Review of Educational Research · 2000 · 59 citations · 0 references
EducationMulticultural EducationTeacher EducationCulturally Responsive PedagogyIdentity DevelopmentIntercultural CommunicationCultural ResponsivenessCulturally Relevant TeachingIntercultural CompetenceMulticultural AssessmentMulticulturalismRacial Identity DevelopmentCultural CompetenceCultural Competence In EducationCultural Diversity EducationCulturally Responsive Teacher PreparationEthnic-racial Identity DevelopmentLearning OpportunitiesMulticultural Teacher EducationTeacher Multicultural Competence
Teachers need support to effectively teach diverse students, yet teacher‑educators’ prior efforts focusing on content rather than the process of cross‑cultural learning have yielded mixed results. This review examines three process‑oriented models used to describe and measure the development of racial identity and cross‑cultural competence. The models are Helm’s racial identity development model, Banks’s typology of ethnicity, and Bennett’s developmental model of intercultural sensitivity. Applying these models provides insights for multicultural teacher education, including assessing teachers’ readiness to learn, designing effective learning opportunities, and offering appropriate support and challenge.
Teachers require support as they face the challenge of effectively teaching diverse students in their classrooms. Teacher-educators have used various methods to foster change in teachers' thinking, attitudes, and behaviors regarding cultural diversity, but these efforts have produced mixed results because they often focused on content rather the process of cross-cutural learning. The purpose of this review is to examine three process-oriented models that have been used to describe and measure the development of racial identity and cross-cultural competence. These models include Helm's model of racial identity development, Banks's Typology of Ethnicity, and Bennett's Developmental Model of Intercultural Sensitivity. Research using the models revealed insights for multicultural teacher education in assessing readiness to learn, designing effective learning opportunities, and providing appropriate support and challenge for teachers.