Vietnamese Abroaders: Culture Shock in the U.S.

ACKNOWLEDGEMENTS
Two years has passed by so fast that we hardly recognize it. It is the end of second years in Foreign Trade University, coming with a lot of final tests and assignments. We have done a research for the first time in our student’s life, and there have been so many difficulties. In order to complete our research, there are a lot of people we need to say “thanks”.
First and foremost, we would like to express our gratitude to our wonderful instructor Nguyen Thi Mai Nhung, as well as other amazing lecturers of the Business English Falcuty at Foreign Trade University, for the precious guidance. For the last three months, they have encouraged and supported us all the time. Their proficient knowledge, together with dedication, has helped us accomplish our thesis.
We are also grateful to our friends studying in America for providing us with important materials for our research finding. We know that most of you are very busy with stressful examination. Therefore, we really appreciate your time and effort.
Finally, we need to thank those who give us valuable comments on our writing.

Table of Contents
List of tables and figures
Introduction
Chapter 1: An overview of Culture Shock • Culture • The definition of Culture • Characteristics of Culture • Culture Shock – A process • The definition of Culture Shock • Phases of Culture shock • Symptoms of Culture Shock • Daily Life
Chapter 2: Situations of Vietnamese Students in California • Brief Introduction to America and California • Comparison between American Values and Vietnamese Values • Vietnamese youngsters’ attitude toward studying in the USA • Research Findings • Setting and Sampling • Analysis

INTRODUCTION
Rationale
There has been a rising demand for studying abroad in these recent years. To many students, the United States seems to be a dreamy destination. They are repeatedly confronted by questions about life in the United States whether it is beautiful like movies or not. We are certain about one thing: oversea students have to face with cultural pluralism, and it is likely that most of them find it hard to get used to a totally new lifestyle. In this case, these students have probably encountered culture shock. As many Vietnamese students long for coming to the United States to study, our group decides to conduct this research to get them well prepared not only academically but also culturally. In addition, all members in our group are much concerned about culture-related issues, and we have many friends attending American colleges or universities to inspire and encourage us to choose this topic.
Objectives
Given the benefits to those who are aiming at choosing America to study, the research is designed to explain why many people, in general, may feel shocked when coming here for the first time. We will identify the situations in which culture shock usually happens to increase students’ understanding of the real life in America. Some recommendations will be presented at the final part of the research with a view to partly helping students overcome and adapt to new environment. After carrying out this research, we expect to seek answers to these questions: • How do the students feel right after arriving California? • Which difficulties do they encounter in daily life? • If they face with culture shock, how do they overcome it?
Methodology of the Study
In term of collecting data, we decide to use both quantitative methodology and qualitative one.
For quantitative methodology, questionnaire through Google spreadsheet is utilized among 50 abroad students. Then data is automatically collected and processed with Google Spreadsheet.
For qualitative methodology, we mainly base on literature review and background knowledge.
We will be examining the progress of Vietnamese students before and after arriving in America, describe what they have experienced and how they response to the different culture. We try our best to minimize variables and personal bias by giving clear criteria.

Structure
Our research starts with the introduction to our work including rationale, objectives, and methodology. For the main part, we divide our writing into 3 chapters. The first chapter is about literature review, in which we clarify the term “culture shock”. The phases as well as the signs of culture shock are also discussed in this chapter. The second chapter is a deeper dig into the situation of Vietnamese students in the United States. In this chapter, we give an overview of American culture, the American dreams of Vietnamese students, their attitudes towards culture shock in America along with their experiences in reality and some evaluations. Then we present our research findings with some explanations and evaluation. Finally, we come up with some recommendation in chapter three.
Books:
Maryanne K. Datesman, JoAnn Crandall, Edward N.Kearny:“The American ways: an introduction to American culture” (1997)
Oberg, Kalvero: "Cultural Shock: adjustment to new cultural environments" in Practical Anthropology 7 (1960), quoted in Gibson, 2000, p. 24 http://www.grin.com/e-book/108360/culture-shock-causes-consequences-and-solutions-the-international-experience http://www.munich-business-school.de/intercultural/index.php/Culture_shock,_Re-Integration_and_Re-Entry_culture_shock_-_Managing_Cultural_Differences http://www.lifeintheusa.com CHAPTER 1: An overview of Culture Shock • Culture • The definition of Culture
Culture can best be compared to an iceberg: Just as an iceberg has a visible section above the waterline, and a larger invisible section below the waterline, culture has some aspects that are observable and others that can only be suspected, imagined, or intuited.

