Social Identity and Social Location: Critical Analysis

Running head: MASTER OF EDUCATION
Master Of Education
Name of the Student:
Name of the University:
Author’s Note:

2MASTERS OF EDUCATION
Part 1: Critical analysis of my social identity and social location
As per the opinion of Hutchison (2018), social identity helps in shaping the future of an
individual. However, I feel that this view is contradictory as I feel that social identity is variable.
It gets changed with locations and with a change in surroundings. As I am from China, I have
always been exposed to an agro-based culture. In other words, I have been brought up by
learning about differ agricultural tools and implements the majority of people in China are
predominantly farmers. However, Gerard et al. (2018) have also stated that China is scientifically
advanced as well. Thus I have developed a dynamic and flexible view about inventions.
However, after coming to Canada I realized that people are more inclined towards sports and
technology rather than agriculture. Thus I took up business studies and then education as I
realized in order to develop in the future, I will have to have a dynamic and management
oriented mindset.

3MASTERS OF EDUCATION
Part 2: social identity
Figure 1: social identity
Source: (Hewstone, Stroebe & Jonas, 2016 )
Henri Tajfel's greatest contribution to psychology was the social identity theory. He
is of the opinion that social identity was largely influenced by the culture and the social system
of my geographic location (Hewstone, Stroebe & Jonas, 2016). As I was born and brought up in
China, I imbibed the Chinese culture within my personality. As evident from the picture, I

4MASTERS OF EDUCATION
followed the Chinese social system. This was reflected in my business etiquettes. I used to bow
down in my group rather than exchanging a friendly hug. However, with time, I realized that to
live and work in Canada, I have to adapt to the Canadian cultural and social ways.
Thus I realized that while socializing in friends or colleague groups in Canada I have to
be much more friendly and informal. As per the opinion of Rhoads and Valadez (2016), while
working in a multicultural group one will be facing many criticisms. I agree with this point as I
have faced several criticisms when I first came to study in Canada in the year 2014. As I often
had to work in group-based activities I saw that some of the students did not like me and were
just trying to point out my negativities. However, I do not blame them as I was really a strangest
to them. Thus they did not like some of my ways in terms of communication, team management,
and others.
I remember that during semester projects, I was working under a senior who was from
Canada. She was sportive towards me. However, she did not like whenever I suggested any long
term plan. She was always after getting g quick and instant result. This often resulted in many
fights. However, as per Hofstede cultural analysis of long term orientation, Canada has a
normative society (score 36), and like quick results. They do not like to think about the
future. In contrary to this China is a pragmatic ( score 87) society. Thus they believe in long
term thinking. I went for some cross-cultural competency sessions that taught me how to adapt to
the changing situations while moving to a new place.