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Difficult Dialogues , Privilege and Social Justice : Uses of the Privileged Identity Exploration ( PIE ) Model in Student Affairs Practice
| Content Provider | Semantic Scholar |
|---|---|
| Author | Sherry K. |
| Copyright Year | 2008 |
| Abstract | If student affairs practitioners are to foster more diverse and welcoming campus environments for our students, then we must find ways to have more meaningful discussions about diversity, privilege, and social justice. Our college campuses as well as the global markets for college graduates are becoming more diverse. Higher education administrators are searching for ways to prepare college students today to be productive workers in settings populated with individuals from various social, political, ethnic and racial backgrounds. While students attending college today may have been exposed to diversity (Coomes & Debard, 2004), they likely have not thoroughly explored their own identity and what it means to function honorably in a multicultural community. Therefore, America's higher education institutions need to encourage the youth of today to engage in difficult dialogues that help them to thoroughly examine their privileged identities. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://files.eric.ed.gov/fulltext/EJ899385.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
