The Developmental Model of Intercultural Sensitivity

A Tool for Understanding Principals’ Cultural Competence

Bibliographic Data

ID9729567
AuthorsFrank Hernandez (0000-0001-7780-0418, Hamline University, corresponding author), Brad W Kose (0009-0005-8696-8286, University of Illinois Urbana-Champaign)
Year2012
Volume44
Issue4
Pages512-530
Publication date2012-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124510393336
OpenAlexW2037839755
LanguageEN
Citations received14
References cited39

Principals’ understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals’ diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensitivity (DMIS) offers a powerful theory for understanding how principals may experience and interpret issues of difference and diversity in schools. After highlighting key aspects of the DMIS, hypothetical examples of principal interpretations and actions to a racial/ethnic achievement gap are provided. Finally, implications for principal preparation, practice, and research are discussed

Competence (human resources · Cultural competence · Cultural diversity · Cultural pluralism · Democracy · Diversity (politics · Ethnic group · Intercultural communication · Intercultural Competence · Intercultural relations · Multicultural education · Multiculturalism · Pedagogy · Political science · Politics · Sociology · Global Education and Multiculturalism · International Student and Expatriate Challenges · Psychology · Social Psychology · Teacher Education and Leadership Studies

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