90nwXlEU2j3qee_ajN1FbIPWBGnQUm1DThXa_hDnnEV3O7M6DAUnRIDuXUSwZ0SJ39bZmoP4d9CmVti3A7xVpawFo5Wsupg%3D%3D&expnd=1&sa=X&ved=2ahUKEwiygOaIn-SHAxUGzjgGHSFmLesQyecJegQIIRAO) of a culture or group by a person, another culture, etc. **Stereotypes**: **Values**: **Continuity and Change**: **Cultural heritage**: **Customs**: **How culture determines the ways individuals encode messages, what mediums they choose** **for transmitting them, and the ways messages are interpreted** Every culture develops cultural norms and customs in relation to the way individuals communicate. - - - If the receiver in the communication process cannot decode (interpret) the message due to a lack of cultural understanding the message may not be understood either. The miscommunication can also occur when the sender of the message has encoded the communication incorrectly due to not understanding the cultural norms. The receiver should indicate they have understood the message through some feedback, such as nodding their head, so that the sender knows they have understood. **Communicate through:** - - - - - - - - - **Verbal and Nonverbal communication** [Verbal:] Vocal paralanguage which includes tone, pitch, volume, accent etc [Non Verbal:] Facial expressions, body gestures, eye contact, and sense of personal space etc [Verbal Communication:] Research Albert Mehrabian's 7%, 38%, 55% communications model. Gesture/Body Language Meaning in Australia Meaning in India ------------------------------------------------ --------------------------------------------------------------- ------------------------- Nodding your head up and down Agreeing, Yes Thank you Shaking your head side to side Disagreeing, No Yes or Agreement Pointing Directing where to look, or establishing where they are going Considered rude Burping after eating Rude They enjoyed the food Standing with your hands on your hips Attitude Angry or ready to argue Tapping your foot In a hurry Seek their blessings Holding hands with someone if the opposite sex Dating, familiar with them (family, old friends) Romantic involvement Holding hands with someone of the same sex Friendly manner Friendly gesture Turning your thumb down Disagree Negative or disapproval Shaking hands Meeting, Agreement exchanged Greeting 'namaste' [However misunderstanding can cause: ] - - - [Non-verbal communication is different from person to person & especially from one culture to another.] Cultural background defines their non-verbal communication as many forms of non-verbal communication like signs & signals are learned behaviour. - [Semiotics] It is the study of the meaning behind signs and symbols and how signs and symbols convey the meaning to the receiver. It is an object used to typify or represent the quality of something else and abstract ideas. Symbols direct or guide our behaviours and are used to show an event of past, present or future. - - - However, the way in which we decode the signifier is dependent on our: - - - - [Haptics] Haptics is the study of touching behaviour. Touch is an extremely important sense for humans; as well as providing information about surfaces and textures it is a component of nonverbal communication in interpersonal relationships, and vital in conveying physical intimacy. [Proxemics] A form of non-verbal communication that relates to the use of space to convey messages and meaning. Proxemics = Space - Edward T Hall, 1966 Theory Suggests: - - - - For example, during a business negotiation between an Arab man and an Englishman, the Arab man will move forward and stand close to the Englishman (to show the friendly and warm nature of the negotiations) while the English man will move back because his personal space has been invaded, and this cycle may continue which can lead to a breakdown of the negotiation. **The role of communication in maintaining social relationships and social control** - - - - - - - [Attribution ] Attribution theory (Kelley 1973): We use multiple observations of others to draw inferences about the causes of someone's behaviour. - - [Self Disclosure] Social penetration theory (Altman & Taylor, 1973): Relationships are formed by a gradual process of self-disclosure; the sharing of personal facts, inner thoughts and feelings. Collins & Miller (1994): A meta analysis showed that people who disclose intimate information about themselves are more liked than people who don't. [Individual Differences] Tannen (1990): In observational studies, she found gender differences in how men and women have conversations. Men interrupt more, women use more language tags, women prefer emotional support whereas men tend to have a problem solving approach to problems Reis (1986): Women self disclose more than men. Women also disclose more to other women than men to other men. Case Study: In 1956, Fidel Castro and Che Guevara landed in Cuba with a small group of insurgents, and began a guerrilla war against the Cuban Government, which became known as the '26th of July Movement'. In December 1958, Castro launched a full-scale attack and President Fulgencio Batista was forced to flee. In February 1959, Castro was sworn in as Prime Minister of Cuba and announced the introduction of a Marxist-Leninist program adapted to local requirements. [Social control: Transport] Public transport - cost rose but access decreased... so that on average, people travelled less and lived in smaller physical areas. This reduction, in turn, increased the ability of the government to survey them. BUT it increased people's interdependence with members of their intimate circles, friends, neighbours and family members residing nearby. [Social control: Censored internet] - - - - [Social