Spencer-Oatey, Helen, 1952-. (1997) Unequal relationships in high and low power distance societies: a comparative study of tutor - student role relations in Britain and China. Journal of Cross-Cultural Psychology, Vol.28 (No.3). pp. 284-302. ISSN 0022-0221

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Abstract

This study investigated people's conceptions of an unequal role relationship in two different types of society: a high power distance society and a low power distance society. The study focuses on the role relationship of tutor and student. British and Chinese tutors and postgraduate students completed a questionnaire that probed their conceptions of degrees of power differential and social distance/closeness in this role relationship. ANOVA results yielded a significant nationality effect for both aspects. Chinese respondents judged the relationship to be closer and to have a greater power differential than did British respondents. Written comments on the questionnaire and interviews with 9 Chinese academics who had experienced both British and Chinese academic environments supported the statistical findings and indicated that there are fundamental ideological differences associated with the differing conceptions. The results are discussed in relation to Western and Asian concepts of leadership and differing perspectives on the compatibility/incompatibility of power and distance/closeness.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH):	Tutors and tutoring -- Great Britain, Tutors and tutoring -- China, Teacher-student relationships -- Great Britain, Teacher-student relationships -- China, Interpersonal relations, Graduate students -- Supervision of -- Great Britain, Graduate students -- Supervision of -- China
Journal or Publication Title:	Journal of Cross-Cultural Psychology
Publisher:	Sage Publications, Inc.
ISSN:	0022-0221
Date:	May 1997
Volume:	Vol.28
Number:	No.3
Page Range:	pp. 284-302
Identification Number:	10.1177/0022022197283005
Status:	Peer Reviewed
Access rights to Published version:	Restricted or Subscription Access
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URI:	http://wrap.warwick.ac.uk/id/eprint/3256

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