| White Students (Helms, 1990) . | Students of Color (Cross & Vandiver, 2001) . |
|---|---|
| 1. Contact Unaware of own race and little to no concept of racism | 1. Pre-encounter Internalization of racist messages (personal significance unrealized) |
| 2. Disintegration Aware of racism and uncomfortable with this topic | 2. Encounter Coping mechanisms vary |
| 3. Reintegration Victim blaming used to cope | 3. Immersion/emersion Desire to be with members of own race and to learn more about African and African American experience |
| 4. Pseudo-independent Pull between feeling that change must happen and confronting one's own discomfort | 4. Internalization Reframe internalized messages with positive self-image of one's race |
| 5. Immersion/Emersion Seek out white role models who typify “anti-racist” stance | 5. Commitment Commitment to solving problems faced by one's race |
| 6. Autonomy Comfort in multicultural settings, positive association with change |
| White Students (Helms, 1990) . | Students of Color (Cross & Vandiver, 2001) . |
|---|---|
| 1. Contact Unaware of own race and little to no concept of racism | 1. Pre-encounter Internalization of racist messages (personal significance unrealized) |
| 2. Disintegration Aware of racism and uncomfortable with this topic | 2. Encounter Coping mechanisms vary |
| 3. Reintegration Victim blaming used to cope | 3. Immersion/emersion Desire to be with members of own race and to learn more about African and African American experience |
| 4. Pseudo-independent Pull between feeling that change must happen and confronting one's own discomfort | 4. Internalization Reframe internalized messages with positive self-image of one's race |
| 5. Immersion/Emersion Seek out white role models who typify “anti-racist” stance | 5. Commitment Commitment to solving problems faced by one's race |
| 6. Autonomy Comfort in multicultural settings, positive association with change |