ABSTRACT
This chapter discusses various related competency development theories and models that support intercultural competency and its application to US student affairs. Intercultural competency development is a process like the lifelong journey of multiculturalism and social justice and inclusion competencies. Intercultural, global, or international competencies along with global citizenship are all increasingly common attributes or goals for undergraduate students that may be in the rhetoric of universities, programs, and faculty syllabi for under-graduate courses. Deardorff's Intercultural Competence Model includes attitudes, knowledge, skills, and internal/external outcomes. In the contexts of Australia and the UK, intercultural competency is a graduate attribute and requirement for global citizenship and career attainment at national and institutional levels. Bennett and Bennett connect the acceptance stage to Perry's contextual relativism where individuals consider their own and others' worldviews and then use these to make decisions within the context of intercultural education.
