Abstract:Immigrant‐origin (I‐O) youth face increasing anti‐immigrant rhetoric in the United States, including in their schools. School‐based intergroup dialogue programming may help I‐O youth and their peers build a more inclusionary culture. We qualitatively examined how I‐O youth and their peers experienced a week‐long school‐wide intergroup dialogue program that aimed to foster connection among participants at a Northeastern high school. Participants’ (N = 159) experience in the program were analyzed using post‐prog… Show more
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