Educational influences on value orientation: Insights from face negotiation theory

Abstract

This paper aims to explore how educational conditioning through different education systems, particularly western style and traditional style schools, plays a role in developing different types of self-construal, reflected through their choice of conflict managing style. The study is based on the principles of Stella Ting-Toomey’s Face Negotiation Theory. This study focuses on examining interpersonal conflicts resolved among students. The study aims to investigate that educational conditioning may develop self-construal and face-concerns in individuals which may be different than that expected of them because of their cultural background. To be specific, individuals coming from western style education systems may show individualistic orientation, regardless them belonging to collectivistic culture. The research is based on interviews following qualitative approach. 16 participants were interviewed; 4 males and 4 females from each educational system. These interviews give an insight into the self-perception of participants and their face-concern. Moreover, their face-concern revealed through the interview aligns with the prediction of Ting-Toomey’s Face Negotiation Theory about individuals’ conflict style. Thematic analysis is used for analyzing the data from interviews, by identifying key patterns in face work strategies.  This study contributes to a deeper understanding of why certain individuals might display different orientation opposed to culturally driven expectations.