Intercultural%20Development

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Intercultural Development
Chapter Four

• Considering the Growth of
• Self and Students

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Developmental Models

• What does it mean to change over time, to see the
  world from a new and different perspective, often
  as a result of direct experience and maturation?
• Developmental models provide a schema within
  which to consider such changes.

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Developmental Models in the Study of Culture

• Have recently begun to emerge, particularly with
  respect to
• Ethnic identity generally defined on the basis
  of cultural criteria (customs, language)
• Racial identity generally defined on the basis
  of physical criteria (skin color, facial
  features)
• One may identify oneself using one, the other, or
  both identities.

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Models of Racial/Immigrant Identity Development

• Cross/Spring five-stage model
• Pre-encounter internalization of negative
  stereotypes by mainstream society
• Encounter confrontation by a incident that
  forces questioning, e.g., racial profiling
• Immersion/Emersion assumption of a new ethnic
  identity, loss of self-hatred

Continued
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• Immersion total involvement in the ethnic
  cultureactive in discussion, organizations
  highly enthnocentric
• Internalization recognition of and comfort in
  living in two worlds becoming bicultural, or
  multicultural can be both accepting and critical
  of mainstream culture

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James Bankss Model of Ethnic Development

• Ethnic psychological captivity
• Ethnic encapsulation
• Ethnic identify clarification
• Biethnicity individuals have a strong sense of
  their own ethnic identity as well as a healthy
  understanding and respect for others

? Similar to Crosss model
Continued
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• Multiethnicity individuals have a healthy
  understanding and appreciation of many groups
  the ideal for an ethnically pluralistic society
  like the United States
• Globalism and Global Competency individuals
  reflect positive ethnic, national, and global
  identities while demonstrating the knowledge,
  skills, attitudes, and abilities to function
  effectively in ethnic cultures from a variety of
  contexts

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Progress Toward This Ideal in the United States

• If we are to become culturally competent on a
  national and a global scale, there is much to be
  done.
• Schools are important places where this work can
  proceed.
• Over time we have become more inclusive, but we
  are not there yet.

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Historical Perspectives on Multicultural
Education Two Approaches

• Anglo-Conformity, or the Assimilationist
  Ideology
• The role of the school is to assimilate all
  immigrants into the dominant society ethnic
  identity should be short-lived the melting pot

• Multiculturalism, or the Pluralist Ideology
• Since the melting pot didnt work, the role
  of the school is to assist students in becoming
  bi- or multicultural society is considered
  richer for its diversity the salad bowl

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Contemporary Multicultural Education Programs
They Are Not All the Same

• Sleeter and Grants Typology categorizes five
  kinds of multicultural education programs
• Teaching the Culturally Different
• Human Relations
• Single-Group Studies
• Inclusive Multicultural Education
• Education That is Multicultural and Socially
  Reconstructionist

Continued
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• Teaching the Culturally Different these programs
  attempt to help individuals develop competence in
  the dominant culture while maintaining their own
  cultural identity focus tends to be on culture
  and language of target groups
• Human Relations programs that focus on
  communication and self-esteem
• Single-Group Studies programs that focus on a
  specific groupits heritage, contributions, and
  perspectives

Continued
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• Inclusive Multicultural Education programs that
  focus on linking the experiences of ethnic groups
  while developing a conceptual core
• Education That is Multicultural and Socially
  Reconstructionist programs that focus on the
  power relations among cultural groups and enable
  students to shape their own destinies while
  reconstructing society in more equitable patterns

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• The Mitchell Typology categorizes programs by
  purposes and practices in three ways

• Models of Cultural Understanding
• Models of Cultural Competence
• Models of Cultural Emancipation and Social
  Reconstruction

Continued
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• Models of Cultural Understanding
• Focus on improving communication
• Assume that all social and ethnic groups be
  perceived as equal
• Posit that ethnic identity is a matter of
  individual choice

Continued
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• Models of Cultural Competence

• Promote appreciation of other cultural groups
• Focus on understanding ones own cultural
  identity
• Assert that all students should be at home in
  more than one cultural system
• Insist that members of minority groups become
  fluent in the dominant culture

Continued
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• Models of Cultural Emancipation and Social
  Reconstruction

• Believe that cultural diversity in the U.S. is a
  positive force
• Focus on attitudes and behavior of teachers as
  central to redressing past patterns of
  discrimination and increasing educational and job
  opportunities for minority students

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Intercultural Competence

• Early studies of people who work effectively
  across cultures suggest that
• They are able to manage psychological stress.
• They are able to communicate effectively, both
  verbally and non-verbally.
• They are able to develop and maintain new and
  essential interpersonal relationships.

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Interculturally Competent Skills

• The ability to respond to others non-judgmentally
• The ability to propose more than one cultural
  interpretation of behavior
• The ability to mediate conflicts and solve
  problems in culturally appropriate ways
• The ability to motivate others in the context of
  their cultural values
• The ability to promote effective intercultural
  interaction
• The ability to model culturally sensitive
  behaviors and attitudes
• The ability to seek out new learning about
  cultural differences
• The ability to institutionalize an intercultural
  perspective in personal and professional practice

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Developing Intercultural Sensitivity

• Milton Bennetts Developmental Model of
  Intercultural Sensitivity (DMIS) provides a
  framework for understanding individual
  development and awareness along a continuum, from
  a highly ethnocentric perspective to a highly
  ethnorelative perspective.

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Stages in Bennetts Model

• Ethnorelative side
• Acceptance ability to recognize and appreciate
  cultural differences on their own terms
• Adaptation ability to see cultural categories as
  more flexible, become more competent in ability
  to communicate
• Integration (rarely achieved) ability to move
  easily among multiple perspectives

• Ethnocentric side
• Denial inability to see cultural differences
• Defense recognition of cultural differences, but
  negative evaluations of most
• Minimization acceptance of superficial cultural
  differences, but belief that all human beings are
  essentially the same

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Something to Think About

• One of the higher callings for young people in
  the coming century will be working to increase
  intercultural understanding. Such people will be
  the missionaries of the age, spreading light
  among groups. . .by giving them a modern vision
  of the new global community.
• --Carl Coon