How White Faculty Perceive and React to Difficult Dialogues on Race: Implications for Education and Training

The Counseling Psychologist

Volumn 37, Issue 8, 2009, Pages 1090-1115

  Wing Sue, Derald ^a   Torino, Gina C ^a   Capodilupo, Christina M ^a   Rivera, David P ^a   Lin, Annie I ^a  

^a Och Spine at New York Presbyterian Hospitals   (United States)

Author keywords

academia; adult populations; dimensions of diversity; methodology; race ethnicity

Indexed keywords

EID: 70350217621     PISSN: 00110000     EISSN: None     Source Type: Journal    
DOI: 10.1177/0011000009340443     Document Type: Article

References (35)

1. American Psychological Association. (2003). Guidelines on multicultural education, training research, practice, and organizational change for psychologists. American Psychologist, 58, 377-402.
2. Bell, L.A. (2002). Sincere fictions: The pedagogical challenges of preparing White teachers for multicultural classrooms. Equity and Excellence in Education, 35, 236-244.
3. Bell, L.A. (2003). Telling tales: What stories can teach us about racism. Race Ethnicity and Education, 6, 3-28.
4. Bolgatz, J. (2005). Talking race in the classroom. New York: Educators College Press.
5. Boysen, G.A., & Vogel, D.L. (2008). The relationship between level of training, implicit bias, and multicultural competency among counselor trainees. Training and Education in Professional Psychology, 2, 103-110.
6. Dovidio, J.F. (2001). On the nature of contemporary prejudice: The third wave. Journal of Social Issues, 57, 829-849.
7. Feagin, J.R. (2001). Racist America: Roots, current realities, and future reparations. New York: Routledge.
8. Helms, J.E. (1990). Black and White racial identity: Theory, research, and practice. New York: Greenwood.
9. Helms, J.E. (1995). An update of the Helm’s White and POC racial identity models. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (pp. 137-154). Alexandria, VA: American Counseling Association.
10. Hill, C.E., Thompson, B.J., Hess, S.A., Knox, S., Williams, E.N., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52, 196-205.
11. Hill, C.E., Thompson, B.J., & Williams, E.N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517-572.
12. Hughes, S.A. (2005). What we still don’t know about teaching race: How to talk about it in the classroom. Lewiston, NY: The Edwin Mellen Press.
13. Jackson, L.C. (1999). Ethnocultural resistance to multicultural training students and faculty. Cultural Diversity and Ethnic Minority Psychology, 5, 27-36.
14. Johnson, D.R., & Longerbeam, S.D. (2007). Implications for the privilege identity exploration model in student affairs theory and practice. College Student Affairs Journal, 26, 216-221.
15. Kiselica, M.S. (1998). Preparing Anglos for the challenges and joys of multiculturalism. The Counseling Psychologist, 26, 5-21.
16. Kiselica, M.S. (1999). Confronting prejudice and racism during multicultural training. Alexandria, VA: American Counseling Association.
17. Kiselica, M.S. (2004). When duty calls: The implications of social justice work for policy, education, and practice in the mental health professions. The Counseling Psychologist, 32, 838-854.
18. Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
19. Polkinghorne, D.E. (2005). Language and meaning: Data collection in qualitative research. Journal of Counseling Psychology, 52, 137-145.
20. President’s Initiative on Race. (1998). One American in the twenty-first century. Washington, DC: Government Printing Office.
21. Salvatore, J., & Shelton, J.N. (2007). Cognitive costs of exposure to racial prejudice. Psychological Science, 18, 810-815.
22. Sanchez-Hucles, J., & Jones, N. (2005). Breaking the silence around race in training, practice, and research. The Counseling Psychologist, 33, 547-558.
23. Solórzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1/2), 60-73.
24. Sue, D.W. (2003). Overcoming our racism: The journey to liberation. San Francisco: Jossey-Bass.
25. Sue, D.W. (2005). Racism and the conspiracy of silence: Presidential address. The Counseling Psychologist, 33, 100-114.
26. Sue, D.W., Capodilupo, C.M., & Holder, A.M.B. (2008). Racial microaggressions in the life experience of Black Americans. Professional Psychology: Research and Practice, 39, 329-336.
27. Sue, D.W., Capodilupo, C.M., Torino, G.C., Bucceri, J.M., Holder, A.M.B., Nadal, K.L., & Esquilin, M.E. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62, 271-286.
28. Sue, D.W., & Constantine, M.G. (2007). Racial microaggressions as instigators of difficult dialogues on race: Implications for student affairs educators and students. College Student Affairs Journal, 22, 136-143.
29. Sue, D.W., Lin, A.I., Torino, G.C., Capodilupo, C.M., & Rivera, D.P. (2009). Racial microaggressions and difficult dialogues in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15, 183-190.
30. Sue, D.W., Rivera, D.P., Capodilupo, C.M., Lin, A.I., & Torino, G.C. (in press). Racial dialogues and White trainee fears: Implications for education and training. Cultural Diversity and Ethnic Minority Psychology.
31. Sue, D.W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice. Hoboken, NJ: Wiley.
32. Watt, S.K. (2007). Difficult dialogues, privilege and social justice: Uses of the privileged identity exploration (PIE) model in student affairs practice. College Student Affairs Journal, 26, 114-125.
33. Willow, R.A. (2008). Lived experience of interracial dialogue on race: Proclivity to participate. Journal of Multicultural Counseling and Development, 36, 40-51.
34. Young, G. (2004). Dealing with difficult classroom dialogues. In P. Bronstein & K. Quina (Eds.), Teaching gender and multicultural awareness (pp. 437-360). Washington, DC: American Psychological Association.
35. Young, G., & Davis-Russell, E. (2002). The vicissitudes of cultural competence: Dealing with difficult classroom dialogue. In E. Davis-Russell (Ed.), The California School of Professional Psychology handbook of multicultural education, research, intervention, and training (pp. 37-53). San Francisco: Jossey-Bass.