Intergroup Dialogue

Gurin, Patricia; Nagda, Biren A.

doi:10.4135/9781452218533.n390

Cited by 45 publications

(153 citation statements)

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“…To help underrepresented students feel more included and empowered at the individuals level , for instance, colleges and universities can do more to value and promote diversity, equity, and inclusion as crucial components of a high-quality education for a twenty-first century workforce in their missions and institutional strategies at the ideas level (Hurtado, 2007; Gurin et al., 2013). Next, at the institutions level , colleges and universities can integrate intergroup dialogue classes and other learning experiences about diversity, equity, and inclusion into the college curriculum for all students and across all courses of study, as well as implement hiring and promotion policies that foster the diversification of faculty and administrators (Hurtado, 2005; Gurin et al., 2013; Brannon, 2018; Stephens et al., 2019). At the interactions level , colleges and universities can better support students by providing opportunities for them to expand their networks and connect with mentors and alumni that share their backgrounds and have found pathways to success (Girves et al., 2005; Harper, 2008).…”

Section: Using the Culture Cycle To Understand Culture Clashes And Camentioning

confidence: 99%

Understanding Culture Clashes and Catalyzing Change: A Culture Cycle Approach

Hamedani

Markus

2019

Front. Psychol.

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U.S. Americans repeatedly invoke the role of “culture” today as they struggle to make sense of their increasingly diverse and divided worlds. Given the demographic changes, cultural interactions and hybridizations, and shifting power dynamics that many U.S. Americans confront every day, we ask how psychological scientists can leverage insights from cultural psychology to shed light on these issues. We propose that the culture cycle —a tool that represents culture as a multilayered, interacting, dynamic system of ideas, institutions, interactions, and individuals—can be useful to researchers and practitioners by: (1) revealing and explaining the psychological dynamics that underlie today’s significant culture clashes and (2) identifying ways to change or improve cultural practices and institutions to foster a more inclusive, equal, and effective multicultural society.

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Section: Using the Culture Cycle To Understand Culture Clashes And Camentioning

confidence: 99%

Understanding Culture Clashes and Catalyzing Change: A Culture Cycle Approach

Hamedani

Markus

2019

Front. Psychol.

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“…From evidence-based practices in multicultural education, we used difference education and intergroup dialogue in Career 911 videos, assignments, and discussion topics to facilitate understanding among students on how their different backgrounds matter, and how social differences can shape their experiences and opportunities in their academic and professional careers. 21…”

Section: Career 911: Developmentmentioning

confidence: 99%

Leveraging Digital Platforms to Scale Health Care Workforce Development: The Career 911 Massive Open Online Course

Simon¹,

Taylor²,

Tom³

2019

Progress in Community Health Partnerships

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Background: Health care is the fastest growing occupational sector in the United States, but students from low-income and underrepresented minority (URM) backgrounds often lack mentorship and basic information about health care careers and pathways. Objectives: We developed the Career 911 massive open online course (MOOC) to help students from diverse backgrounds to explore and build career portfolios to enter health-related professions. Methods: We describe the evolution since 2014 of the Career 911 MOOC and lessons learned. Results/Lessons Learned: More than20,000 students have enrolled in Career 911. Career 911 has served as a learning resource for schools and health care pipeline programs. Key lessons learned include cultivating strategic partnerships and networks, using community engagement efforts to counter technology’s potential to exacerbate educational disparities, minimizing disruptions from changes to technology, and optimizing data for program evaluation. Conclusions: Lessons learned on community engagement to develop a MOOC, and anticipating technology-related challenges and program evaluation needs can guide future work to leverage MOOCs and other digital learning technologies for scaling health care workforce development.

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“…Since 1980, various diversity groups have effectively implemented this program across the United States. Gurin, Nagda, and Zúñiga (2013) designed a dialogue course focused on race and gender that was based on three fundamental pedagogies (content learning, structured interaction and facilitative guidance) and delivered to nine American universities. The progress of students who participated was monitored through longitudinal surveys, interviews and papers.…”

Section: Examples Of Tertiary Diversity Trainingmentioning

confidence: 99%