This article possibly contains
original research. (April 2021) |
The Bennett scale, also called the Developmental Model of Intercultural Sensitivity (DMIS), was developed by Milton Bennett. [1] The framework describes the different ways in which people can react to cultural differences. [1] Bennett's initial idea was for trainers to utilize the model to evaluate trainees' intercultural awareness and help them improve intercultural sensitivity, also sometimes referred to as cultural sensitivity, which is the ability of accepting and adapting to a brand new and different culture. [2]
Organized into six stages of increasing sensitivity to difference, the DMIS identifies the underlying cognitive orientations individuals use to understand cultural difference. Each position along the continuum represents increasingly complex perceptual organizations of cultural difference, which in turn allow increasingly sophisticated experiences of other cultures. By identifying the underlying experience of cultural difference, predictions about behavior and attitudes can be made and education can be tailored to facilitate development along the continuum. The first three stages are ethnocentric as one sees his own culture as central to reality. Climbing the scale, one develops a more and more ethnorelative point of view, meaning that one experiences one's own culture as in the context of other cultures. By the fourth stage, ethnocentric views are replaced by ethnorelative views. [1] [2] [3] [4]
1-3 stages reflect ethnocentrism in cross-cultural communication. During these three phases, a person sees their original culture as the most superior one and takes it as the criteria to judge other cultures. [2]
4-6 stages reflect ethnorelativism in cross-cultural communication. During these three phases, a person gradually treats all culture as reasonable and try to understand every behavior from the aspect of cultures behind. [2]
In his theory, Bennett describes what changes occur when evolving through each step of the scale. Summarized, they are the following: [3]
Schools play an important role in shaping the multicultural perspective of students. [5] A study published in 2011 by Frank Hernandez and Brad W. Kose found that the Bennett Scale provides a robust measure of principals' cultural competence in terms of how they understand differences. [6] Principals' DMIS orientation how they could influence their understanding of social justice and further make them implement different leadership practices for diverse schools. [6] Specifically, the researchers provided various explanations of the pervasive performance gap that sees white children outperforming their black or Latino classmates on standardised tests, academics, and school completion based on the Bennett Scale as a theoretical framework. [6] Education professionals may rationalize school policies and activities for cultural diversity and help achieve cultural equality in the educational environment by determining which of the six phases of intercultural sensitivity the particular principal is in. For instance, a principal in minimization phase may organize international cuisine festivals in the school, or use cultural and heritage festivals as opportunities for intercultural education. [7] But since it overlooks cultural distinctions, the school might not consider to launch a multicultural program or make curriculum changes that respect students' cultural nuances. [6]
Another study applied Bennett Scale to the curriculum of university general education courses. [8] In the current context of globalization and growing diversity in schools, experiencing and learning about cultural differences in the school environment is an important instructional method. [9] This study used Bennett Scale as an analytical model, coded and quantitatively analyzed data of cross-cultural sensitivity among 48 students from multicultural backgrounds receiving university general education. [8] According to the findings, a diversity curriculum that motivates students to share and practice their viewpoints on social issues is more likely to foster empathy and raise levels of cross-cultural sensitivity than one that only emphasizes information comprehension with assignments including material reading and essay writing. [8]
Bennett Scale has mostly been applied to analysis on people's cross-cultural sensitivity, but some scholars have expanded its application to organizational communications. Informed by Bennett Scale and Botan's Five steps in Issue Management model, Radu Dumitrascu developed a new corporate adaption model and follow-up intercultural communication approaches for international business. [10] According to how they handle cultural diversity and cultural affiliations and localize themselves through communication, structural adjustments, strategies, and tactics, five types of organizations are defined: denying/intransigent, minimizing/resistant, minimizing/cooperative, adaptive/cooperative, integrative. [10]
Bennett Scale is recognized for defining clear ethnocentric and ethnorelative stages, however, it is also considered by some scholars to be too idealistic to be practiced in the reality.[ citation needed] Primary critiques include: [11]
Besides, several researchers report a struggle to determine participants' orientation within the six stages of Bennett Scale due to the lack of transitional middle ground between stages. [12] [13] The model is also critiqued for working well in nations where multiculturalism is easily embraced, like the United States, but its practical applicability in isolated or undeveloped nations where people have little exposure to other cultures is still questioned.[ citation needed]
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This article possibly contains
original research. (April 2021) |
