- Predominant in the counseling field
- Racial identity development models 
- Focus on how people develop racial and ethnic identity

Helms's Racial Identity Model

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


University of Connecticut

- examine three process-oriented methods that describe the development of racial identity and cross-cultural competence
- reveal the insight of 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:



- Process-oriented models help teachers' behaviors, attitudes, as well as their interactions with student
- Using process-oriented models to understand the development of cross-cultural competency

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

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

Advantage of process models:
- Provide instructional strategies to create conducive learning environments for students
- Implications for using these models in multicultural professional development.

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