A Socialization-Based Values Approach to Embracing Diversity and Confronting Resistance in Intercultural Dialogues

Oct 15, 2026

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This article examines how resistance in intercultural dialogues can be understood through the Privileged Identity Exploration (PIE) model by foregrounding socialization. It argues that socialization shapes normative beliefs, values, and behaviors drawn into dialogue, influencing how participants interpret hierarchy and dominance. Grounded in multicultural competence, it explains how acknowledging socialized normality and culturally formed value orientations enables non-defensive engagement. The discussion also illustrates how differing activity orientations can trigger conflict and replace understanding with stereotyping.

LanguageEnglish

CategoryReligion & Spirituality

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Pages8

Reading Time20 min

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A Socialization-Based Values Approach to Embracing Diversity and Confronting Resistance in Intercultural Dialogues

Socialization and Construction of Normality

Socialization and Cultural Values

# A Socialization-Based Values Approach to EmbracingDiversity and Confronting Resistance in InterculturalDialogues Alex L.Pieterse and Noah M.Collins The dynamics of resistance articulated by the Privileged Identity Exploration modelhighlight the need to acknowledge the role of socialization in the formation of attitudesand bebaviors that can support identities of privilege.Exploring individual and grouprelated socialization processes in the context of a dificult dialogue might facilitate anatmosphere of understanding and mutual respect between participants. The role of socialization has been accepted as a core aspect of individualdevelopment and is viewed as being directly informed by the cultural contextwithin which it occurs(Yeh&Hunter,2005).Simply stated,socialization is aprocess by which individuals learn the beliefs,values and behaviors that areconsidered to be normative within their specific reference groups -racial,ethnic,religious,etc.(Harrison,Wilson,Pine et al.,1990).As such,the processof socialization has a powerful effect on what individuals bring to interculturaldialogues and how they interact in such exchanges.In this regard,thePrivileged Identity Exploration(PIE)model (Watt,2007)provides an excellentframewotk within which to understand various process dynamics associatedwith the socialization of individuals from identities of privilege.This articleaddresses the mechanism through which socialization processes may underliethe defenses outlined in the PIE model.In addition to outlining thesocialization-based values approach to intercultural dialogue,we also offer anexample of how to incorporate this approach into student affairs practiceMulticultural Competence and Difficult Dialogues While being historically located within the counseling literature,the notion ofmulticultural competence has been applied to both student affairs(Mueller &Pope,2001)and,more broadly,to approaches for dealing with diversity oncollege campuses(Pope &Reynolds,1997).Key constructs in multiculturalcompetence are an awareness of personal biases and systemic oppression,coupled with the development of skills based on acquired knowledge of theexperiences and cultural values of varied racial and cultural groups.A morerecent shift has been to incorporate social justice as both an ingredient and Socialization-Based Values outcome of multicultural competence(Vera &Speight,2003),a shift thatallows for a more concerted focus on issues of privilege,oppression,andadvocacy. A critical element of multicultural competence is the ability to participate inand foster dialogues that non-defensively acknowledge patterns of socialhierarchy and dominance.This involves the difficult task of acknowledgingpersonal participation in the oppression of others through various aspects ofprivilege or unearned advantage and conferred dominance associated with race,gender,etc.(Macintosh,1990).Central to the process of acknowledging onesstatus of dominance is an understanding of the role of socialization in shapingvalues,ideology and behavior. ## Socialization and Construction of Normality Perhaps one of the most powerful ways in which socialization impactsintercultural dialogues is in the construction of normality.Within a society suchas the United States,which is structured according to a distinct racial andpatriarchal hierarchy,(Smedley,1999),normality tends to be associated with,and defined by,the dominant majority,and is largely accomplished through itsinstitutions(media,educational,religious,judiciary,etc.).In other words,whatis considered acceptable in relation to ways of speaking,expression of affect,evaluation of behavior,assumptions of morality,and constructions of familyand community is prescribed and reinforced by the aforementionedinstitutions.Therefore,socialization has a direct bearing on the valueorientations and worldview that include implicit and explicit assumptions aboutself and other that individuals bring to an intercultural interaction

FAQs

How does socialization influence resistance in intercultural dialogues?

The article links resistance to how socialization forms normative beliefs, values, and behaviors. These learned patterns affect what participants bring to dialogue and how they interact within it.

What role does the Privileged Identity Exploration (PIE) model play?

The PIE model is used to explain defenses and resistance dynamics. The article argues that socialization underlies the mechanisms behind these defenses for individuals with identities of privilege.

Why can differences in activity orientation create conflict during dialogue?

If one person’s orientation emphasizes “doing” and defines success by productivity, while another accepts “being” and rejects productivity-based success, value-based judgments can surface. This can lead to stereotypical or prejudicial interpretations that replace genuine understanding.

Oct 15, 2026

Upload by jayni