Case No.1

Ms. Thornton, a psychology lecturer in Canada, notices that Amir, a student from Saudi Arabia, often avoids eye contact during lectures and one-on-one meetings. While other students nod or smile when spoken to, Amir looks down or to the side. Ms. Thornton interprets this as a lack of interest or confidence. She reduces Amir’s class participation score, assuming he is disengaged. Later, through an anonymous course evaluation, Amir reveals that he was raised to avoid prolonged eye contact with authority figures as a sign of respect.

Questions:

  • How did Ms. Thornton’s assumptions about eye contact influence her interpretation of Amir’s engagement?

  • What cultural meaning might Amir associate with avoiding eye contact?

  • How could Ms. Thornton create more culturally sensitive participation criteria?

 
Case No.2

During a group presentation, Jing, an international student from China, uses minimal gestures and maintains a reserved posture. Her groupmate Liam, from the UK, uses expressive hand movements and maintains an open stance. After the presentation, the lecturer praises Liam’s delivery but tells Jing she should be “more confident.” Jing later tells a peer that in her culture, restrained gestures and humility during speech reflect seriousness and respect for the topic–not insecurity.

Questions:

  • What cultural differences in non-verbal communication are illustrated in this case?

  • How might the lecturer’s feedback unintentionally reflect cultural bias?

  • What teaching strategies could acknowledge and validate diverse presentation styles?

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