control] PURPOSE: To avoid the breakdown of society/ maintain traditional order Social Control Definition: [refers to the way in which people's behaviours are regulated in particular social settings i.e. the regulation and enforcement of norms through political and social mechanisms.] - - - [Informal Social Control] Informal social controls occur through micro and meso interactions, with family and friends and community groups such as a local soccer club enforcing their values and expectations upon you. One way of doing this is by social sanctions shown through expressions of disapproval. These can be applied to enforce the standard of culturally accepted behaviour, and are tools that shape and maintain social norms. Sanctions can be communicated nonverbally, such as the shake of the head or the look of disappointment. They can also be verbal in the way of saying something that will cause embarrassment and a predicted halt to the behaviour. This style of communication also develops one's own personal self- consciousness, which allows us to feel guilt or exhibit self-control. [Formal Control] Formal means of control are traditionally state-determined through legislation, police, military and the court system. Governments at each level of jurisdiction have the authority to instil social controls and reinforce the social values of that society. A country's legislation clearly communicates the values and social expectations formally upheld within that culture. **The individual's rights and responsibilities in relation to communication, communication technologies and citizenship** ------------ ------------- ------------------ -------------- ------------- ------------- **Access** **Privacy** **Independence** **Literacy** **Justice** **Freedom** ------------ ------------- ------------------ -------------- ------------- ------------- [Communication is an essential human right] - - [Macro Level ] - - - [Micro Level ] - - - - Communication rights are those rights that enable all people everywhere to express themselves individually and collectively by all means of communication in order to improve their lives.  [Freedom of speech ] Communication rights encompass freedom of expression, freedom to seek, receive, and impart information and knowledge. But they add to these freedoms, both for individuals and communities, the concepts of accessibility, participation, and cultural diversity. Communication rights include democratisation of the media, protection of traditional means of communication, linguistic rights, and rights to enjoy the fruits of human creativity. [Communication Responsibilities] As a user of communication technologies, we have the responsibilities to: - - - - - - - - - [Citizenship] Being a citizen brings with it the expectation that in return for citizens' rights, support and protection, citizens have certain responsibilities and are expected to uphold the values of society. For immigrants, citizenship means to have pledged loyalty to the people and government of a country, declaring that in order to have the right to live there you will uphold the moral values of that society. As an Australian citizen, you have the responsibilities to: - - - - - - **The impact of changing communication technologies on:** [intra-generational interaction]: Successful online movements like, Fridays for Future climate crisis by Greta Thunberg & Era of the hashtag, as it has fuelled global interest an citizen journalism eg. \#MeToo Movement [language usage]: Near instant messages delivery influences language constructions like, slang, acronyms and new words (moving from physical to digital) [cross-generational interaction]: - - [social interaction]: - By Impact of change - - - [cross-cultural interaction]: - - - [globalisation]: Created new jobs and new ways to work - - - **Communication Accommodation Theory** Howard Giles (1971) developed the theory that one will change the way they speak depending on who they are speaking to & the context of the conversation. - [This means:] When we speak to each other, people tend to adjust their behaviour (speech, non verbal communication, gestures) depending on the context The purpose is to emphasise or minimise the social differences [The theory assumes:] Social norms give guidance to appropriate and inappropriate behaviour. Therefore the accommodation occurs when both parties understand the appropriate norms. - There are similarities and differences, and without these differences in values, beliefs & attitudes, the communicators wouldn't need to accommodate each other. The more similarities the higher chance of accommodating differences. [Cross cultural: ] When two different people from opposite cultures, there is a common conduct of conversation from the social standing of the higher-person status. One person often changes their behaviours to accommodate to the other - Accommodation = is the process of changing the way you talk or behave in order to match the person you are speaking to. People accommodate because: - - - [Convergence] Convergence is the act of changing things: Such as language, dialect, tone of voice etc to be more similar to a conversation partner. - - - [Divergence ] Divergence is the process used by a person to emphasise differences between themselves and their partner. Adjustments to communicative behaviour in this process are the result of perceptions that the person has of their partner\'s communication and/or conversation. [Overaccommodation] Overaccommodation is a process where people attempt (usually with good intentions) to use convergence but are perceived as patronising or demeaning. -  [Strengths ] - - [Weaknesses ] - - -