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Describes emotional challenges, including anxiety, and shows how peer support and dialogue processes can reduce isolation and help students sustain risk-taking.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the PIE model help practitioners understand in difficult privilege dialogues?","Question",{"text":63,"@type":64},"It helps anticipate resistance by identifying defenses that arise during discussions of privilege and oppression, improving understanding of students’ responses in multicultural dialogue.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why do privileged defenses emerge during conversations about privilege?",{"text":68,"@type":64},"The model frames these defenses as arising primarily from fear, such as fear of appearing racist, realizing one’s racism, confronting White privilege, or taking personal responsibility for change.",{"name":70,"@type":61,"acceptedAnswer":71},"How can anxiety connected to privileged defenses be addressed?",{"text":72,"@type":64},"The text argues that anxiety can be recognized and overcome, including by encouraging members of privileged groups to support each other in developing awareness of oppression, privilege, and 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D.Longerbeam\n\nThis article omments on the utility of the Privileged Identity Exploration(PIE)model in student affairs theory and practice and draws upon examples from thepreceding articles.  \nThe work of facilitating difficult dialogue about privilege remains necessaryamong student affairs practitioners and educators committed to multiculturalcompetence and social justice(Pope,Reynolds,&Mueller,2004).As theconcluding article of this special edition on difficult dialogues,we comment onthe utility of the Privileged Identity Exploration(PIE)model in student affairstheory and practice,drawing upon examples from the preceding articles.Ourperspectives are rooted in our work as student affairs faculty,our identities asan African American heterosexual woman (Dawn)and a White bisexualwoman (Susan),and our commitment to learning how our various forms ofprivilege operate in our work.  \nThe PIE model(Watt,2007)is a much needed empirical addition to studentaffairs practice and theory.An important contribution of this research is theunderstanding that the defenses occurring during discussions of privilege andoppression arise principally out of fear,validating what many of us experienceand observe in our work.Sue and Constantine (2007)identified fears amongWhite people exploring their racial privilege,including fears of:(a)appearingracist,(b)realizing one's racism,(c)confronting White privilege,and (d)takingpersonal responsibility for change.In spite of the fears,exploring privilege iscritical for White students to achieve multicultural competence (King &BaxterMagolda,2005;Ortiz &Rhoads,2000).  \nDialogue processes encourage individuals from dominant groups to face theirprivilege(Watt,2007),and are difficult experiences for many students andpractitioners because of the discomfort that comes with acknowledging variousforms of privilege.Understanding privileged defenses identified in the PIEmodel sheds light on the reasons for the difficulty and is a tool for improvingdialogues.The case described by D’Andrea and Daniels(2007)exemplified the  \nimportance of engaging with others open to exploring privilege and illustratedthat even senior administrators,not only college students,behave withprivileged defenses.This example supports Watt's (2007)assertion that theexploration of privileged identities is a lifelong process.  \n# Emotional Challenges of Difficult Dialogues\n\nExperiencing difficult emotions is part of the process of identifying andunlearning our privilege (Johnson,2006).Avoiding this process because of fearleaves us unable to understand how our identity shapes our responses to othersand puts us at risk of doing harm (Watt,2007).Henry,Cobb-Roberts,Dorn,Exum,Keller,and Shircliffe (2007)described a grievance process in which anAfrican American female professor was harmed because a White male studentand senior administrators failed to recognize the impact of their privilege byundermining the professor's authority.The student targeted the AfricanAmerican professor,allied with the administration (deflection),and blamed theprofessor rather than examine his own anxiety (rationalization).  \nAlthough anxiety is at the root of privileged defenses,it is possible to recognizeand overcome anxiety.One way to address anxiety is by encouraging membersof privileged groups to support each other in developing awareness aboutissues of oppression,privilege,and power (Johnson,2006).As an example,intheir work with college men who described feelings of powerlessness,Loschiavo,Miller and Davies(2007)articulated the distinction between thesystemic power accessible to White men and the lack of personal power Whitemen feel due to individual life circumstances.Such dialogues can alleviate someof the anxieties related to privilege and create a supportive environment forrisk taking(also,see Reason,2007).  \n# Utility of the PIE Model\n\nWatt's(2007)PIE mod","cbCain5AP2i9itTw","https://ap.wps.com/l/cbCain5AP2i9itTw","pdf",344559,"English","# Implications for the Privileged Identity Exploration Model in Student Affairs Theory and Practice\n## Emotional Challenges of Difficult Dialogues\n## Utility of the PIE Model","[{\"question\":\"What does the PIE model help practitioners understand in difficult privilege dialogues?\",\"answer\":\"It helps anticipate resistance by identifying defenses that arise during discussions of privilege and oppression, improving understanding of students’ responses in multicultural dialogue.\"},{\"question\":\"Why do privileged defenses emerge during conversations about privilege?\",\"answer\":\"The model frames these defenses as arising primarily from fear, such as fear of appearing racist, realizing one’s racism, confronting White privilege, or taking personal responsibility for change.\"},{\"question\":\"How can anxiety connected to privileged defenses be addressed?\",\"answer\":\"The text argues that anxiety can be recognized and overcome, including by encouraging members of privileged groups to support each other in developing awareness of oppression, privilege, and power.\"}]","Implications for the Privileged Identity Exploration Model - in Student Affairs Theory and Practice | PDF",1792088969,15]