An exploratory study of intercultural communication between Native American and Anglo-American college students.

Abstract

An analysis of the data revealed a linear combination of fourteen interaction analysis variables that predicted cultural membership (canonical correlation r = .96, p (GREATERTHEQ) .0002). Plots of values of the interaction analysis variables across time indicated that while information exchange activity, remained constant across time negotiation, problem solving, and behavior change categories were inversely related suggesting that the basis for any communication situation must be negotiated before other activities may proceed. This observation is supported by the fact that the groups containing Native Americans required longer periods of time to reach solutions. The study concludes that the patterns of communication for Native Americans and Anglo-Americans is fundamentally different as are their approaches to structuring communication events.

Intercultural communication is seen by Native Americans as a means of acculturation, and universities are viewed as distinctly non-Indian institutions. Thus, because the educational process is predicated on effective communication American Indian students have come to see the educational atmosphere as one in which "Indianness" is lost. Thus, Native Americans appear to adopt a communication strategy of interactional avoidance which they believe will allow them to maintain cultural standing while remaining in the educational context. Unfortunately, this strategy has led to significant dropout rates among male Indian students. An exploratory study was conducted in order to better understand the dimensions and process of this strategy.