216 JOHNSON, LONGERBEAM Implications for the Privileged Identity Exploration Model in Student Affairs Theory and Practice

This article comments on the utility oj the Privileged Identity Exploration (PIE) model in student affairs theory and practice and draws upon examples from the preceding articles. The work of facilitating difficult dialogue about privilege remains necessary among student affairs practitioners and educators committed to multicultural competence and social justice (Pope, Reynolds, & Mueller, 2004). As the concluding article of this special edition on difficult dialogues, we comment on the utility of the Privileged Identity Exploration (PIE) model in student affairs theory and practice, drawing upon examples from the preceding articles. Our perspectives are rooted in our work as student affairs faculty, our identities as an African American heterosexual woman (Dawn) and a White bisexual woman (Susan), and our commitment to learning how our various forms of privilege operate in our work. The PIE model (Watt, 2007) is a much needed empirical addition to student affairs practice and theory. An important contribution of this research is th