Figure 1: Iceberg model
(Source: http://www2.pacific.edu/sis/culture/pub/1.1.1_Activity_The_Iceberg.htm)

The tip of the iceberg represents a cultural subset: behaviors, words, customs or traditions. The biggest and most important part nevertheless – the cultural values, beliefs, assumptions, attitudes or feelings are hidden below the surface. This hidden part of culture is vital to how people all over the world operate, however largely unconscious and usually not articulated.
The term culture, however, is so vast and encompasses various dimensions, which make it hard to define. The following definitions shall display the main components of culture. Geert Hofstede’s definition of culture in his book ‘Cultures and Organizations: Software of the Mind’ is: “Culture consists of unwritten rules of the social game. It is the collective programming of the human mind that distinguishes the members of one human group from those of another. Culture in this sense is a system of collectively held values.” • Characteristics of Culture
Cultures around the world share four common characteristics: culture is shared, it is learned, it is based on symbols, and it is integrated. The members of a culture share a set of "ideals, values, and standards of behaviors," and this set of shared ideals is what give meaning to their lives, and what bonds them together as a culture. 2
Culture is not an innate behavior, but rather it is an acquired characteristic. In every culture children unconsciously begin learning about their particular cultures through their immediate families – how these interact with each other, their dress, and the traditions that are followed and performed. A system of symbols (e.g. language, art or religion,) is required to translate the ideals of the culture to its members. Culture however also has an important function for a society. It gives a society an all-encompassing pattern to live by: it provides us orientation, guidelines and rules to follow.
Keeping in mind the definition and characteristics of culture, the question is: What happens when individuals or groups are exposed to unfamiliar environments?

• Culture Shock – a process • The definition of Culture Shock
When individuals are exposed to a new and unfamiliar surrounding with a different culture, they often tend to say: “Oh, what a culture shock it was.”
The term Culture Shock was first mentioned in literature by the Finnish anthropologist Kalvero Oberg in 1960. In his article, Oberg defined Culture Shock as follows: "Culture Shock is precipitated by the anxiety that results from losing all our familiar signs and symbols of social intercourse. These signs or cues include the thousand and one ways in which we orient ourselves to the situations of daily life."
Oberg refers to the visual aspects of culture like behavior, language, and customs, because in contrast to values and beliefs they can be observed. The fact that people tend to judge visual aspects applying their own values and beliefs is responsible for the anxiety. Many scientists dealt with the phenomenon of Culture Shock and found own definitions but most of them stick very closely to the one Oberg gave in 1960. Hofstede, for example, states that Culture Shock is a "state of distress following the transfer of a person to an unfamiliar cultural environment"2, which may also be accompanied by physical symptoms. For Bock it is a disturbing feeling of disorientation and helplessness produced by the direct exposure to an alien society. (4) • Bock, Philip: "Culture Shock - A Reader in Modern Cultural Anthropology", Washington, D.C., 1970, p. IX
All of these definitions have in common, that they see Culture Shock as an unpleasant reaction to being faced with a foreign culture. • Phases of Culture Shock
Culture shock, as a process of adjusting to a foreign culture, is said to follow a so-called U-Curve model by Oberg, which comprises four main stages.

Figure 3: U-Curve
(Source: http://www.munich-business-school.de/intercultural/index.php/Image:U-Curve.jpg)
According to Schneider and Barsoux, the initial stage of elation and optimism “The Honeymoon Stage” is where the individual will overlook minor problems and look forward to learning new things. Cultural differences are seen as charming and merely the positive aspects of this different culture are identified. This phase can last from a few days to about six weeks. The individual can be described as interested, curious and open-minded and is ready to accept the situation during this first stage.
The second stage is the actual “Culture Shock Stage”. This stage begins when the individual begins to view the new surroundings in a less idealistic and more realistic way and therefore also seeing the negative aspects of the host country. This period is characterized by irritability, frustration, and confusion (also called the “morning after stage”). Especially the differences in language can present a huge barrier, as well as different values, beliefs or symbols of the host country to one’s home country. The individual finds himself in a situation of disappointment or rejection of the new culture as a result of the discrepancy between expectations and reality. Due to this discrepancy the individual will need to adjust to the new circumstances. During this phase most assignments are at risk of failure as the increased involvement with the new culture brings the realization that there are unsettling differences in interpersonal behavior as well as work behavior. The same emotions may be experienced for the return journey, whereby the shock of returning home can be more severe as it would be less expected.
The term “Culture shock” for this stage is rather misleading, as it suggests an impact with a single cause. It is in fact a result of a simmering reaction to a succession of minor events, which are difficult to identity.

