Difficult Dialogues, Privilege and Social Justice: Uses of the Privileged Identity Exploration (PIE) Model in Student Affairs Practice

Sherry K Watt

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Difficult Dialogues, Privilege and Social Justice: Uses of the Privileged Identity Exploration (PIE) Model in Student Affairs Practice

Journal article

Peer reviewed

Difficult Dialogues, Privilege and Social Justice: Uses of the Privileged Identity Exploration (PIE) Model in Student Affairs Practice

Sherry K Watt

The College student affairs journal, Vol.26(2), pp.114-126

2007

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Abstract

This article will introduce the Privileged Identity Exploration (PIE) Model. This model identifies eight (8) defense modes associated with behaviors individuals display when engaged in difficult dialogues about social justice issues. Implications for the model and ways it can be used to assist facilitators as they engage participants in discussions about diversity are discussed. (Contains 1 figure.)

College Students

Higher Education

Interpersonal Communication

Social Justice

Behavior

Campuses

College Faculty

Colleges

Consciousness Raising

Cultural Awareness

Cultural Pluralism

Diversity (Faculty)

Ethnic Groups

Models

Personal Narratives

Racial Differences

Student Personnel Workers

Details

Title: Subtitle: Difficult Dialogues, Privilege and Social Justice: Uses of the Privileged Identity Exploration (PIE) Model in Student Affairs Practice
Creators: Sherry K Watt
Resource Type: Journal article
Publication Details: The College student affairs journal, Vol.26(2), pp.114-126
Publisher: Southern Association for College Student Affairs
ISSN: 0888-210X
eISSN: 2381-2338
Number of pages: 13
Language: English
Date published: 2007
Description audience: Higher Education
Academic Unit: Educational Policy and Leadership Studies; Public Policy Center (Archive)
Record Identifier: 9984285550402771

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