Co-cultural Theory Research Articles

‘I just want to get my degree and leave’: psychosocial experiences of black male students navigating a historically white South African university

ABSTRACT Literature abounds with Black male students’ accounts of racialised and gendered experiences at university, especially at historically white institutions (HWI). This research is typically geospatially located in the Global North with sparse attention paid to Black men’s experiences at HWIs in the Global South. We therefore explored Black male students’ psychosocial experiences at a South African historically white campus. Our qualitative study, informed by critical race theory (CRT), co-cultural theory (CCT) and microaggression theory (MAT) used a case study design in which focus groups and individual interviews were conducted with 20 Black male students. Interview transcripts were analysed thematically. Findings indicate students’ race-gendered microagressions that included stereotyping, criminalisation, and racial profiling. which impact negatively on students. Participants also shared positive experiences about the institution which included well-aligned administrative processes, quality of education and funding opportunities. Implications for institutional transformation in higher education are discussed.

Realize This Is My Space: Applying Co-Cultural Theory to the Interactions of the Deaf Community and Sign Language Interpreters

This paper explores the significance of Deaf individuals’ communicative practices and the orientation outcomes they enact when engaging with sign language interpreters through co-cultural theory. Orbe’s co-cultural theory is grounded in the idea that over time one co-culture, European-American heterosexual middle/upper class males, have acquired dominant group status in a variety of institutions (Orbe, 1998). A significant portion of research centering on co-cultural theory focuses on race, gender, and sexual orientation, and fewer studies engage with the Deaf community. Identifying the Deaf community as a co-cultural group, the researcher recruited six Deaf and hard-of-hearing participants to share their lived experiences when interacting with sign language interpreters. The interviews were analyzed, and through assessing the six universal factors that influence the process for co-cultural groups to select communicative practices, three emerged as most prevalent in their experiences: field of experience, navigating perceived risk-reward, and abilities. Based on these factors, the communication practices enacted determined the overall communication orientation. Within this study, two negotiation strategies most salient to the interactions for the co-cultural group, Deaf people, were: nonassertive assimilation and assertive accommodation.

Dynamics of intercultural communication: Papuan in Gorontalo

<p>This research discusses the dynamics of communication between two different cultural groups applied by ten Papuan student informants in Gorontalo and at the same time identifies that Gorontalo, which according to the researcher's observations has no cases, information, incidents of discrimination against Papuans, has the possibility of discrimination. This research uses Mark Orbe's Co-cultural theory with an interpretive phenomenological analysis study. The results of the research show that the minority group of Papuan students in Gorontalo uses communication dynamics using accommodation, which is a form of establishing good ties with the majority group without losing the original identity of Papuans. Assimilation is also the second dominant dynamics used by Papuan students in Gorontalo, namely adopting the culture of the dominant group. And there is discrimination in the Gorontalo area even though there are no records, cases or even official information.</p>

“Being the Needle in the Haystack:” The Addition of “Blending” and “Co-Cultural Networking” As Practices to Orbe’s (1998) Co-Cultural Theory

ABSTRACT Using Co-Cultural Theory, we extend the concept of co-culture to the offspring of immigrants. The offspring immigrants are individuals with at least one foreign-born parent. Twenty-two offspring of Turkish immigrants born in the United States were interviewed about communication challenges from a co-cultural theoretical lens. Our analysis revealed that these participants utilize blending and co-cultural networking to process the intercultural tension they face within the US sociocultural landscape. These tensions inform us of how pronounced the US culture and power structure is and its ability to influence offspring immigrants' understanding of their cultural identity.