Figure 4: Stages of culture shock
(Source: http://www.munich-business-school.de/intercultural/index.php/Image:Stages_of_culture_shock.jpg)
The third stage is the period of “Adjustment or Recovery” and is seen as the turning point. During this stage the individual returns home or he gains understanding and adjust to the local culture. In the context of this paper only the latter option shall be closely analysed. The adjustment to the hose country is thought to evolve through acquiring greater knowledge of the local culture and language. Especially for the manager working together while achieving shared goals leads to this phase of culture shock recovery. More interaction simultaneously increases the likelihood of shared understandings, providing a greater sense of predictability and control (Triandis et al, 1994, pp.769-772) while reducing ‘we-they’ stereotypes and perceiving cultural similarities (Kühlmann, 1995, p.10).
The fourth stage of the U-Curve is the period of “Mastery”. This stage can best be described as one of integration. The individual recognizes that the new culture has much to offer and develops a sense of dual cultural identity (biculturalism). The individual accepts the new culture, feels integrated and even absorbs the habits of the new society, which in return makes him feel secure in his position.
Only the first two stages will be discussed in our findings section.
2.3 Symptoms of Culture Shock
Summing up the symptoms of cultural malaise, we can evidently see that they can appear in form of various different emotions (Wagner, 1996, p.13): • Simple embarrassment • Homesickness • Identity confusion • Depression • Frustration • Strain on family ties • Feeling confused and uncomfortable • Stereotypes are being reinforced • Friction • Anxiety
Individuals differ greatly in the degree in which culture shock affects them. Although not common, there are individuals who cannot deal with it. These difficult feelings may tempt you to isolate yourself from your new surroundings and dismiss the new culture. It 's best not to withdraw like this. • Daily life
Every country has different everyday ways and cultural mores. The term “daily life” is obviously comprehensible: routine activities that people tend to do everyday without assistance. Daily life covers almost every aspect as listed below: • Food and Cooking • Relationships • Housing and Furnishing • Entertainment • Work and Study • Holidays and Festivals • Religion and Spirituality • And so on ….
The research will only focus on the first three aspects.

CHAPTER 2:
Situations of Vietnamese students in California

• Brief introduction to America and California.
Geographically, the United States is the fourth largest nation in the word, after Russia, Canada and China, with the area of over 9 million kilometers. It is a federal constitutional republic, comprising 48 states located in Central America, plus the states of Alaska and Hawaii.
The Culture of the United States is a Western culture, originally influenced by European culture. Since 1600s to the birth of a new nation in 1776, most immigrants were from Northern Europe and the majority of them were English. Its immerse size and great ethnic diversity are the 2 most striking features of this country.
California is a state located in Pacific Southwest, on the West Coast of the United States. California is divided in two – the northern and the southern. In the middle lies the California central valley. California has a diverse geography, thus the climate varies from Mediterranean to subarctic. Californian culture is closely tied to American Culture as a whole, which means it is Multicultural.
There are certain similarities that help Vietnamese students feel comfortable while studying in California: a/ Cuisine.
Although the main starch here is still Potato and bread, rice is also popular thanks to a large number of Asian American.
California Cuisine also capitalized on trends in the culture toward vegetarianism. The abundance of healthy food is available. Since the lifestyles are healthier in California, healthier food and a lot of opportunity to eat truly amazing cuisine are easily found. b/ Housing.
This is the third largest state in the USA, with a high density. However, there is a lot of choices of accommodation for an overseas student. Often, beside high-quality dorms the university offers, there are home stay programs and rented apartments. Likewise, Vietnamese students can also find a place to live, because in California there are areas like ‘Little Saigon’ in Westmington where Vietnamese gather. c/ Relationship.
Californians are famous for their friendliness and liberty. Most of the residents here are liberal , some of them are unique and creative. They are typical for Americans, except the joint of other community like Asians.