The Bennett scale, also called the Developmental Model of Intercultural Sensitivity (DMIS), was developed by Milton Bennett. [1] The framework describes the different ways in which people can react to cultural differences. [1] Bennett's initial idea was for trainers to utilize the model to evaluate trainees' intercultural awareness and help them improve intercultural sensitivity, also sometimes referred to as cultural sensitivity, which is the ability of accepting and adapting to a brand new and different culture. [2]
Organized into six stages of increasing sensitivity to difference, the DMIS identifies the underlying cognitive orientations individuals use to understand cultural difference. Each position along the continuum represents increasingly complex perceptual organizations of cultural difference, which in turn allow increasingly sophisticated experiences of other cultures. By identifying the underlying experience of cultural difference, predictions about behavior and attitudes can be made and education can be tailored to facilitate development along the continuum. The first three stages are ethnocentric as one sees his own culture as central to reality. Climbing the scale, one develops a more and more ethnorelative point of view, meaning that one experiences one's own culture as in the context of other cultures. By the fourth stage, ethnocentric views are replaced by ethnorelative views. [1] [2] [3] [4]
1-3 stages reflect ethnocentrism in cross-cultural communication. During these three phases, a person sees their original culture as the most superior one and takes it as the criteria to judge other cultures. [2]
4-6 stages reflect ethnorelativism in cross-cultural communication. During these three phases, a person gradually treats all culture as reasonable and try to understand every behavior from the aspect of cultures behind. [2]
In his theory, Bennett describes what changes occur when evolving through each step of the scale. Summarized, they are the following: [3]
Schools play an important role in shaping the multicultural perspective of students. [5] A study published in 2011 by Frank Hernandez and Brad W. Kose found that the Bennett Scale provides a robust measure of principals' cultural competence in terms of how they understand differences. [6] Principals' DMIS orientation how they could influence their understanding of social justice and further make them implement different leadership practices for diverse schools. [6] Specifically, the researchers provided various explanations of the pervasive performance gap that sees white children outperforming their black or Latino classmates on standardised tests, academics, and school completion based on the Bennett Scale as a theoretical framework. [6] Education professionals may rationalize school policies and activities for cultural diversity and help achieve cultural equality in the educational environment by determining which of the six phases of intercultural sensitivity the particular principal is in. For instance, a principal in minimization phase may organize international cuisine festivals in the school, or use cultural and heritage festivals as opportunities for intercultural education. [7] But since it overlooks cultural distinctions, the school might not consider to launch a multicultural program or make curriculum changes that respect students' cultural nuances. [6]
Another study applied Bennett Scale to the curriculum of university general education courses. [8] In the current context of globalization and growing diversity in schools, experiencing and learning about cultural differences in the school environment is an important instructional method. [9] This study used Bennett Scale as an analytical model, coded and quantitatively analyzed data of cross-cultural sensitivity among 48 students from multicultural backgrounds receiving university general education. [8] According to the findings, a diversity curriculum that motivates students to share and practice their viewpoints on social issues is more likely to foster empathy and raise levels of cross-cultural sensitivity than one that only emphasizes information comprehension with assignments including material reading and essay writing. [8]
Bennett Scale has mostly been applied to analysis on people's cross-cultural sensitivity, but some scholars have expanded its application to organizational communications. Informed by Bennett Scale and Botan's Five steps in Issue Management model, Radu Dumitrascu developed a new corporate adaption model and follow-up intercultural communication approaches for international business. [10] According to how they handle cultural diversity and cultural affiliations and localize themselves through communication, structural adjustments, strategies, and tactics, five types of organizations are defined: denying/intransigent, minimizing/resistant, minimizing/cooperative, adaptive/cooperative, integrative. [10]
Bennett Scale is recognized for defining clear ethnocentric and ethnorelative stages, however, it is also considered by some scholars to be too idealistic to be practiced in the reality.[ citation needed] Primary critiques include: [11]
Besides, several researchers report a struggle to determine participants' orientation within the six stages of Bennett Scale due to the lack of transitional middle ground between stages. [12] [13] The model is also critiqued for working well in nations where multiculturalism is easily embraced, like the United States, but its practical applicability in isolated or undeveloped nations where people have little exposure to other cultures is still questioned.[ citation needed]
{{
cite book}}
: CS1 maint: location missing publisher (
link)
{{
cite book}}
: CS1 maint: others (
link)
{{
cite book}}
: CS1 maint: others (
link)
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cite book}}
: CS1 maint: others (
link)