When the Dialogue Becomes Too Difficult - A Case Study of Resistance and Backlash

Oct 15, 2026

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Explores how difficult dialogues about race in a college classroom can trigger resistance and backlash, shaped by participants’ cognitive and affective responses. Drawing on student development theory, the case analyzes behaviors of involved parties and links them to models of white identity development, ethical scheme progression, and privileged identity defensive reactions. Provides recommendations for student affairs professionals and faculty on preparing multiculturally competent students and using creative, collaborative approaches to reduce oppressive actions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Introduction

Theoretical Framework

The Case (Pseudonyms)

Email Exchange and Meeting

Classroom Discussion Policy

Allegations Before the Final Class

When the Dialogue Becomes Too Difficult:A Case Study ofResistance and Backlash Wilma J.Henry,Deirdre Cobb-Roberts,Sherman Dorn,Herbert A.Exum,Harold Keller,Barbara Shircliffe This case study explains varied perspectives on a dificult dialogue.It providesrecommendations for student affairs professionals and faculty members who work withstudents and teach courses in content areas that are related to diversity,social justice,and privilege. Educators who prepare multiculturally competent students use a variety ofmethods to accomplish this task.Regardless of the method,however,achievingmulticultural competence inevitably involves difficult dialogues regarding race,religion,and sexual orientation.This article presents an actual case describingwhat happened when a difficult dialogue about race took place in a classroomsetting.Student development theory including Helm's(1990)White IdentityDevelopment model,Perry's(1970)Scheme and Watt's (2007)PrivilegedIdentity Exploration (PIE)model are used to provide a theoretical frameworkin case analysis to discuss the involved parties'behavior. Helms(1990)contends that Whites are innately benefactors of racism.Thus,she proposed a White racial identity development model designed to assistWhites in the process of adopting a nonracist White identity;for this tohappen,Whites must abandon personal racism as well as recognize andactively renounce institutional and cultural racism.Phase I of the model-Abandonment of Racism has three statuses:(1)Contact,(2)Disintegration and (3)Reintegration.Phase II-Defining a Nonracist White Identity also has threestatuses:(1)Pseudo-Independence (2)Immersion-Emersion and (3)Autonomy (seeHelms,1990).Perry's(1970)Scheme of Cognitive and Ethical Developmentconsists of nine positions which students move through with respect tointellectual and moral development.These stages are characterized in termsof the student's attitude towards knowledge and are grouped into four Resistance and Backlash categories:Dualism,Multiplicity,Relativism and Commitment(see Perry,1970).Watt's Privileged Identity Exploration(PIE)Model consists of eightdefensive reactions,motivated by fear and entitlement,when one encountersdifficult dialogue. These defensive reactions are grouped under threecategories:Category I-Recognizing Privilege Identity has three defensemodes (1)denial,(2)deflection,and(3)rationalization.Category I-Contemplating privileged Identity consists of(1)intellectualization,(2)principium and (3)false eny.Category II—Addressing Privileged Identityincludes(1)Benevolence and (2)Minimization(Watt,2007).Collectively,thesetheories focus on cognitive and affective as well as behavioral changes incollege students(and others),and encourage student affairs practitioners andfaculty members to explore creative and collaborative methods for reducingoppressive actions in the classroom and on campus. Below the case will be presented and then analyzed using the aforementioneddevelopmental theories.The article will conclude with practical applicationsfor student affairs professionals and faculty members. The Case (The names in the following case are pseudonyms) Dominique Stephens is an African American associate professor who has taught diversityrelated graduate courses in a predominately White institution for nearly a decade.She iskeenly aware of bow racism shapes students',particularly White students',reactions andresponses to her as a teacher and to ber as an expert on bow race informs college studentaffairs practice.Yet,she was surprised and frustrated by the events she endured one semesterwhile teaching the Diversity in Education course. After attending a few classes,a White male student,Kent Peterson,contacted ProfessorStephens via email,indicating bis discomfort with her course and the comments she and bisfellow students made about race and racism.She invited Mr.Peterson to meet with her todiscuss his concerns.Instead,Mr.Peterson sent another email,which he copied to h

FAQs

What is the main purpose of the case study?

To explain varied perspectives on a difficult dialogue and provide recommendations for student affairs professionals and faculty working in diversity- and justice-related content areas.

Which theories are used to analyze the case?

Helms’ White Identity Development model, Perry’s Scheme of Cognitive and Ethical Development, and Watt’s Privileged Identity Exploration (PIE) model.

How does the article connect difficult dialogues to resistance and backlash?

It describes how encounters with difficult dialogue about race can lead to defensive reactions and behaviors that challenge or resist discussion outcomes, especially regarding privilege and discrimination.

Oct 15, 2026

Upload by jayni