Intergroup Dialogue: Race Still Matters

Gurin, Patricia; Sorensen, Nicholas; Lopez, Gretchen E.; Nagda, Biren A.

doi:10.1007/978-1-4939-0863-9_3

Cited by 49 publications

(130 citation statements)

References 14 publications

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“…(Seider et al, 2019). To the extent possible, research devoted to understanding these issues should incorporate experimental or quasi-experimental studies in which exposure to education about structural sources of racial or ethnic inequalities is manipulated, as they would afford greater confidence in causal links (e.g., Gurin, Sorensen, Lopez, & Nagda, 2015;Lopez, Gurin, & Nagda, 1998).…”

Section: Viewing Youth's Understanding Of Economic Inequality Through...mentioning

confidence: 99%

How children and adolescents think about, make sense of, and respond to economic inequality: Why does it matter?

McLoyd¹

2019

Developmental Psychology

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Research published in the special section documents how children's and adolescents' awareness and sensitivity to group-level exclusion, inequality of opportunity, and broader patterns of economic inequality in society influence and are associated with moral emotions, moral reasoning, and decisions about resource allocation. It also assesses the intersecting influence of societal hierarchies on youth's understanding of economic inequality and the socioemotional and behavioral correlates of their discernment of structural arrangements that produce inequality and marginalization. These advances in knowledge raise several interesting issues, among them (a) when during the life course explanations of poverty and distributive justice reasoning crystallize; (b) whether distinct developmental trajectories exist in these domains; (c) whether early patterns of moral emotions, reasoning, and decision-making shape interactions with less economically advantaged peers and predict subsequent attitudes and behavior pertaining to social justice issues; (d) the role of educational experiences and parental socialization in youth's understanding of structural causes for group inequalities; and (e) whether and why structural thinking about inequalities may be domain-specific (e.g., race, social class, income, gender).

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Section: Viewing Youth's Understanding Of Economic Inequality Through...mentioning

confidence: 99%

How children and adolescents think about, make sense of, and respond to economic inequality: Why does it matter?

McLoyd¹

2019

Developmental Psychology

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“…The conditions that Allport identified for reduction of intergroup prejudice include: equal group status within the situation; common goals; intergroup cooperation; and the support of authorities, law, or custom (Pettigrew, 1998). The IGD format also makes the specification that there should be an equal number of members from each racial identity group (Gurin, Sorensen, Lopez, & Nagda, 2015). Thus, according to this model of dialogue, organizers need to take the racial identity of dialogue members into account when organizing a group.…”

Section: Racial Composition Of Dialogue Groupsmentioning

confidence: 99%

Engaging White participants in racial dialogues: Group composition and dialogue structure.

Tittler

Wade

2019

Group Dynamics: Theory, Research, and Practice

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One effective strategy for combatting racism and promoting understanding across racial lines is structured dialogue (e.g., Nagda, 2006). Previous research on structured racial dialogues has used a self-selecting participant pool of individuals who are motivated to participate in racial dialogues (e.g., Gurin, Nagda, & Zúñiga, 2013). However, previous research suggests that many White individuals may be avoidant of racial dialogues and certain aspects of a dialogue might increase or decrease this avoidance (e.g., Sue, 2013). In the current study, we examined 2 main factors that might affect White college students' willingness to participate in a racial dialogue and share their thoughts honestly: racial composition of the group and structuring of the dialogue with ground rules. Participants read 1 of 4 randomly assigned vignettes of a racial dialogue varying across the 2 variables (mixed-race vs. all-White; structured vs. not-structured). The results revealed a significant interaction between the racial make-up of the dialogue group and the structure of the group on participants' predicted willingness to share their honest thoughts. We found that participants predicted being more willing to share their thoughts in structured, mixed-race groups than in structured, all-White groups, or mixed-race groups. We also found that structured dialogues led participants to report more interest in participating in a similar group on campus.

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“…Findings from this study suggest that efforts to improve race relations on college campuses may be helpful in promoting a sense of belonging for students of color. To this end, previous research shows that intergroup dialogues have been an effective tool for facilitating better race relations among students (Gurin, Sorensen, Lopez, & Nagda, 2015). Moreover, through their partnerships with other student affairs offices, orientation professionals can play a role in advocating for initiatives that improve poor racial climate such as attracting and retaining Black faculty, creating spaces for marginalized students, and extending cultural programming.…”

Section: Discussionmentioning

confidence: 99%

Transitioning, Belonging, and the Black Student Experience: A Phenomenological Study

Morgan

Lane

Hutchful³

et al. 2020

jcotr

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The purpose of this phenomenological study was to explore the orientation and transitional experiences of Black undergraduate students at Metropolitan State University (MSU, pseudonym) an urban, public research university in the southeastern region of the United States. MSU is a unique research site for this study, as Black students’ six-year graduation rates equal that of White students. Using sense of belonging as a conceptual framework, the research team collected data from 28 participants in seven focus groups throughout the 2018-2019 academic year. Findings revealed that participants experienced disparate orientation and transitional experiences, as well as a poor racial climate throughout their time at MSU. Specifically, participants noted a shortage of Black faculty, limited Black cultural programming, and a need for identity-based space. Among working with campus partners to improve the racial climate, implications for orientation professionals include recruiting professional and student staff members who represent the racial composition of the university and ensuring culturally relevant content during orientation programs.

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Intergroup Dialogue: Race Still Matters

Cited by 49 publications

References 14 publications

How children and adolescents think about, make sense of, and respond to economic inequality: Why does it matter?

How children and adolescents think about, make sense of, and respond to economic inequality: Why does it matter?

Engaging White participants in racial dialogues: Group composition and dialogue structure.

Transitioning, Belonging, and the Black Student Experience: A Phenomenological Study

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