“That Stuff Can Be Ugly:” Black Women in Sport, Stigma, and Public Mental Health Disclosures

ABSTRACT This research investigates Black women athletes’ long-form public mental health disclosures (LFPMHDs). We conducted a phenomenological thematic analysis and drew from Orbe’s co-cultural theory to illuminate the communicative practices and orientations that Black WNBA players rely on as co-cultural group members. We argue that the LFPMHDs in the current study confront multiple layers of stigma related to race, gender, and mental illness while confronting limitations of the “mental health conversation” within and outside of sport. Our phenomenological thematic analysis revealed that Black WNBA players used LFPMHDs to: (a) communicate self and model the risks of intimate social contact with mental illness; (b) educate others by retelling their story, claiming agency over mediated appropriations of their self-disclosure narratives; and (c) narrate triggers and breaking points that coincide with their past adoption of nonassertive communication approaches.

KOMUNIKASI ANTAR BUDAYA DALAM BINGKAI TEORI-TEORI ADAPTASI

Adaptation is a problem that needs to be solved from the study of intercultural communication because, when a person or group of people communicate with other parties who are culturally different, it can present problems between them. This research aims to describe the theories of intercultural communication adaptation. This research uses qualitative research methods with a library research approach. In this study, researchers used data analysis techniques in the form of analyzing the content of documentation. This analysis is a way to get the appropriate data, thus the strategy is to identify data from the bias of data characteristics, then the information is made systematically so that the object under study is able to provide perfect conclusions. The results of the research show that the theories of intercultural communication adaptation include: uncertainty reduction theory, anxiety theory or uncertainty management theory, acculturation and culture shock theory, and co-cultural theory.

“Family” Is a Verb: A Study on External Negotiation of Family Identity Among Same-Sex Couples With Children

<p>本研究以共文化理論為框架，試圖理解臺灣同志家庭與外部社會協商家庭認同之溝通取徑與傾向。研究者與五個女同志、三個男同志家庭家長進行長期、數次深度訪談後發現，受訪同志家庭嘗試以「堅定自信」、「非堅定自信」與「挑釁」等溝通取徑，預期達到「順應」與「同化」等家庭認同的協商結果。論文指出共文化理論化框架需結合弱勢群體「交織性」及「非典型弱勢身份原型」等概念綜合討論，以強化其理論內涵。研究結果同時反映受訪同志家長的「厚交織」與「交織階序隱形」身份，對於家庭認同協商過程的具體影響。</p> <p> </p><p>The current study adopts Mark Orbe’s co-cultural theory as the research framework and aims to understand the communication approaches and orientations used by Taiwanese same-sex families to negotiate their family identities with the outside world. After conducting a series of long-term in-depth interviews within two years with five lesbian and three gay parents of same-sex families, the researcher found that the interviewed same-sex families tended to use co-cultural communication approaches, such as “assertive,” “non-assertive,” and “aggressive.” It is expected to achieve the results of “accommodation” and “assimilation” of family identity negotiation. The study suggests that the theoretical framework of cocultural communication should take into account the concepts of "intersectionality" and "atypical prototype" of minority groups in order to become more solid and comprehensive. The findings of the research also reflect the importance of “thick intersectionality” and “intersectional hierarchy invisibility” of the interviewed samesex parents in shaping the negotiation process of their family identities.</p> <p> </p>

COMMUNICATION STRATEGY OF SEDULUR SIKEP SAMIN’S BELIEVERS IN BUILDING POSITIVE IMAGE IN COMMUNITY

Negative images were commonly experienced by minority groups in society, including Sedulur Sikep Samin’s believers. Therefore, a communication strategy was needed to build a positive image in society. This study aimed to determine the communication strategy of Sedulur Sikep Samin’s believers in Larikrejo Village, Undaan District, Kudus Regency, Central Java in building a positive image in society. This research explored three elements of communication strategy, namely message planning, communication approach, and media selection. This study used the Co-Cultural theory of Mark Orbe. Interpretive phenomenological analysis was used in this study as a technical data analysis. The results of this study indicated that Sedulur Sikep Samin’s believers in Larikrejo Village use accommodation strategies to build a positive image in society. This strategy included non-assertive and assertive accommodation. In terms of planning the message of Sedulur Sikep Samin’s believers, they conducted deliberation first before the message was conveyed to the public. The communication approach was carried out by mingling, staying in touch, tying brotherhood both verbally and non-verbally to society and local government. This approach was in accordance with the ancestral teachings of Sedulur Sikep Samin’s which had been passed down from generation to generation (Samin Teachings). In terms of media selection, Sedulur Sikep Samin’s believers used outdoor media such as signposts, banners, photos, and posters displayed in the secretariat office.

