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Intergroup dialogue is an educational model that provides students with in-depth opportunities
to develop and practice the skills needed to be engaged citizens
and leaders of diverse groups in economic, social, and political institutions, both nationally
and internationally. Intergroup dialogue brings together students from two or more social
identity groups in a small group, cooperative learning environment. The social identity groups
are usually characterized by historical and structural power inequalities and conflicts, and
are often defined in terms of race, ethnicity, gender, sexual orientation, religion, and
social class (Zúńiga, Nagda, & Sevig, 2002).
Intergroup dialogue commonly begins with
developing and practicing communication and listening skills, and building relationships. With
this foundation, participants explore intragroup and intergroup processes, and differences and
common ground in perspectives and experiences. Conflict is recognized as a part of individual
lives and intergroup relations, and is explicitly analyzed. Participants further explore and
develop collaborative strategies and plans for action (see Schoem & Hurtado, 2001, for
description of various models and processes). |
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Brown, L. M., & Lopez, G. E. (2001). Political contacts: Analyzing the role of similarity in
theories of prejudice. Political Psychology, 22, 279-291.
Cantor, N. (2004). Introduction. In P. Gurin, J. Lehman, E. Lewis, with E. Dey, G. Gurin,
& S. Hurtado (Eds.),
Defending diversity: Affirmative action at the University of Michigan
(pp. 1-16). Ann Arbor, MI: University of Michigan Press.
Gurin, P., Dey E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education:
Theory and impact on educational outcomes. Harvard Educational Review, 72, 330-366.
Gurin, P., Nagda, B.A., & Lopez, G.E. (2004). The benefits of diversity in education for democratic citizenship. Journal of Social Issues, 60, 17-34.
Lopez, G.E., Gurin, P., & Nagda, B.A. (1998). Education and understanding structural causes for group inequalities. Political Pyschology, 19, 305-329.
Stephan, W. G., & Stephan, C. W. (2001). Improving intergroup relations. Thousand Oaks,
CA: Sage.
Stephan, W. G., & Vogt, W. P. (Eds.) (2004). Education programs for improving intergroup
relations: Theory, research, and practice. NY: Teachers College Press.
Schoem, D., & Hurtado, S. (Eds.) (2001). Deliberative democracy in school, college,
community, and workplace. Ann Arbor, MI: University of Michigan Press.
Tatum, B. D. (1997). “Why are all the Black kids sitting together in the cafeteria?” And
other conversations about race. NY: Basic Books.
Zirkel, S., Lopez, G. E., & Brown, L. M. (Eds.). (2004). The 50th anniversary of Brown v.
Board of Education: Interethnic contact and change in education in the 21st century. Journal
of Social Issues, 60.
Zúńiga, X., Nagda, B. A., & Sevig, T. (2002). Intergroup dialogues: An educational model
for cultivating engagement across differences. Equity & Excellence in Education, 7-17.
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