The Developmental Model of Intercultural Sensitivity (DMIS), developed by Milton J. Bennett, is a continuum that assess where an individual is in terms of ethnocentrism or ethnorelativism. In other words, it places a person at one of six distinct stages that describes their ability to move past their own cultural biases, recognize and respect the differences in outside cultures, and take steps to fully integrate among those cultures. In describing his model, Bennett stressed that ethnorelativism is not human nature, is not natural, but that steps can be taken to help promote development along these stages towards ethnorelativism. What follows is a brief overview of the six stages, along with examples of how that stage may manifest, and what steps Bennett suggests one can take to promote further development.
Denial
A person in the first stage, denial, takes steps to isolate themselves in their own culture while not recognizing the differences that exist in other cultures. This stage is increasingly uncommon in a likewise increasingly global world, but it is still able to exist.
Example: In A Mixed Methods Examination of College Students’ Intercultural Development by Marie Kendall Brown, an example of the denial stage is given involving a Korean student studying in the United States. This student grew up in an incredibly homogeneous society, which caused her to develop a mindset where she would not consider other cultures, and didn't even realize that something like racism could even exist. (See more information about this example here.)
Development: Bennett stresses the usefulness of basic informational lectures and seminars to help develop past this stage. Culturally-focused events may also help. The focus on this stage should not be on significant cultural differences, but purely on recognizing those cultures.
Example: In A Mixed Methods Examination of College Students’ Intercultural Development by Marie Kendall Brown, an example of the denial stage is given involving a Korean student studying in the United States. This student grew up in an incredibly homogeneous society, which caused her to develop a mindset where she would not consider other cultures, and didn't even realize that something like racism could even exist. (See more information about this example here.)
Development: Bennett stresses the usefulness of basic informational lectures and seminars to help develop past this stage. Culturally-focused events may also help. The focus on this stage should not be on significant cultural differences, but purely on recognizing those cultures.
Defense
With the defense stage, ethnocentric people activate defense mechanisms to protect themselves and their limited cultural view. This can take the form of denigration (putting down other cultures), superiority (putting forth that one’s culture is the best culture), and reversal.
Example: Manifestations of denigration and superiority can be easy to spot, but reversal is different. Reversal is when a person takes on an another culture they are immersed in as superior to their original culture. This may be seen with a study abroad student, who is low on this model and soon believes that their visiting cultulre is superior to their own in every way. A detailed example of this can be found from Brown here.
Development: Movement from this stage can be done by stressing the commonality between different cultures. Develop and implement activities that allow people on the defense stage to recognize the similarities between the cultures themselves.
Example: Manifestations of denigration and superiority can be easy to spot, but reversal is different. Reversal is when a person takes on an another culture they are immersed in as superior to their original culture. This may be seen with a study abroad student, who is low on this model and soon believes that their visiting cultulre is superior to their own in every way. A detailed example of this can be found from Brown here.
Development: Movement from this stage can be done by stressing the commonality between different cultures. Develop and implement activities that allow people on the defense stage to recognize the similarities between the cultures themselves.
Minimization
The final step of ethnocentrism, according to DMIS, is minimization. People at this step would tend to treat those that are different as if they are not; essentially they minimize the very real and important differences that do exist between those from different cultures. Not recognizing those unique traits is indeed a form of ethnocentrism.
Example: A very basic example of how minimization may look can be seen in an international traveler who expects immersion into another culture will be easy, with no differences. Thinking that no consideration of differences would be needed is naive and ethnocentric, and demonstrates minimization. (More on this type of example here.)
Development: Increase ethnorelativism at this stage by allowing people to place their cultural behaviors in context; allow them to learn that not everything is universal. This would be a good time to use guests from other cultures to provide more multicultural context by having them participate in small group conversations and activities.
Example: A very basic example of how minimization may look can be seen in an international traveler who expects immersion into another culture will be easy, with no differences. Thinking that no consideration of differences would be needed is naive and ethnocentric, and demonstrates minimization. (More on this type of example here.)
Development: Increase ethnorelativism at this stage by allowing people to place their cultural behaviors in context; allow them to learn that not everything is universal. This would be a good time to use guests from other cultures to provide more multicultural context by having them participate in small group conversations and activities.
Acceptance
Acceptance, the first stage of ethnorelativism, sees a person recognizing that there are a number of different cultures with different values. Importantly, a person at acceptance realizes that all actions and behaviors within a culture are influenced by the unique characteristics of that culture.
Example: An example of the acceptance stage includes a person who is now able to recognize differences in nonverbal communication between people of different cultures. Differences in language is easy to spot, but being cognizant of non-verbal differences stems from the acceptance stage.
Development: At this point of acceptance it’s time to dive in and put that ethnorelativism into action. Cross-cultural simulations, including participation from those from other cultures, will allow people to practice and grow their acceptance.
Example: An example of the acceptance stage includes a person who is now able to recognize differences in nonverbal communication between people of different cultures. Differences in language is easy to spot, but being cognizant of non-verbal differences stems from the acceptance stage.
Development: At this point of acceptance it’s time to dive in and put that ethnorelativism into action. Cross-cultural simulations, including participation from those from other cultures, will allow people to practice and grow their acceptance.
Adaptation
Adaptation takes the ethnorelativism gained from acceptance and puts it into more action. Those that have achieved adaptation are able to flourish within different cultures, acting with sensitivity and appropriateness. They are able to fully understand and even embody another cultural frame of reference.
Example: A successful professional that interacts with different cultures has most likely achieved the adaptation stage. They are able to put themselves into other cultures, communicate effectively, and achieve their goals while being considerate of the differences that certainly exist. A great example of this, a lawyer who works with Indigenous communities, comes from “Cultural Competency: A Necessary Skill for the 21st Century Attorney” by Travis Adams (p. 12).
Development: To increase ethnorelativism even further, people at the adaptation stage can participate in multicultural discussions or work on outside assignments with people from other cultures, allowing them to explore those cultures even further and deeper. At this point, facilitation of these developmental activities is less important; people at adaptation can usually develop on their own.
Example: A successful professional that interacts with different cultures has most likely achieved the adaptation stage. They are able to put themselves into other cultures, communicate effectively, and achieve their goals while being considerate of the differences that certainly exist. A great example of this, a lawyer who works with Indigenous communities, comes from “Cultural Competency: A Necessary Skill for the 21st Century Attorney” by Travis Adams (p. 12).
Development: To increase ethnorelativism even further, people at the adaptation stage can participate in multicultural discussions or work on outside assignments with people from other cultures, allowing them to explore those cultures even further and deeper. At this point, facilitation of these developmental activities is less important; people at adaptation can usually develop on their own.
Integration
The last point on Bennett’s model, integration sees ethnorelativism displayed by a persons’ ability to consciously consider multiple cultures and frames of reference at once, and sees individuals becoming truly multicultural: they are not bound to or identify with only one cultural identity.