- Distinctive in the inclusion of multiple ethnicities 
- Focus in education


Banks's Typology of Ethnic Identity

* Milton J. Bennett's (1993) Model, Developmental Model of Intercultural Sensitivity (DMIS), a significant departure from those of Helms and Ba
- Describes similar changes in a person's behavior, cognition, and affect
- Deals with learner's experience in understanding how different cultures "create and maintain world views"
- Each stage represents a new way of experiencing cultural difference

Bennett's Developmental Model of Intercultural Sensitivity

Helms's Racial Identity Model is a predominant framework in the counseling field that focuses on how individuals develop their racial and ethnic identity.

Helms's Racial Identity Model

- Helms's model of racial identity development,
- Banks's Typology of Ethnicity,
- Bennett's Developmental Model of Intercultural Sensitivity


University of Connecticut

Multicultural teacher education incorporates process-oriented methods to develop teachers' racial identity and cross-cultural competency, aiming to improve insights and practices in multicultural education.

Cross Cultural Competency and Multicultural Teacher Education

- a. "What research supports process-oriented models used to structure cross- cultural learning?"
- b. "How do these models contribute to our understanding of multicultural professional development for teachers?"

Review process-oriented models about Cross Cultural Competency and Multicultural Teacher Education

Three Process Models of Ethnic and Racial Identity:



Advantage of process models:
-  the structure for designing and sequencing effective course and program interaction

Process Frameworks: Cross Cultural Competency and Multicultural Teacher Education
- Second Section

Process-oriented models in multicultural teacher education are used to understand the development of cross-cultural competency. These models guide and enhance teachers' attitudes, behaviors, and interactions with students in diverse classrooms.

Role of Process-Oriented Models in Developing Teachers' Cross-Cultural Competency

Process models support multicultural teacher education by providing instructional strategies for creating conducive learning environments and by informing multicultural professional development.

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