ERIC Number: ED470878
Record Type: Non-Journal
Publication Date: 2000-Nov
Reference Count: N/A
Preparing Teachers for the Diverse Classroom: A Developmental Model of Intercultural Sensitivity.
Van Hook, Cheryl W.
One role of teacher educators may be to facilitate the development of greater intercultural sensitivity among preservice teachers. Teachers need to carefully examine their world view to determine whether or not unintentional and subtle biases are promoted. Therefore, it is vital that teacher educators have an awareness of these stages of personal growth related to intercultural sensitivity. This paper discusses the Developmental Model of Intercultural Sensitivity (DMIS), which identifies issues that may be important to individuals at each developmental level. The DMIS has six stages that describe the increasingly complex cognitive structures used to view the diverse world: Denial, Defense, Minimization, Acceptance, Adaptation, and Integration. The first three DMIS stages described are ethnocentric; the second three described are ethnorelative. As one's experience of cultural difference becomes more sophisticated, one's competence in intercultural relationships is strengthened. The world view of each stage may be identified by specific behaviors and attitudes. The paper notes that although there has been minimal research conducted on how to alter teachers' attitudes and behaviors toward minority groups, the DMIS provides a developmental model that, along with the Intercultural Development Inventory (IDI)--a self-assessment tool--may be used with preservice teachers to assess the effectiveness of course content and methodology. (Contains 22 references.) (Author/HTH)
Descriptors: Attitude Change, Change Strategies, Cultural Awareness, Diversity (Student), Early Childhood Education, Higher Education, Models, Preservice Teacher Education, Teacher Attitudes, Teacher Role
For full text: http://ericeece.org/pubs/books/katzsym/vanhook.pdf.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A