Examining the Ad Industry’s Race and Ethnicity Problem: Application and Extension of Co-Cultural Theory

Historically, White people have been overrepresented in the advertising industry, making them the dominant group. Through in-depth interviews with twenty-five co-cultural advertising professionals living in the United States, we examined how minorities working in the advertising industry employ various communication practices while engaging with White dominant group members. Using co-cultural theory, we were able to identify situations of assimilation-based practices, accommodation-based practices, and separation-based practices. Further, we identified four new communication practices, extending previous research. Implications are discussed.

Communication at the margins: Online homophobia from the perspectives of LGBTQ + social media users

The Same-Sex Marriage Prohibition Act (SSMPA) is a Nigerian law that prohibits sexual relationships or marriages between persons of the same sex. Its enactment in 2013 is perceived as having exacerbated online homophobia against lesbian, gays, bisexual, transgender, and queer (LGBTQ+) communities on social media networks in Nigeria. This study investigates SSMPA’s contribution to homophobic online violence. Using online interviews with eight LGBTQ + participants and three members of a Nigerian nonprofit organization leadership for sexual minorities, I examine the perceptions, experiences, and communicative strategies of LGBTQ + persons toward online homophobia. Mark Orbe’s co-cultural theory on institutionalized “othering” of minorities across dominant heteronormative societies is used to foreground the lived experiences of Nigerian LGBTQ + persons online. Findings suggest, that although social media networks seemingly provide safe spaces for many vulnerable users, online homophobia has intensified for sexual minorities in Nigeria following the SSMPA legislation.

‘We’re talking about race!:’ communicative practices of chief diversity officers

ABSTRACT This research focused on the framing of race, diversity, equity, and inclusion through the communicative practices of chief diversity officers (CDOs) working in U.S. institutions of higher education. Grounded in applied communication scholarship and co-cultural theory (Orbe, 1996), this project investigated how CDOs frame their campus work, and employ communicative practices in formal and informal settings to design institutional policies and build campus support for their efforts. To explore how CDOs accomplish their institutional work, in-depth interviews (N = 25) were conducted with higher education CDOs. CDOs employed communicative practices that confirmed the practices identified by Orbe (1998a), and engaged in a nuanced practice of reflexive questioning. Communicative practices were all strategically employed by CDOs to advance conversations about race, diversity, equity, and inclusion in order to move campus constituents to action in support of institutional changes to language, policies, and practices.

Chinese Graduate Students’ Narratives and Sociolinguistic Advice on Intercultural Communication at Southern U.S. Universities

Although intercultural communication competence can be developed through cross-cultural experiences and dialogues (Jin, Cooper & Golding, 2016) and involving interactions (Rodenborg & Boisen, 2013), studies show that Chinese graduate students considered advanced English speakers continuously report difficulties in engaging in “intercultural communication” with Native English Speakers (NESs) in the U.S. (e.g., Gareis, 2012; Xiao & Petraki, 2007). Drawn upon co-cultural theory, the narrative-research-design study utilizing 17 scenario-hypothesized interviews reveals the experiences of eight Chinese advanced-ESL graduate students as they describe sociolinguistic struggles and cultural variations in verbal communication with the dominant linguistic group-NESs on their campuses. Four main instructive themes emerged. Specifically, participants felt misunderstood when NESs failed to understand that Chinese students’ words were not literal or that their selfless words were self-centered decisions; and they insisted that truly effective intercultural communication would require effort from both sides on their host campuses. Through this underrepresented group’s narratives, I outline recommendations for developing intercultural communication competencies for higher education institutions.