• Comparison between American values and Vietnamese values.
Here is a brief compare-contrast table of values between American and Vietnamese culture:
Criteria
American
Vietnamese
Culture
Opinion
Lifestyle
Family
Contacts
Food
Life pace
Characteristics
Multi culture
Straight to the point
Individuality
Nuclear
Sociable
Fast food
Fast
Competitive
Monoculture
Around the bush
Community
Multi generation
Close
Home cook
Slow
Peaceful

Table 1
[The American ways – An introduction to American culture/ 1997 by Prentice Hall Regents]

• Vietnamese youngsters’ attitude toward studying in the United States
Vietnamese culture is more or less influenced by American culture. As the globalization is becoming popular, some Vietnamese traditional values are modified to fit in the whole picture. Like most of the young all over the world, Vietnamese students consider the United States a promising land for people. ‘American Dream’ does not only exist in the literature through the book ‘the Epic of America’. It also exists in reality, in people’s minds. ‘American Dream’ illustrates the idea of a better, richer, fairer, more successful life anyone can get through hard-working. Mass media has sparkled an impression among Vietnamese youngsters that this is the land of freedom, classless society, with a lot of prosperity and opportunity. Moreover, the recognized reputation of American higher Education is also another appeal to Vietnamese students. A new report shows that when it comes to finding the world 's best colleges and universities, the U.S. ranks the highest in the world. The US took 7 of the top 10 slots on the Times Higher Education 's World University Ranking list with Harvard University in Cambridge, Massachusetts coming in at number 1, the Massachusetts Institute of Technology, University of California Berkley, Stanford, and Princeton rounded out the list.
[http://www.livecareer.com/news/Education/United-States-Still-Tops-List-for-World-s-Best-Higher-Education-_$$02014.aspx]
According to UNESCO, the United States ranks second in terms of the number of higher educational institutions across the world.
The overall number is 5,758 and on an average, there are over 115 institutions in every state. Thus the choices will be more open for Vietnamese young adults.
[http://www.onediy.com/education/united-states.html]
All the things mentioned above have given enough reasons for one to be eager about exploring and experiencing this nation once in their lifetime.
In recent statistics, America is the second study-abroad destination for Vietnamese students. With the concepts of American dream in mind, Vietnamese students go study abroad to satisfy their desire.

• Research Findings
4.1. Setting.
Studying in the US is now no strange to Vietnamese people. Knowing this trend among our current society, we decided to take California as the study place. First, there is a wide range of university choices in California. Second, this is home to the largest Asian population in the United States. With an increase of 60% during the past decade, the Vietnamese are the fastest growing population in the state and the third largest Asian ethnic community with 447,032 persons. Last, California is famous for its friendly inhabitants and it also has certain geographical and cultural similarities to Vietnam.
A fair number of our friends are studying their sophomore year in California and they all suffer from or at least know about ‘Culture Shock’. • Sampling
Because of the constraints of time and resources, it is proposed that the researchers will employ a snowball sampling technique. We send out the survey to our friends and then have them snowball the questionnaire to their fellow friends in their environment. The expected sampling size is 60, but we received only 45 responses from the attendants.

• How did you feel in the first 2 months after arriving in California?

Number of responses (people)
Excited
30
Worried
10
Sad
2
Eager
27
Curious
12
Disappointed
2
Insecure
1
Other (surprised, scared…)
9

• How do you describe yourself?

Number of responses (people)
Reserved
8
Shy
7
Out-going
17
Flexible
10
Confident
16
Emotional
6
Other
7

• Where do you live?

Number of responses (people)
Percentage of responses (%)
Dormitory
24
53.3
Rented apartment alone
1
2.2
Rented apartment with friends
7
15.6
Relative’s house
1
2.2
Home stay with native family
11
24.5
Other
1
2.2

• With whom do you usually have problems?

Number of responses (people)
Roommates
21
Classmates
9
Vietnamese people
13
Native people
7
Host
17
Other
0

• Does the local food fit your appetite?

Number of responses (people)
Percentage of responses (%)
Yes
21
46.7
No
6
13.3
Only some of them
18
40

• How do you often serve meals?

Number of responses (people)
Percentage of responses (%)
Home cook with real full-course meals
5
11.1
Eat out
12
26.7
Buy canned food
25
55.6
Other
3
6.6

• What is the hardest thing you think you had to struggle with?

Number of responses (people)
Percentage of responses (%)
Housing
5
11.1
Food
4
8.9
Relationship
35
77.8
Other
1
2.2

• Which conditions have you found yourself into?

Number of responses (people)
Simple embarrassment
25
Homesickness
24
Identity confusion
6
Depression
4
Frustration
9
Strain on family ties
18
Feeling confused and uncomfortable
16
Stereotypes are being reinforced
8
Friction
7
Anxiety
10
Other
2

• In your opinion, what is the major reason for your problems?

