Bennett’s Developmental Model of

Intercultural Sensitivity
The DMIS
Dr. Milton J. Bennett

● ●

●
 Mini Case Study #1
Suzanne is a student you know. During your research class, Suzanne is
chatting with you about their possible research topic. “Abuse,” She says,
“specifically domestic abuse, happens in the U.S. but also in so many
other cultures. It’s not just here; it’s not just a U.S. American issue.
Forced marriage, assault, even banning divorce is a form of abuse, in
the U.S. and other countries. But we have so many great support
resources in the U.S. that we can take to other cultures. We need to set
up these support networks in other countries, just like in the U.S. We
need social workers and government programs and so much more to
combat the rampant abuse all over the world.”
 Mini Case Study #2
Catherine is a resident director at a university with a large Chinese international student
population. She is from a Chinese-American immigrant family, and is able to relate to
both her American residents and Chinese residents’ cultures, often jumping between
them based on the context. When she sees a Chinese international student doing
something she does not understand, such as smoking on campus, she talks to the
resident using Chinese culturally appropriate language and social cues to hear why it
makes sense to that resident. Then she is able to explain the American viewpoint to the
Chinese resident, eventually reaching a point of mutual understanding of the rationale of
both the resident and the residence life staff and avoiding further conflict. Sometimes she
gets frustrated with other residence life staff who are not able to communicate as fluidly
with international students and thus have more conflicts with them.
 Mini Case Study #3
Robert is a Resident Director and is sitting down to begin in-hall training with his
staff for the first time. Robert is new to the building and staff so he is
understandably nervous. Once the staff introductions and ice breakers are over,
Robert begins to discuss the expectations and procedures for the hall this year.
He notices that one of his RAs, who is from Japan, is not making eye contact with
him and appears to be disengaged. Robert continues but is becoming more and
more frustrated – “Am I really losing their respect already?” Robert decides the
best course is to call out the behavior and correct it now. Robert insists that a lack
of eye contact indicates a lack of respect for him and the group. The RA explains
that there is no disrespect meant; in Japan, eye contact in social interactions is
often seen as inappropriate. Robert explains that culture has nothing to do with
this and it is purely about respect.
 Mini Case Study #4
Nancy is a white woman working as an RA at a large midwestern
university. She has worked with diverse students and colleagues and
has traveled abroad for brief vacations. When two residents come to her
with a roommate conflict, Nancy asks them questions relating to their
different backgrounds and worldviews, encouraging them to see how
these characteristics are affecting their interactions. Nancy often asks
the residence life staff at her university to do more intercultural trainings,
and says she wishes the international office would do more to ease the
intercultural adjustment of international students on campus.
 Mini Case Study #5
Mark grew up in both Mexico and the United States to dual-nationality parents.
He went to college in Canada, and worked in France for several years after
graduation, before coming back to the United States to work in residence life
at an east coast university. When asked where he is from he says he is a
citizen of the world, and doesn’t fit precisely into any one culture. He enjoys
aspects of Mexican, American, Canadian, and French culture and is able to
easily interact with people from these cultures. When Mark interacts with
residents from different cultures or subcultures he is able to de-center his own
culture and consciously adapt to the resident’s frame of reference as he learns
about it. Mark is adept at fluidly switching between different cultural frames of
reference and negotiating different cultural approaches to situations.
 Mini Case Study #6
Your RA friend John discusses that he wants to host a program with
Spectrum, an organization he recently joined, to help promote acceptance of
the LGBTQ+ students in his hall. John shares that he does not identify as a
member of the community but considers himself a strong advocate and ally.
You ask John what prompted this idea and John responds, “I overheard some
of my residents making comments about the idea of gay marriage. They just
didn’t get it and I can’t believe we have college-aged people who don’t get
this issue. Just how homophobic they can be. I want to do this event to help
my residents feel supported because we understand and we’ve learned how
to respect all people. Some people just haven’t.”
Application Case Study (3 Groups)