“Spat On and Coughed At”: Co-Cultural Understanding of Chinese International Students’ Experiences with Stigmatization during the COVID-19 Pandemic

ABSTRACT This paper examines Chinese international students’ lived experiences of being stigmatized during the early onset of the COVID-19 pandemic in the United States. To understand their dual-marginalization due to Othered Chinese-ness (e.g. racialized immigrant Others and foreigner Asians) and presumed contagiousness (e.g. suspected, diseased, and infectious), we adopt co-cultural theory to centralize their experiences of coping with COVID-related stigmatization. Semi-structured interviews and thematic analysis demonstrate how Chinese students in this study heightened their sensitivity to ambiguous yet hostile stigmatization and how they often opted for nonassertive, non-confrontational, and threat-avoiding coping strategies. We reflect on how current health and racism crises further marginalize immigrant Others in general and Chinese immigrants in particular. We conclude with discussing theoretical application of co-cultural theory to understand stigmatizing and stigmatized health communication.

Factors associated with community awareness of forest reserve regulations in the Tano-Offin forest reserve in Ghana

ABSTRACT Using questionnaire surveys and drawing on the co-cultural theory, this study examines the spatial, demographic, and socioeconomic factors influencing the awareness of land use and forest reserve regulations among forest fringe communities in the Tano-Offin forest reserve in Ghana. The study finds that high-income community members are significantly more likely to be aware of the regulations. Additionally, women and migrants are significantly less likely to be aware of the regulations. These results suggest that there is a need to rethink awareness creation strategies and make relentless efforts to involve the excluded and the marginalized, especially women, in the information-sharing streams..

Teaching co-cultural theory, dis/ability, and normativity using The Greatest Showman

This unit activity guides students through an interrogation of bias, normativity, and co-cultural experiences within the context of dis/ability and appearance. Specifically, students complete implicit bias tests related to ability and body size, read about historical displays of bodily difference in circuses and “freak shows,” and then watch and discuss scenes from the film The Greatest Showman. In so doing, students engage in transformational learning that equips them to communicate more effectively with and about people with physical differences. Students develop their understanding of how cultural systems marginalize disabled bodies and think critically about how dis/ability intersects with other marginalized identities, including visible bodily differences, racial and ethnic identities, gender identities, and class identities. Courses : Intercultural Communication, Critical-Cultural Studies, Communication Theory, Rhetoric and Dis/ability. Objectives: This activity is designed to help students (1) critically reflect on cultural norms and their own and others’ pre/misconceptions related to dis/ability and physical difference in an intersectional manner, (2) identify and comprehend co-cultural communication strategies, and (3) improve intercultural competence, including effectively communicating with and about people with dis/abilities and physical differences.

Visual Impairment in the Virtual Workplace: Exploration, Experience, and Interpretation

Introduction: This study utilizes interpretive phenomenology to understand the experiences of people with visual impairments in the virtual workplace. As virtual work is becoming increasingly common, this investigation is timely for employment research that is especially relevant to people who are visually impaired. Methods: Using an interpretive phenomenological approach, individuals who have experienced working in the virtual workplace filled out an in-depth online questionnaire. The resulting qualitative data were analyzed and interpreted via Applied Thematic Data Analysis (ATDA). ATDA was used to transform the raw qualitative data into themes regarding the essence of the experience of being a visually impaired employee in the virtual workplace. Results: Based on the phenomenological data, three primary themes emerged: defined by blindness, technology as the catalyst of inequality, and ingenuity as efficacy.Discussion: Using co-cultural theory, in-depth interpretations of the data were conducted. Key to these interpretations were the technological and communicative structures that mute the voice of the virtual worker with visual impairment and the experiential factors, with special attention to inaccessible technology, that shape the unique standpoint of the virtual worker who has visual impairment. Implications for practitioners: Both theoretical and applied implications are presented. This study takes note of the social factors that surround the navigation of the workplace with a focus on how communicating about access, advocating for accessibility, and requesting assistive technology are embedded in a larger conversation of culture and societal norms of employment. Accessibility is discussed as both a technical and social challenge. This consideration of accessibility is crucial in current and future workplaces where even the simplest task is to be completed via a technological tool.