Number of responses (people)
Percentage of responses (%)
Differences over interests and habits
21
46.7
Language barrier
10
22.2
Misunderstandings
12
26.7
Other
2
4.4

• What are the big differences between the real America and your imagination?

Number of responses (people)
People
11
Prosperity
10
Lifestyle
23
Other
1

• Do you think you 've dealt with Culture Shock?

Number of responses (people)
Percentage of responses (%)
Yes
41
91.1
No
4
8.9

• If yes, how do you overcome Culture shock? • Be open to all people around me. I don’t just stick with my comfort Zone (Vietnamese friends). • Be involved in activities. Immerse more into the American culture both inside and out, open up to communicate, join clubs, play sport. • Talk to my advisors, friends, host etc about my problems. They are really helpful. • Be patient. As time goes by, I get used to it.
DATA ANALYSIS
In this section, the findings we received will be analyzed to find out the answers for our research questions.

• How did the students feel right after arriving in California? Were they going through “honeymoon stage”?
We asked the students about their feelings in the first 2 months after coming to the States, and here are the results:

What we can see from the graph is our participants had lots of positive feelings. “Excited”, “eager” and “curious”, which were chosen the most, are also the expressions of people who were in “honeymoon stage”. They were overwhelming by curiosity and readiness to accept new things, hence overlooked minor problems and found all the surroundings very nice.
Besides, readiness and openness made the students have more positive feelings about themselves. About one-third of our participants answered that they were out-going, confident and flexible in this period of time. However, things changed when they actually fell into “crisis phase”. • What are the difficulties that the students had to face?
We asked the participants several questions about their living conditions and relationships problems they encountered after their nice beginning in California. • First thing that came up was the housing of students. Housing is not a problem to Vietnamese abroaders. However, since most of them live with other people, regardless of whom those people are, the communication and relationship would make obstacles in daily life. The actual ‘culture shock’ stage starts here, as the students begin to see things in a more realistic way and encounter problems themselves.
Places that Vietnamese students are staying are described in the graph below:

The 53.3% that lives in dormitory and 24.5% that lives with native family might be those who had trouble communicating the most. This is proved when we had the answer for the next question “With who do you usually have problems?” Two-third of the participants said that they often have problems with their roommates and hosts. Meanwhile, it is a surprise when there is quite a number of the participant that answered “Vietnamese people” to this question. Perhaps the relationship is the biggest problem but the mother language or mother culture barriers are not the biggest reasons. • The last aspect to be discussed is the food. It is not a surprise for us that most of the participants have at least some dishes that fit their appetite since youngsters in Vietnam tend to like fast food or junk food – which are very popular in the U.S. Besides, when studying abroad, students have many choices to serve meal that don’t affect others like they do when they’re at home with parents. But because of this, the students may not have proper meals and enough nutrition. The only problem lies here, and it probably happens to students who have been completely recovered from culture shock as well.
All of the students recognized their problem and condition very well.
The words we used for this question are also the symptoms of ‘culture shock’ stage. Most of the students found themselves in homesickness and having simple embarrassment, which means their condition is not really bad. Perhaps this is not unexpected and is backed up by good preparation. The point is from the graph; we can claim that almost all of the students have been in ‘culture shock’ stage (only 3 of them had other answer) with lots of difficulties encountered above.
With the lack of time, we did not get the chance to go further in the recovery and mastery stage of ‘culture shock’, but we still found out the students’ thoughts on their culture shock. They clearly know the main reasons for their problem as they themselves experienced and explored the new culture. Most of them said that the major reason were not language barrier but differences over interests and habits. The language barrier can be easy to break through but habits and interests variation is hard to manage and takes time to get used to. • How do the students overcome ‘culture shock’?
We asked an open question about the way our participants overcome culture shock and the answers are placed in the next part since they are real close to recommendations.

CHAPTER 3:
Recommendations
Students may minimize the consequences of culture shock by preparing carefully before going, keeping a positive attitude and turning for help to anyone who’s willing to. Here are a few suggestions:
* You should be well-informed of Culture Shock: - Read some information about living and studying in the U.S - If you have any friend or acquaintance who lives or studies in the U.S, get in touch and ask him/her some tips or pieces of advice about living in the U.S.
- Read all the pre-departure literature sent to you by your academic department.
- Email the Office of International Students Office and Scholars for information if you are unsure about anything.
- Before leaving home, try and find out some social survival skills: how to address people in different social groups, how gender roles affect social relationships, what constitutes acceptable behavior in a range of everyday situations; how gestures and body language differ from your country’s.

