The content for non-verbal communication in the three "More than What You Say" sections has been based off an American understanding of what certain gestures and actions mean. As a tutor, however, you will work with students who have different backgrounds and cultures, and you must understand how this culture influences a session. This section briefly covers cultural understanding in the tutor/tutee relationship.

How does culture affect a tutoring appointment?

Stereotypes: Assumptions and generalizations made about others based solely on outward characteristics (thought).

Discrimination: Unfair treatment of others based on perceived group or categorization (action).

Microaggressions: “Brief and commonplace daily verbal, behavioral, and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults to the target person or group ”(Sue, Capodilupo, Torino, Bucceri, Holder, Nadal, & Esquilin, 2007, p. 273)

Example: A tutor may assume that an international student will struggle with English (stereotype), provide limited availability to international students (discrimination), or say “No, where are you really from?” to an American student the tutor perceives as an international student (microaggression). These and other kinds of stereotyping, discrimination, and microaggressions, are unacceptable in tutoring sessions.

Misunderstood Language: Using words and phrases that are either unfamiliar or offensive.

Example: America has many idioms that are unique to the U.S. Phrases like “shooting fish in a barrel” and “train of thought” may serve to confuse non-native English speakers who have not grown up with those expressions.

Personal Space: The amount of acceptable distance between two people in order to feel comfortable.

Example: Personal space is often smaller in Latin America than in the U.S. A student from a Latin American country might sit quite close to you during an appointment, unaware they may be causing discomfort. (Sue et al., 2007)

Conversation Habits: Methods of communication such as intonation, pauses, speech patterns, or ways of organizing thoughts.

Example: The Navajo and Japanese cultures see direct eye contact as hostile or disrespectful. When working with these students, a lack of eye contact may be a sign of respect, rather than disengagement. (Sue et al., 2007)

Age/Sex Differences: Differences in how people of a certain gender or age are regarded and treated.

Example: For some conservative Muslim women, physical contact with men (like a handshake) may be considered unacceptable. This student may specifically request to work with a female tutor, or to switch tutors if their appointment is with a male. (Wasfi, 2014)

IMPORTANT NOTE: In each of these examples, the words “may” or “might” are used rather than “will.” Each student comes to a tutoring appointment with a diverse set of life experiences, and there are no sweeping generalizations for the students you will be working with.

Tips for Communicating

So how can you successfully communicate with students of another culture? Here are some tips for cross-cultural communication in a tutoring setting.

Be patient and maintain a positive attitude. You might make a mistake or run into a situation that you’re not sure how to handle. Approaching the session with humor, a good attitude, and patience will help both you and your tutee avoid becoming frustrated.
Ask questions to check for understanding. Avoid misunderstandings by asking the student if they can repeat your idea back to you in their own words, or by clarifying if your talking speed is acceptable.
Always be respectful. A student’s culture may seem strange to you, but you should always respect their cultural heritage and how they express that. Telling a student that their way of doing things is wrong does not create an environment where that student can learn. Be open and understanding, and avoid being critical.

Remember, no two students are alike, and the examples provided will not be true for all members of a particular culture or group.

Reflecting on your own culture can help you be more aware of how your culture influences your approach to tutoring.

Consider some of the following dimensions of diversity. Click on fig 1.4 on the left.

Now reflect and briefly respond to the questions below.

Which roles and/or identities are most important to you? Why are they important to you? How do you see those roles and/or identities influencing your life and how you approach situations?
Are there roles and/or identities you would add to the list?
Which roles and/or identities do you think about least often? How do these roles and/or identities influence your life, maybe without you noticing it in your daily routine?

Module 3: Communication