Intergroup Dialogue Empowering Action for Transforming Equity in Higher Education
As universities grapple with contentious socio-political climates, promoting intergroup relations efforts remains critical in mitigating these conflicts. Intergroup dialogue (IGD) provides one approach to improving intergroup relations in higher education. Prior evidence suggests that IGD reduces pr...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/38 |
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| author | Manpreet Dhillon Brar Jessica Morales-Chicas Stacy Morris Imalay Rivera Rebecca Cannara |
| author_facet | Manpreet Dhillon Brar Jessica Morales-Chicas Stacy Morris Imalay Rivera Rebecca Cannara |
| author_sort | Manpreet Dhillon Brar |
| collection | DOAJ |
| description | As universities grapple with contentious socio-political climates, promoting intergroup relations efforts remains critical in mitigating these conflicts. Intergroup dialogue (IGD) provides one approach to improving intergroup relations in higher education. Prior evidence suggests that IGD reduces prejudice, increases empathy, builds critical consciousness, and improves intergroup relations. However, scant studies document virtual and multi-site IGD, especially those that include varied stakeholders. The current study sought to close these gaps by offering a facilitated and sustained four-stage model of IGD that concluded with collaborative action projects. A total of 32 students, faculty, and staff from eight universities in California participated in a virtual 20-hour, two-semester IGD program aimed to (1) generate dialogue around systemic barriers to graduation and (2) create action projects that address equity issues. Pre- and post-surveys with 22 participants showed increased intergroup empathy, improved comfort in having difficult conversations, and increased interest in future action behaviors. The participants also developed 10 action projects aimed at closing equity gaps through data storytelling, resource dissemination, dialogue programming, and policy advocacy. Our study adds to the effectiveness of IGD in higher education, offers important lessons learned, and highlights the implications of this work for both IGD practitioners and universities. |
| format | Article |
| id | doaj-art-6baa9e1fe91342aea091db2f029d83ce |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-6baa9e1fe91342aea091db2f029d83ce2025-01-24T13:30:18ZengMDPI AGEducation Sciences2227-71022025-01-011513810.3390/educsci15010038Intergroup Dialogue Empowering Action for Transforming Equity in Higher EducationManpreet Dhillon Brar0Jessica Morales-Chicas1Stacy Morris2Imalay Rivera3Rebecca Cannara4Vital Research, LLC, Los Angeles, CA 90048, USADepartment of Child and Family Studies, Rongxiang Xu College of Health and Human Services, California State University, Los Angeles, CA 90032, USAChild Development Department, College of Social and Behavioral Sciences, California State University, San Bernardino, CA 92407, USAChild Development Department, College of Social and Behavioral Sciences, California State University, San Bernardino, CA 92407, USAUniversal Human Rights Initiative, Santa Monica, CA 90403, USAAs universities grapple with contentious socio-political climates, promoting intergroup relations efforts remains critical in mitigating these conflicts. Intergroup dialogue (IGD) provides one approach to improving intergroup relations in higher education. Prior evidence suggests that IGD reduces prejudice, increases empathy, builds critical consciousness, and improves intergroup relations. However, scant studies document virtual and multi-site IGD, especially those that include varied stakeholders. The current study sought to close these gaps by offering a facilitated and sustained four-stage model of IGD that concluded with collaborative action projects. A total of 32 students, faculty, and staff from eight universities in California participated in a virtual 20-hour, two-semester IGD program aimed to (1) generate dialogue around systemic barriers to graduation and (2) create action projects that address equity issues. Pre- and post-surveys with 22 participants showed increased intergroup empathy, improved comfort in having difficult conversations, and increased interest in future action behaviors. The participants also developed 10 action projects aimed at closing equity gaps through data storytelling, resource dissemination, dialogue programming, and policy advocacy. Our study adds to the effectiveness of IGD in higher education, offers important lessons learned, and highlights the implications of this work for both IGD practitioners and universities.https://www.mdpi.com/2227-7102/15/1/38intergroup dialoguehigher educationequity gapsopportunity gapsmulticultural competenciessocial action |
| spellingShingle | Manpreet Dhillon Brar Jessica Morales-Chicas Stacy Morris Imalay Rivera Rebecca Cannara Intergroup Dialogue Empowering Action for Transforming Equity in Higher Education Education Sciences intergroup dialogue higher education equity gaps opportunity gaps multicultural competencies social action |
| title | Intergroup Dialogue Empowering Action for Transforming Equity in Higher Education |
| title_full | Intergroup Dialogue Empowering Action for Transforming Equity in Higher Education |
| title_fullStr | Intergroup Dialogue Empowering Action for Transforming Equity in Higher Education |
| title_full_unstemmed | Intergroup Dialogue Empowering Action for Transforming Equity in Higher Education |
| title_short | Intergroup Dialogue Empowering Action for Transforming Equity in Higher Education |
| title_sort | intergroup dialogue empowering action for transforming equity in higher education |
| topic | intergroup dialogue higher education equity gaps opportunity gaps multicultural competencies social action |
| url | https://www.mdpi.com/2227-7102/15/1/38 |
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