Stage 1: Denial: Common Phrases That Learners Might Use at This Stage Are

STAGE 1: DENIAL
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The first stage on the DMIS is denial. This stage is often created based on the belief that a person's
culture is the only real culture. People in this stage often fail to see cultural differences and tend to isolate
themselves from other groups (Cushner, McClelland, & Safford, 2012, p. 155). Often times, people that
are in the stage of denial are not interested in cultural differences and could care less about people other
then the ones that are in their direct culture .
Common phrases that learners might use at this stage are:

"All big cities are the same; lots of buildings, too many cars, and McDonald's."
"With my experience, I can be successful in any culture without any special effort."
"I never experience culture shock"
"As long as we all speak the same language, there's no problem."
(Bennet,1993, p. 1)
To help students move out of this stage, teachers need to educate students about other cultures and
allow them to explore the differences between themselves and others. Teachers can also provide
students with culture specific information that will bring about curiosity about other culture (Bennett,
1993,p. 1).
STAGE 2: DEFENSE
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Defense is the second stage of the DMIS. During this stage, learners often feel as though their own
culture is the only good culture (Bennet, 2011). This stage often consists of negative stereotyping and us
to them thinking. A person is in defense may feel threatened by other cultures and their differences.
People tend to be very critical of other cultures and have a narrow focus on what appropriate behaviors
and cultures are correct (Cushner, McClelland, & Safford, 2012, p. 157).

"I wish these people would just talk the way we do."
"When you go to other cultures, it makes you realize how much better the U.S. is."
"Boy, could we teach these people a lot of stuff."
"I wish I could give up my own cultural background and really be one of these people."
(Bennett, 1993, p. 3)
To move out of this stage, learners need to be able to manage anxiety about other cultures. Learners
need to also embrace tolerance and patience for people in other cultures (Bennett, 1993, p. 3).
STAGE 3: MINIMIZATION
The third stage of the DMIS is minimization. During this stage, the learner begins to find commonalities
between themselves and people of other cultures. Superficial cultures are mostly judged during this
phase of the model. Some examples of superficial cultures would be eating, money, and many
others. People in this stage begin to recognize that all people are people, whether they have different
traditions and cultures or not (Cushner, McClelland, & Safford, 2012, p. 158). Many teachers fall into this
stage of the DMIS.
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"I have this intuitive sense of other people, no matter what their culture."
"It's a small world after all"
"Technology is bringing cultural uniformity to the developed world."
"No matter what their culture, people are pretty much motivated by the same things."
(Cushner, McClelland,
& Safford, 2012, p. 159)
This stage is often the most difficult to move from because people at this stage think that they are doing
okay (Cushner, McClelland, & Safford, 2012, p. 158). In order to move from this stage, learners need to
develop cultural self-awareness and experience difference (Bennett, 1993). Learners will also benefit from
strengthening listening skills, open-mindness, and working on the ability to perceive others accurately
(Bennett, 1993).
STAGE 4: ACCEPTANCE
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Acceptance is the fourth stage of the DMIS. During this stage, learners are able to recognize and
appreciate cultural difference through both behaviors and values. This stage promotes the belief that
one's own culture is just one of the many cultures that exists in the world (Bennett, 2011). An important
aspect of this stage is that people do not necessarily have to agree on anything, they just need to
recognize that there are other ways of going about certain situations (Cushner, McClelland, & Safford,
2012, p. 160). People in this stage are often curious about other cultures and have a desire to learn.

"The more difference the better- more difference results in more creative ideas."
"I always try to study about a new culture before I go there or interact with the people."
"Our new student is from Mexico. Where can I learn about Mexican culture so I can be more effective in
the classroom?"
(Cushner,
McClelland, & Safford, 2012, p. 160)
In order to move from this stage, learners need to gain cultural specific knowledge. Learners must also
have respect for others' values and beliefs and maintain tolerance of ambiguity ( Bennett, 1993, p, 9)
STAGE 5: ADAPTATION
During the fifth stage of DMIS, adaptation, learners begin to be more competent in how to communicate
with people of other cultures. Learners are able in incorporate the world view of others into their own
world view. A major aspect of this stage is that the learner will be able to see the world through another's
"eyes." Because of this perspective, learners can change their behavior in order to communicate more
effectively (Bennett, 2011).

"To really help this student, I'm going to have to change my approach."
"I interact with my male and female colleagues somewhat differently to account for differences in the way
respect is communicated."
"I can maintain my values and also behave in culturally appropriate ways."
( Cushner, McClelland, &
Safford, 2012, p. 164)
In order to achieve adaptation and move on to the next stage, learners must be able to experience
empathy for other cultures. Learners will also develop risk-taking skills and problem-solving skills. Lastly,
learners will need flexibility with other cultures (Bennett, 1993, p. 11)
STAGE 6: INTEGRATION
Integration is the final stage of the DMIS, rarely do learners achieve this level of cultural sensitivity. During
integration the learner is able to have other cultural experience move in and out of their own worldview.
People in this view often maintain a marginal self-identity and view themselves as "in-process" (Cushner,
McClelland, & Safford, 2012, p. 165). People that reach integration are often culture mediators. They are
able to help others understand different cultures and promote unity between these two cultures (Cushner,
McClelland, & Safford, 2012, p. 165).
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"Sometimes I don't feel like I fit anywhere."
"Everywhere is home, if you know enough about how things work there."
"I feel most comfortable when I'm Bridging differences between the cultures I know."
(Cushner, McClelland, & Safford, 2012, p. 165)

Stage 1: Denial: Common Phrases That Learners Might Use at This Stage Are

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STAGE 1: DENIAL

Common phrases that learners might use at this stage are:

Common phrases that learners might use at this stage are:

Common phrases that learners might use at this stage are:

Common phrases that learners might use at this stage are:

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