* If you are studying in the U.S now and you cope with culture difficulties, you should:
- Keep an open mind and think positively. Being an objective observer will facilitate the process of cross-cultural understanding. Maintain a sense of humor! Don 't be too hard on yourself if you make a cultural gaffe or don 't know what to do in a social situation. Local people completely understand that you are a newcomer and will not judge you.
- Make sure to get to know people in your new environment, respectfully ask questions, read newspapers, and attend a variety of festivals and events. When you’re going through culture shock, retreating to familiar things only makes you homesick and more reserved.
- Do not assume or interpret behavior from your own cultural perspective. It feels easier to see it from local perspective. Ask questions about social customs from people with whom you feel comfortable. You will always find someone who will assist you in finding out about life in the U.S.
- Take a break from studying and take part in social activities. NSU offers a lot of social even ts organized by the different departments like the Office of Student Leadership and Civic Engagement – Graduate Assistant for International Student Affairs.
- Keep in touch with your own culture. Contact the Graduate Assistant for International Student Affairs for information about international students who may have come from your country.
- If you are feeling very low, talk to someone about it. This could be your fellow students, your landlord, or university staff from the Office of International Students or the Graduate Assistant for International Student Affairs. Or you can write your emotions down rather than just hold them.

[Overcoming Culture Shock in the United States - International Student Affairs Office of Student Leadership and Civic Engagement]

References:

• Oberg, K. (1960): "Cultural Shock: adjustment to new cultural environments" in Practical Anthropology 7, quoted in Gibson, 2000. • Haviland, W. (2002): Cultural Anthropology, Fort Worth, Hartcourt College Publisher. • Chaney, L., Martin, J. (2000): Intercultural Business Communication, New Jersey, Prentice-Hall. • Triandis, H.C., Kurowski, L.L. and Gelfand, M.J. (1994): ‘Workplace diversity’, in H.C. Triandis, M.D. Dunnette and L.M. Hough (eds) Handbook of Industrial and Organizational Psychology, Vol. 4, Palo Alto. • Kühlmann, T. (1995): Mitarbeiterentsendung ins Ausland – Auswahl, Vorbereitung, Betreuung und Wiedereingliederung, Göttingen, Verlag für angewandte Psychologie. • Wagner, W. (1996): Kulturschock Deutschland, Hamburg, Rotbuch Verlag. • Schneider, S., Barsoux, J-L. (2003): Managing Across Cultures, 2nd edition, Harlow: Pearson Education. • The U.S. Department of State publication, USA Map with Facts in Brief • Datesman, M., Crandall, J., Kearmy, E. (1997): The American Ways, Prentice Hall Regents. • Overcoming Culture Shock in the United States - International Student Affairs Office of Student Leadership and Civic Engagement. • http://www.munich-business-school.de/intercultural/index.php/Culture_shock,_Re-Integration_and_Re-Entry_culture_shock_-_Managing_Cultural_Differences • http://www.grin.com/e-book/108360/culture-shock-causes-consequences-and-solutions-the-international-experience • http://www.livecareer.com/news/Education/United-States-Still-Tops-List-for-World-s-Best-Higher-Education-_$$02014.aspx • http://www.onediy.com/education/united-states.html • http://english.vietnamnet.vn/education/2006/12/639677/ • http://www.hanoimoi.com.vn/newsdetail/Du-hoc/400621/sinh-vien-viet-nam-du-hoc-my-tang-23.htm

References: • Oberg, K. (1960): "Cultural Shock: adjustment to new cultural environments" in Practical Anthropology 7, quoted in Gibson, 2000. • Haviland, W. (2002): Cultural Anthropology, Fort Worth, Hartcourt College Publisher. • Chaney, L., Martin, J. (2000): Intercultural Business Communication, New Jersey, Prentice-Hall. • Triandis, H.C., Kurowski, L.L. and Gelfand, M.J. (1994): ‘Workplace diversity’, in H.C. Triandis, M.D. Dunnette and L.M. Hough (eds) Handbook of Industrial and Organizational Psychology, Vol. 4, Palo Alto. • Kühlmann, T. (1995): Mitarbeiterentsendung ins Ausland – Auswahl, Vorbereitung, Betreuung und Wiedereingliederung, Göttingen, Verlag für angewandte Psychologie. • Wagner, W. (1996): Kulturschock Deutschland, Hamburg, Rotbuch Verlag. • Schneider, S., Barsoux, J-L. (2003): Managing Across Cultures, 2nd edition, Harlow: Pearson Education.