Privileged professionalisms: Using co-cultural communication to strengthen inclusivity in professionalism education and community formation

ABSTRACT Perpetuation of privileged norming in organizations threatens the fragile hope that the theory and practice of professionalism can evolve alongside commitments to equity and inclusion. Uncritical engagement with a normative professionalism can lead to the muting of differences and strengths that diverse standpoints offer to professional communities. We look to the field of Medicine as an example for other professional groups, in which experts have criticized its development of a normative professionalism shaped by, retaining, and sustaining privilege. Using a triad of case studies and co-cultural theory, we suggest that non-dominant perspectives and behaviors ought to be better recognized and welcomed as part of professionalism discourse, and that professional education ought to include co-cultural awareness of communication behaviors and their function as identity performance. We suggest that recognizing and reinforcing accommodation behaviors will lead to a more robust inclusivity for an evolving normativity, and that the wisdom habits of curiosity, perspective, love of learning, judgment, and creativity must be brought to bear on improving co-cultural dialogue, dismantling systemic privilege, practicing attributional complexity, and building genuinely dialogic professional communities rather than depersonalized collectives.

Asian Americans’ Communicative Responses to COVID-19 Discrimination in Application of Co-Cultural Theory

Early news coverage of COVID-19 influenced public suspicions of Asians as being the origin and carriers of the disease, and stigmatizing and racist terms (e.g., “Kung flu”, “Chinese virus”, “Wuhan virus”) have been improperly used to refer to the virus. The racist rhetoric, accompanied by increasing verbal and physical attacks, has impacted the lives of Asian Americans during the pandemic. The present study investigates targeted Asian Americans’ communication responding to the aggressors of COVID-19 racism in application of co-cultural communication theory. Targeted individuals’ characteristics and previous experience of racial discrimination are tested as determinants of such communicative responses. Data come from 242 Asians across the U.S. who reported having experienced racism during the COVID-19 pandemic. Among the three identified types of communication responses, the nonassertive approach was used most intensively by Asian Americans in responding to COVID-19 racism, followed by the assertive and aggressive ones. Salient ethnic identity and previous discrimination experience were associated with a higher level of nonassertive and a lower level of aggressive approach. Males were more likely to practice assertive approaches. Our findings contribute to the extension of the co-cultural communication framework in explaining Asian Americans’ communicative responses to pandemic-fueled racism.

Digital Media as a Context for Dating Abuse: Connecting Adaptive and Maladaptive Coping Strategies to Young Adult Women’s Well-Being

As the nature of interpersonal communication has shifted with the widespread use of technology, so have the possibilities for abuse. Like face-to-face abuse, digital abuse can be stressful. Digital dating abuse is an emerging form of dating violence in the United States and is thought to have serious health effects on young people. The types of coping strategies used by victims have important implications for their overall health and well-being. Research suggests that the differing social positions of young women and young men will lead them to handle dating conflicts differently. Here, we assert that young women in digitally abusive relationships function as co-cultural group members in dominant societal structures. As such, co-cultural theory was employed to better understand how young adult women’s coping strategies function both adaptively and maladaptively. Specifically, 10 semistructured, in-depth interviews were conducted at a large mid-Atlantic university with young women who were previously in a digitally abusive heterosexual romantic relationship. Thematic analyses revealed three factors that influence the adaptive nature of their coping: time-based efficacy, normalization of abuse, and directness of communication. Overall, the women largely chose to enact maladaptive coping strategies when dealing with digital dating abuse.

“‘I Was Gonna Go Off, but My Best Friend is White.”: Hispanic Students’ Co-Cultural Reasoning in a Hispanic Serving Institution

The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices.